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Unit Plan:

Math 8: Representing Data


Fall 2016
Robyn Volek

2 Robyn Volek
Math 8: Representing Data
Overview & Rationale
This unit is designed to help students analyze and interpret
information they have access to through technology or the media.
There is lots of information out there for students to identify and
compare and its easy to misinterpret what they see. As students
progress through the unit, they will be able to critically think about
information that is presented to them, and allow them to represent
data they have found as effectively as possible.
This unit creates the foundation for the Grade 8 math curriculum
and allows students to build other skills upon it. The skills learned
within this unit are transferable towards the other units in the program
of studies. I plan to have this unit span 9 or 10 classes, depending on
student understanding and skill. Each day will have 70 minutes of class
time for the unit.
Students will be assessed both formatively and summatively
throughout the unit. Formative assessment will be in the form of
entrance slips or exit slips, practice questions, math games, and class
discussions. Summative assessment will be done through section
assignments and unit tests. The outcome that will be tested in this
unit comes from Statistics and Probability (Data Analysis) strand within
the program of studies.
Within this unit and every other math unit, I will ensure I
accommodate all learners in my classroom. The pace for each day will
be determined by my formative assessments of the previous day.
Individual work will end each period, and give me time to assist those
who need extra help with the material. Practice questions and
assessments may vary, but each one will hit all the outcomes of the
unit. Modified assignments will be given to students with varying
abilities. Formative assessment is very important to me and I want to
ensure that my students feel confident in their abilities before giving
them a summative test.

Established Goals:
Statistics and Probability (Data Analysis)
GLO: Collect, display and analyze data to solve problems.
SLO1: Critique ways in which data is presented in circle graphs, line
graphs, bar graphs and pictographs.
[C, R, T, V]
[ICT: C-7-3.1, C7-3.2, F4-3.3]
Major Objectives
Essential
Students will be able to
Questions:
1. How can we
Compare how different graphs represent
understand data
data
using graphs?
Identify the advantages and disadvantages
2.
How can we best
of different graphs
represent data
Explore how data can be misrepresented
using graphs?
Justify using a specific graph to represent
data
Explain how the size of the intervals on a
graph could be misleading
Explain how the visual representation of a
graph could misrepresent data
Explain how the size of bars on a graph
could be misleading
Identify conclusions that do no agree with a
given data set or graph and explain the
misinterpretation
Resources:
Mathlinks 8 textbook
SMART board
Sections assignments & unit exams
Entrance and exit slips
Handouts

4 Robyn Volek
Math 8: Representing Data

Assessment Tool Overview


Assessment
Tool Title

Outcomes

Brief Description

Entrance
and Exit
Slips

SP1

Discussion
&
Observation

SP1

Practice
Problems

SP1

[C, R, T, V]
[ICT: C-73.1, C73.2, F4-3.3]

[C, R, T, V]
[ICT: C-73.1, C73.2, F4-3.3]

[C, R, T, V]
[ICT: C-73.1, C73.2, F4-3.3]

Games or

SP1

FOR

AS

At the beginning of class, I will have one


or more questions up on the board for
students to answer. To challenge some
students, I will put a more difficult
question up for them to answer as well.
This entrance slip will give students a
refresher on what we have learned in the
previous class and it allows me to see
where students are with the material.
These slips will allow students to self
reflect on their own knowledge so they
understand what they need practice with.

Discussions happen naturally within every


class. This could be through questions I
ask the class, games or activities we do,
group work, and teacher-student time.
This allows me to formatively assess
students and allows students to selfassess through asking questions. During
some classes, I will take observation
notes on student progress and work.

Each day, students will work on practice


problems. These questions will sync with
the material learned that day and will
allow students time to gain experience
with the material. These are strictly
formative and we will discuss answers as
a class. However, if students are not
completing, homework checks might have
to be done. The practice questions will
assist students in preparing for the
section assignment, which is summative.

Activities are a formative way to assess

OF

activities

student knowledge and allowing them the


chance to practice their skills. Throughout
the unit, I will incorporate various review
games, whiteboard activities, SMART
board games,etc.

[C, R, T, V]
[ICT: C-73.1, C73.2, F4-3.3]
Section
Assignment

SP1

Throughout the unit, there will be three


assignments, one for each section of the
unit. Time will be given in class to work on
the assignments, but if it is not completed
in class time students must complete it at
home. These assignments may vary
depending on student ability and will help
me gage student knowledge through the
unit.

[C, R, T, V]
[ICT: C-73.1, C73.2, F4-3.3]

Unit Test

SP1

Type
(Formative/
Summative
)

Weigh
ting

SP1: Critique
ways in which
data is presented
in circle graphs,
line graphs, bar
graphs and
pictographs.

The unit test will assess student


knowledge of the whole unit. Each
question will assess student knowledge
based on SP1, which focuses on the
material covered in the unit. The test will
consist of a variety of questions, such as
multiple choice or short answer.

[C, R, T, V]
[ICT: C-73.1, C73.2, F4-3.3]

Title

Entra Discussi Practi


Games/
nce/
on &
ce
Activiti
Exit
Observa Proble
es
Slips
tion Outcomes
ms
Learning

Assignm
ents

Unit
Exa
m

Form

Form

Form

Form

Summ

Sum
m

0%

0%

0%

0%

50%

50%

6 Robyn Volek
Math 8: Representing Data

Monday
5
No School

Tuesday
6
Introduction & Ice
breaker activities

Wednesday
7
Chapter 1
Introduction

Thursday
8
Chapter 1
1.1 Advantages and
disadvantages of
graphs

12
Chapter 1

13
Chapter 1

14
Chapter 1

15
Chapter 1

1.2 Misrepresenting
data

1.2 Misrepresenting
data

1.3 Critiquing data


presentation

1.3 Critiquing data


presentation

21

22

Section Assignment
19
Chapter 1

20
Chapter 1

Review

Unit test

September 2016

Daily Unit Schedule


Lesso
n
1

Main Activity
Introduction: Preassessment
activity/introduction to the
unit
Main Activity: Notes on
graphs, examples of
graphs, and student work
time with graphs (survey &
create)
Closure: Exit slip
Introduction: Entrance slip
on graphs
Main Activity: Student
height activity. Have
students decide the best
graph to use for our
heights. Create an
advantage or disadvantage
table in their notebook of
each type of graph.
Closure: Work on questions:
page 13-15 #4, 6-9, 11
Introduction: Entrance slip
on graphs
Main Activity: Discussion on
when to use different types
of graphs. Whiteboard
activity on which type of
graph they should use.
Closure: Section
Assignment (due next
class)
Introduction: Entrance slip
on graphs, collect
assignments
Main Activity: Compare the
two graphs on page 18.
Discussion on how data is
misrepresented & how the
scale can be distorted.
Closure: Work on questions:
page 23-25 #4, 5, 9, 10, 11

Assessmen Materials
t
PreSmart board,
assessment, graph paper,
exit slip,
assessments,
graphs
questions

Entrance
slip,
textbook
questions
(formative)

Smart board,
graph paper,
assessments

Entrance
slip, section
assignment
(summative)

Smart board,
graph paper,
assessments,
whiteboards,
markers

Entrance
slip, section
assignment
(summative)
, textbook
questions
(formative)

Smart board,
assessments

Introduction: Entrance slip


on misinterpreting data
Main Activity: Compare
pictographs and bar
distortion techniques.
Closure: Section
assignment (due next
class)
Introduction: Entrance slip
on misinterpreting data,
collect assignments
Main Activity: Whiteboard
activity: determining the
validity. Discuss/notes on
how to critique a graph
Closure: Work on questions:
page 32-35 #4-6, 8, 9
Introduction: Entrance slip
on critiquing data
presentation
Main Activity:
Closure: Section
assignment (due next
period)
Review or Flex or Work day

Review Day

10

Unit Exam

Entrance
slip, section
assignment
(summative)

Smart board,
assessments

Entrance
slip, section
assignment
(summative)
, textbook
questions
(formative)

Smart board,
assessments,
whiteboards

Entrance
slip, section
assignment
(summative)

Smart board,
assessments

Formative
assessments
through
observations
, discussions
Formative
assessments
through
observations
, discussions
Unit exam

Smart board,
whiteboards,
review games
Smart board,
whiteboards,
review games
Unit exam

Lesson 1:
Pre-assessment (FIND SOMETHING)
Types of graphs Notes (pg. 7 and 12)
Math link (music industry). Do together as a class. Teach
students how to do a circle graph.
Do survey of the class and their favorite kind of music. Teach
students how to do a survey and tally/frequency chart. Discuss
which type of graph we should use. Do a bar graph pg. 19 of

booklet. If students want to try a different graph, give them the


opportunity.
End class with whiteboard questions (Warm up 1.1) ** Or start
next period with it.
Exit slip (emoji)

Lesson 2:
Post outcomes on board & vocab and posters
Start class with an entrance slip (put question on the board.
Have one challenge question for students to try)
Interval definition & trend & predict
Go over examples 1 & 2 with students
Have them work on textbook practice problems (formative) pg.
13-17 #s 7, 9, 11, 12, 15-17
Lesson 3:
Start class with an entrance slip
Measuring height activity. After all the heights are measured,
have students work in groups to determine which graph is the
best type of graph to use for this situation.
Hand out assignment (if students feel they are ready for the
summative one). Have a formative assignment on hand for
students who want more practice.
Lesson 4:
Start class with an entrance slip
Warm up activity (1.2) do on whiteboards
Students will compare two different graphs (pg. 18). We will
discuss whats different.
Discuss and notes on how data can be misrepresented.
Go over examples 1-3 and have students do practice problems
Have them work on textbook practice problems (formative) pg.
23-27 #s 4, 9, 12-18, 20-22
Lesson 5:
Start class with an entrance slip
Math Link (music sales)
Hand out assignment (if students feel they are ready for the
summative one). Have a formative assignment on hand for
students who want more practice.
Lesson 6:
Start class with an entrance slip

Warm up activity 1.3 on whiteboards


Work through examples and notes
Define critique
Does the graph represent what it says it does?
Have them work on textbook practice problems pg. 32-35 #s 1012

Lesson 7:
Start class with an entrance slip
Play cross the line in which they will be shown a graph and
determine whether it is credible or not. Explain
Math Link Activity
Hand out assignment (if students feel they are ready for the
summative one). Have a formative assignment on hand for
students who want more practice.
Lesson 8:
Start class with an entrance slip
Students will complete chapter 1 review in booklet (extra
textbook questions pg. 36-37 #s 7, 10
Students will complete the practice test (extra textbook
questions pg. 38-39 #s 4, 5, 9, 10
Lesson 9:
Play review games
Lesson 10:
Have a summative unit test