By the Members of Group 4: Erin Shaffer Lavon Holland Meagan Reed

Please Do Now:  Take the following poll:  To access:

Poll Question: “Where were you most effective getting work done for “Math in the School Program?”  Let’s take a look at our results………....

Teaching Data Analysis

Planning for Focused Instruction:  “The amount of statistical information available to help make decisions in business, politics, research, and everyday life is staggering.” Such as:  Consumer surveys guide the development and marketing of products.  Experiments evaluate the safety and efficacy of new medical treatments.  Statistics sway public opinion on issues and represent--or misrepresent--the quality and effectiveness of commercial products.

Planning for Focused Instruction:  “Through experiences with the collection and analysis of data, students learn how to interpret such information.”  “Young children will not develop statistical reasoning if it is not included in the curriculum. Work in data analysis and probability offers a natural way for students to connect mathematics with other school subjects and with everyday experiences.” (NCTM)

Objective and Rational for Teaching Data Analysis:  Therefore, students should be able to….. formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them; select and use appropriate statistical methods to analyze data; develop and evaluate inferences and predictions that are based on data (NCTM).

Objective and Rational for Teaching Data Analysis:  In other words, students should be able to… Collect data (surveys and experiments) Display data (graphs – i.e. bar graph) Analyze data (find landmarks – i.e. mean) ○ Also includes: ‘data sense’ and being able to identify misleading information

References:  NCTM – Standards Overview for Data Analysis and Probability:  PDE – SAS webpage for Standards:

Additional Resources: Textbooks:  Everyday Math (2004) – 6 th Grade: Teacher’s Manual, Math Masters, Home Connection Handbook, Assessment Handbook  Helping Children Learn Mathematics, by: Reys, Lindquist, Lambdin, and Smith (2007) Math Specialists:  Miss Aitken – mentor at Northeastern S.D.  Mrs. Grimm – teacher on leave, during long- term substitute at Dover Area S.D.

Engaging Tasks and Materials for the classroom:  Kinesthetic: M&M data collection, use M&Ms (website) Make yarn broken-line graphs, lesson 1.5 (EDM) Family Garden Bar Graph, from colleague (Mrs. Grimm, Dover Area S.D.) – use pictures of family Form a Human Circle Graph, lesson 1.8 Raisin Lesson (Grade 4 of EDM) Manipulative (ex: connecting cubes, paper clips, sticky notes) for graphing (textbook- Helping Children) Analyze graphs found in magazines, newspapers (lesson 1.6 of EDM) Play Landmark Shark game (lesson 1.4 of EDM) ctivitytype=dcr&level=3 Teaching Mathematics Through Dance and Movement gration#teaching Search for persuasive and misleading information (lesson 1.10 of EDM) Take class polls and create line plots around the room (lesson 1.2 of EDM)

Engaging Tasks and Materials for the classroom:  Auditory: Teacher questioning Children’s Literature: ○ People by Peter Spier ○ Play Ball: Sports Math by Time-Life Books

Engaging Tasks and Materials for the classroom:  Visual: Powerpoint on Mean vs. Median – from colleague (Miss Aitken, Northeastern S.D.) Demonstration of Mean and Median using excel, lesson 1.3 Whiteboards (solve given a data set provided by teacher) Math vocabulary (worksheet) – from EDM, Unit #1 (provided by mentor teacher, Miss Aitken) Create a step graph using math master pg. 10 (lesson 1.8 of EDM)

Example Activity #1 Landmark Shark Game (EDM – 2004) Objective: TSW find range, median, mode, and mean of a set of numbers. Materials: 1 deck of cards, 1 each of range, median, mode cards (for each player), score sheet (2-3 players) Directions: 1) The dealer shuffles and deals 5 cards facedown to each player. Each player puts cards in order from smallest to largest. 2) There are 3 ways to score points: range, median, or mode is used as the player’s score….each player decides which of the 3 landmarks will yield the highest score for their hand. They indicate their choice by showing the dealer this card. 3) Players can try and improve their score by exchanging up to 3 of their 5 cards for new ones, but the landmark card stays. 4) Their scores are then recorded, but bonus points may be earned at this point. Each player calculates their mean of their cards and then records (to the nearest tenth) their points and add those points to their score sheet as well. 5) Repeat steps #1-4 for each round. The winner is the one with the highest score after 5 total rounds.

Example Activity #2 Teaching Data Analysis Through Dance/Movement Objective: TSW calculate range, median, and mode through dance steps. Materials: music, cd player, vinyl numbers on floor (1-10), recording sheet (per student) Directions: 1) Student stands on vinyl number (note color). 2) When music plays count as you move (either by hopping, skipping, or walking) the number of steps taken to the next vinyl number of the same color that they can find. 3) Repeat 10 times and record number of steps each time. 4) Calculate median, range, and mode of number of steps taken.

Summary:  Our goal as teachers is to help students see the bigger picture and apply deeper connections to data analysis and the real world.  Using these activities and resources students will be more engaged in the process of data analysis, therefore being able to discriminate data that they may encounter on their own. *Handout summary sheet to class. **Wiki URL:

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Questions???