Math Alliance January 10, 2012 Judy Winn Chris Guthrie Beth Schefelker Pat Hopfensberger

 Engage students in a discussion about what a statistical question is. Students generate questions and decide what question they will investigate  Students collect data  Construction of student posters  Optional – enter posters in ASA poster competition  Discussion of student posters

 10 minute segment as the student participates in developing question, collecting data, and making the poster  With each segment, reflect on:  Description of student and others in video  Difficulties you predicted student would have and those s/he did  Supports you planned and developed  Effectiveness of supports  What you may have done differently

We are learning to…  understand the progression of statistical ideas in the Wisconsin State Standards We will be successful when…  we can articulate how statistical ideas grow across grade bands

Domain: Statistics and Probability Cluster statements – Develop understanding of statistical variability – Summarize and describe distributions Specific standards – 6.SP.1 through 6.SP.5 (a-d)

Think about how you would help a colleague understand what the standards mean – Discuss what each cluster means in terms of expectations and experiences for students as outlined in the related standards – Record your discussion in the appropriate box of your chart Include the cluster statement, your definition, and ideas for what students need to understand and what they need to be able to do.

 Complete your assigned section of the chart for Grades K-5  For the grade you are assigned:  Identify the domain, cluster statements and standards that support the sixth grade standards  Define the cluster statements  Describe what students need to understand and need to be able to do

 In what ways, do you see the progressions develop since kindergarten?  What are the critical understandings that are surfacing as students work through the grade levels? Are there any missing?  How do the ideas grow in 7 th grade?  Read the standards – make connections to the GAISE document?

Developing Number Sense Understanding magnitude Making comparisons Asking a question Defining the question Determining how to address it Collecting data Organizing and displaying data Interpreting the data Shape, spread, mean/mode/median Answering the question Developing new questions From the GAISE Report

 Write a ½ page response to the following prompt:  You and a colleague are collaborating to plan the next unit’s lessons which involve measurement and data. You suggest that some instructional time be given to statistical thinking through the development and understanding of what a good statistical question is. Your colleague does not feel that time should be spent on this since it is not directly covered in the Common Core Standards for your grade level. How would you respond to your colleague?

We are learning to…  support students in developing good statistical questions We will be successful when…  we can successfully engage our students in crafting statistical questions that specify populations and measurements of interest and anticipate answers based on data that vary.

 What things would a teacher need to consider in order to help students begin to craft a statistical question?  What process would a teacher need to think about in order to begin this work?  Find Nadia’s case study.

In Nadia’s class, what are the students learning about the relationship between defining the question and the results of their data collection?  Point to specific examples to support your ideas about this.  What was the teacher’s role in helping to define the question?

 For each question…..Assign roles  Teacher, 2 students, recorder/facilitator  Discuss the given question and develop a more specific, clarified one  Students: Pick one question from the sheet. Consider it the one you are wanting to research. Briefly think about why a student might have selected it. (1 minute)  Teacher: Facilitate a conversation to support the students in clarifying the question and developing a more specific one. (5 minutes)

 Recorder writes clarifying questions asked by the teacher. Once a new research question has been developed, record the revised question on the chart. Group Discussion:  Use the notes to discuss the teacher’s role and indentify the pivotal question made to support the students in developing a more specific question.  Which Standards for Mathematical Practice are being targeted here?

 Read Sally’s case, “What are blue jeans? Milk with breakfast?” (pp )  Reflect on the discussion that starts with Chad’s observation that “something’s not right”(line 93). What are the students noticing? What are the teacher and Sally’s roles in this conversation? How do John Pierre and Eddie participate?  What important mathematical ideas are coming up in this conversation? What emotional issues are coming up? How are these interconnected?