Multicultural Content in Math Context: Why did I choose multicultural content in math? Third Grade

Objectives Interpret & represent data using bar graphs and pictographs (3.MD.B.3) Use bar graphs and pictographs to depict data from their own lives Compare data (from their neighborhood vs. other neighborhoods) Analyze the similarities and differences between the two data sets 1st: Goes w/ CT Common Core Math standard 2nd: Relate data back to their lives so it’s interesting 3rd: Not only do they how data can help them understand the surroundings around them but the surroundings in other places 4th: On top of observing these differences, they are encouraged to discuss and analyze them to understand why they are the way they are

Five Day Lesson Plan Day 1 Day 2 Day 3 Day 4 Day 5 Review information about bar graphs Create a bar graph with the entire class Analyze the graph Follow the same steps with a pictograph Pictograph/Bar Graph Tournament Students survey each other for their Final Project Groups work on their graph poster Students present their posters to the class and discuss their findings Teacher introduces data from different towns Compare and contrast graphs Discuss and analyze results Day 1: Create bar graphs/pictographs (the teacher will provide the prompt/topic and the specific numbers and categories but the students use that info to make their graph Day 3: Final Project = Graph poster First two days: represent and interpret data 3rd day: Use graphs to depict data from their lives 5th day: Compare data, analyze results

Day 2: Graph Tournament Students are divided into (mixed ability) groups of three The teacher will display the bar graph or pictograph The teacher will ask a question about the graph Students will have 15 seconds to discuss with their groups Each student will have a turn to be responsible for writing the final answer on their board which they will raise up to show the teacher If right, they gain a point. The team that wins gets to choose the topic for their graph first Teams-Games-Tournament cooperative learning method so the students can apply their knowledge of bar graphs/pictographs while having fun Family game show style Mixed ability grouping so students who need more explanation are able to ask someone who understands the material better

This is what the students will be able to see on the board or maybe each groups gets a copy of it

(Students will have 15 seconds to discuss with their groups Each student will have a turn to be responsible for writing the final answer on their board which they will raise up to show the teacher If right, they gain a point. The team that wins gets to choose the topic for their graph first)

Final Project Topic Questions: How do you get to school? How many languages do you speak? How many pets do you have? How many sports do you play? How many computers/TVs do you have at home? How many people live in your house? How many siblings do you have? How many countries/states have you been to? Then they will start their final project Students choose one of these topic questions which directly or indirectly connects multicultural content like socio-economic background and their lives They survey their classmates to create a bar graph/pictograph (assigned to them by the teacher) It’s not just random people, it’s based off people they're very familiar with Allows them to get a better understanding of their class once they get a result Work together to create it and make it unique and fun Have to analyze their results ex./ most kids take the bus to school because their parents don’t have cars OR most kids speak two languages at home because they were born in another country Discussion open to entire classroom

Day 5: Data from another school Teacher must collect data answering the same topic questions from third grade students in another school The teacher will then present this new data to the class The class will compare and contrast the data between the two classes Discuss and analyze the results Teacher will have to put in a lot of work by contacting another teacher in a third grade classroom in other town to collect data for the topic questions that the students did their projects on Teacher will also have to make the bar graphs/pictographs for each of the topics Compare & contrast: Where do they differ? Where do they stay the same? How might it be different in a third world country? This is so they gain awareness about the world around them and not contain them in one setting

Project evaluation is a rubric grading students on their basic understanding of the information However, evaluation regarding how they related the two graphs from their environment and other environments (what they do on Day 5) depends on participation in discussion Teachers evaluate the students’ understanding through participation, insightful comments, curiousity, thoughtfulness which are shown in their comments/questions

Resources www.CommonCoreSheets.com www.superteacherworksheets.com Used by Mrs. Francis