1. Teaching All Learners: Making Sense of Supports in a Data Lesson March 27, 2012

2. Feedback on Homework

3. Textbook Analysis (due May 8) Directions (syllabus pg. 5) Trace how your textbook program develops the statistical problem solving process Critique the lessons in term of the problem solving process – discuss the strengths and weaknesses Critique the suggestions for differentiation offered in your textbook Suggest other options for differentiation

4. Criteria for Grading for Analyzing Critiquing Lessons Thoroughly address all four areas in your trace and or critique Formulating a question Designing a plan to collect appropriate data Analyzing the data by graphical and numerical methods Interpreting the analysis

5. Criteria for Grading for Analyzing Critiquing Differentiation Suggestions Thorough analysis of what the textbook offers Critique of strengths and weaknesses incorporates information learned in class Consider clarity of directions, task demands, classroom community Suggestions should be realistic, grade level appropriate, and make connections to the problem solving process Consider descriptions of explicit instruction, focusing the lessons, providing specific examples of support

6. Learning Intention (Alliance) WALT: Develop an understanding of supports used to differentiate a data lesson We will be successful when we can articulate how the supports address particular barriers students may have

7. Learning Intention (Lesson) WALT: Compare predictions and actual data. We will be successful when we draw conclusions comparing predicted and actual data

8. Getting to know your student As a table group Read the description Identify strengths Identify areas of concern During the lesson, keep the above in mind

9. Preview the lesson Can You Catch Up? Read the lesson Can You Catch Up? from the Navigations 3-5 Book Identify the task demands MathSocial LanguageOrganizational Note particular challenges your assigned student may have with this lesson (including using the worksheet)

10. One day there were three tomatoes walking down the street, a mama tomato, a daddy tomato and a baby tomato. Baby tomato is walking too slowly, so the daddy tomato goes back, steps on him and says:

11. KETCHUP!!!!!

12. Experience the lesson Can You Catch Up? Launch We are going to have a race Temperature impacts We will be conducting an experiment about a race In today’s experiment, we will use what we know about temperature to make predictions We will gather data and draw conclusions

13. Task Card 1: Materials Each table group needs 1 plastic plate 1 wedge 1 marker 1 ruler Several napkins

14. The Experiment: Can You Catch Up? We will have a race with ketchup packets In a 30 second race, will the temperature of the ketchup affect the length of its flow down a tilted plastic plate?

15. Task Card #2: Make a Prediction 1. Predict how far ketchup will flow in 30 seconds if it is Hot (H), Room Temperature (R), or Cold (C) 2. Draw a spot on your plate that shows your predictions in centimeters for the ketchup if it is Hot (H), Room Temperature (R), or Cold (C) 3. Record your predictions in centimeters on the chart

16. Recording Your Prediction Length of the Ketchup Flow in Centimeters Ketchup Temperature ColdRoomHot Prediction Actual

17. Gathering Actual Data You will be doing this experiment three times You will use one packet of Ketchup at a time Squeeze the ketchup onto the letter for each temperature Listen for three words READY: Lift the plate flat GO: Tilt and plate and lean against the wedge STOP: Put plate down flat on the table Measure how far the ketchup went Record the length on your chart

18. Task Card #3: Do the Experiment Get the right ketchup packet LISTEN for directions READY GO STOP MEASURE RECORD actual data

19. Task Card #3: Do the Experiment Get the next ketchup packet LISTEN for directions READY GO STOP MEASURE RECORD actual data

20. Task Card #3: Do the Experiment Get the final ketchup packet LISTEN for directions READY GO STOP MEASURE RECORD actual data

21. Task Card #4: Make the Graph Identify categories Select a scale Draw and label axes Record data for predictions and actual results Add a title

22. Drawing Conclusions Determine the differences between your predictions and the results of your ketchup race. Did your results support or not support your predictions? What were some of the factors that may have influenced the results?

23. What are other questions that students could answer by looking at your bar graph? Question Starters How much farther.....? How many more… than …….? What is the difference between…… and ….?

24. Summing up Predictions – are estimations based on knowledge. Acutal – specific data that is used to validate a prediction and help to draw conclusions.

25. Learning Intention (Alliance) WALT: Develop an understanding of supports used to differentiate a data lesson We will be successful when we can articulate how the supports address particular barriers students may have

26. Turn and Talk Make a list of ways in which the lesson you experienced differed from the written description Consider your assigned students. Which of the supports modeled would have enhanced his or her learning and why?

27. Textbook Analysis Think about the textbook analysis assignment. How could this experience tonight influence what you look for as you examine the lessons in your program?