502 Unit Cover Page

Adapted from Wiggins, & McTighe

Unit Title: Representations of data Grade Level: 4th

Subject/Topic Area: Mathematics:

Designed by: Nicholos Orr Time frame: 12-13 days

Self-Assessed______________ Peer Reviewed___________ Submitted____________

Link to New York State Standards and Performance Indicators

4.S.3 represent data using tables, bar graphs, and pictographs
4.S.4 Read and interpret line graphs
4.R.1 Use verbal and written language, physical models, drawing charts, graphs, tables, symbols, and equations as
representations.
4.R.3 Recognize and use external mathematical representations.
4.R.4 use standard and nonstandard representation with accuracy and detail.
4.R.5 Understand similarities and differences in representations.

Brief Summary of Unit (Including curricular context and goals):

This unit will teach 4th grade students about the different graphic representations and their uses. The unit will consist
of pre and post test that will determine their knowledge of the subject before and after the unit. The students will be
required to keep a math journal of interesting facts learned, representations the find outside the classroom, and just
general thoughts. Also there will be a graphing project which the students will create and graph a study of their
choosing in several ways.
What audio/visual/technology needs for this unit?
Computers-for collection of data(possibly for creation of data displays if possible).
Smartboard-for displaying final data display projects.

Adapted from Wiggins, & McTighe

Identify Desired Results

What enduring understandings are desired?
What will students understand about the topic as a result of this unit?
Statement of Enduring Understanding(s): The students understand that…Must include that because that refers to the content
to be covered.

1. The students understand that the type of data determines how data sets can be organized, displayed
and analyzed.

2. The students understand that representations of data depends on the characteristics of that data.

What Essential Questions will guide this unit and focus teaching and learning?

1. How does the type of data influence the choice of graph?

2. what kinds of questions can be answered using different data displays?

3. In what ways can sets of data be represented by statistical measures?

4. Which data display is best for a given set of data?

5. What data display tells us the most?

What critical declarative and procedural knowledge will students acquire through this unit?

Declarative Knowledge Procedural Knowledge

Math
-what graphic representation are.
-what the different types of graphic representations
are.
-that data can be collected and then represented.
-What tables, line graphs, bar graphs, pie charts,
and pictographs are.
-What the mean, median, mode, and range are.
Math
-Determining what graphic representation to use.
-Displaying the data in a graphic.
-Collecting data for later use.
-Determining the mean, median, mode, and range
of data.
-Compare and Contrast the usefulness of each type
of graphic organizer.
-interpret graphics for meaning.
 Determine Acceptable Evidence
What evidence will show that students understand?

Which facets of understanding will students demonstrate and how? Mark N.A. if not used.
Facet How students demonstrate
Interpretation Students will explain what types of questions can be answered using different data displays.
Students will compare and contrast the different types of data displays.
Explanation Students will describe how the types of data affect what data displays will be used.
Students will describe the ways that data can be represented by statistical measures.
Application Students will collect data on given subject.
Students will create graphs from their data collected on given topic.
Perspective Discuss how data displays can help other reader make sense of information collected.
Discuss the misuses and applications of data displays by corporations and others to show
something that isn’t true.
Self-Knowledge Students will reflect on the use of data displays application compared to other types of
representations.
Students will reflect on new knowledge learned and how can be used in real life.
Empathy N.A.

Summary description of Performance Task(s) (Complete a Performance Task Blueprint for each task )

The unit will consist of pre and post test that will determine their knowledge of the subject before and after
the unit. The students will be required to keep a math journal of interesting facts learned, representations the find
outside the classroom, and just general thoughts. Also there will be a graphing project which the students will create
and graph a study of their choosing in several ways.

Summary of Other Evidence (Quizzes, Tests, Prompts, Work Samples, Observations, Dialogues

What other assessment evidence will be collected during this unit?

What Assessed: Purpose: Description of Assessment

specific knowledge or skill Diagnostic, Formative, or Summative
Class work Formative Worksheets and assignments on data
organizers and uses/applications.

Representation project Formative/ Summative Students will collect data on given or

chosen topic. They will then create
 data displays using their collected
data.

Discussions Formative Students will discuss in groups and as

a class data displays: uses, purpose,
questions, and differing types of
displays

Self assessment/ journal
Learning Profile assessment
Formative Students will keep math journal with
the daily self reports on their own
progress on projects and journal
entries on new or interesting
information found, uses of data
displays, and data displays found
outside of the classroom.
Diagnostic Students will be given a learning
profile assessment at beginning of unit
to determine their most efficient
learning style for use in grouping and
differentiation.

Pre-test Diagnostic This test is an exercise to determine

students prior knowledge of data
displays before starting unit to better
structure unit to class needs.
Post test Summative This will be the final test of the unit to
determine the students knowledge
gained throughout the unit and
overall knowledge of data displays.

Monitoring and Feedback

Check students progress on data display projects, daily work, and small group discussions. Teacher will
provide feedback for all work on the basis of accomplishing the task at hand or goals for differentiated
groups. Small group and whole class discussions will be monitored and facilitated by teacher when
necessary.

Student Self-Assessment

Students will have daily self reports on their own progress on projects. Also student will keep journal
entries on new or interesting information found, uses of data displays, and data displays found outside of
the classroom.
 Constructing A Performance Task Scenario
GOAL:
• Your task is to research a topic of your choosing using the general public as your source and represent your discovery in data
displays.
ROLE:
• You are a researcher discovering the general publics views/opinions/information on your chosen topic. Your research findings will
be published in the local newspaper and possibly more information sources.
AUDIENCE:
• The target audience is the general public
SITUATION:
• The challenge involves determining a topic of interest to study, collection of data on chosen topic, organization of data collected,
and creation of data displays and findings.
PRODUCT/PERFORMANCE & PURPOSE:
• You will create a report on the findings of your study, what data displays that best represent those findings and why.

STANDARDS & CRITERIA FOR SUCCESS:

• Your product must meet the following standards a well written report on your findings and a couple well constructed data displays
representing your data collected.
Representation project
0 1 2 3
Effective Use Data displays are not Data display is hard Data displays chosen Data displays chosen
Present, does not To read, attempts to Represent data well and Represent data
Represent data Represent data are Are readable. excellent, Are easy
Effectively and/or isn’t Evident and data to read, and
Readable. Display is hard to read. Aesthetically pleasing
Various displays No displays were Only one data display Two data displays are Three or more data
created Has been created. Created. displays are created.
Labeling No labels and no data Some labels are Labels are mostly Labels are correct
Scale. Incorrect or missing correct And data is to scale
And data scales are And data is to scale
Incorrect or missing
Report findings No report present Report has little or no Report is on topic and Well written report on
Connection to the Makes connections to the topic chosen and
Study or its findings. Study chosen and the the research findings
Findings of the study. of the study.
Report Explanation of No explanation for Report has explanation Report has explanation Full explanation of why
Representations used. Representations used. Of why representations That proves students Student used the
Were used, but Made thoughtful Representation that

Plan Learning Experiences & Instruction
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
W How will you help students
know WHERE they are headed
& WHY, e.g., major assignments,
performance tasks & the criteria
by which the work will be judged?
H How will you HOOK
the students through engaging &
thought-provoking experiences
(issues, problems, oddities, chal-
lenges) that point toward big ideas,
essential questions & performance
tasks?
E What learning experiences
will ENGAGE students in ex-
ploring the big ideas & essential
questions? What instruction is
needed to EQUIP students for
the final performance?
R How will you cause stu-
dents to REFLECT & RETHINK,
to dig deeper into the core ideas?
How will you guide students in
REVISING & REFINING
explanations are poorly Connections between proves students
connected to use or Research and Made thoughtful
representations really Representations. Connections between
don’t present data well. Research and
Representations Did.
Explanation also
Includes Fact from
unit or individual
Research.
Study of data displays in our everyday life including reflections on data
displays learned about.
Student chosen data study and representation project.
Pre/post testing on data displays to determine prior knowledge and
compare to knowledge after lessons and projects.
Class discussion of data displays and uses/misuses.
Have different data displays including advertising, informative, and
other daily uses of data displays around the classroom.
Start class discussion on the uses of data displays and how to determine
information from these data displays.
The students will have to choose a topic of interest that will connect to
their target audience. Once the topic has been chosen the student will
conduct a study of that topic then create a report and data displays of
the findings of their study.
The students will discuss as a class and in small groups uses and
misuses of data displays.
Also students will keep journal on new learning, real world uses of data
displays, and any other thoughts or reflections on the topic.
The students will write reflection on day to day activities and
knowledge gained. Also the students will write a final reflection on the
process of creating data displays.
Revising and refining of the students’ reports and data displays would
be accomplished through peer reviews and teacher edits.
their work based on feedback
& self-assessment?

EE How will students

EXHIBIT their understanding
through final performances & pro-
ducts? How will you guide them
in self-EVALUATION to identify
the strengths & weaknesses in their
work & set future goals?
The students will present their final findings reports and data displays
to the class. Also Class could create a newspaper article on the data that
they have collected.
Their self evaluations will be in their final reflections of the whole
process/unit on data displays uses/misuses, and our projects using data
displays.

Plan Learning Experiences & Instruction, Cont.

O How will you ORGANIZE the sequence of learning experiences to maximize understanding, effectiveness and
engagement?

Pre-test students on Have different data The start of this unit Cover Line graphs and Cover bar graphs and
Data displays and uses displays including will focus on tables double line graphs. double bar graphs.
to determine prior advertising, and the use of tables to Uses/misuses of, Uses/misuses of,
knowledge of data informative, and other present data to the formats and types. formats and types.
displays. daily uses of data reader. This lesson will Discussion on Line Discussion on bar
Once done testing displays around the cover table types and graphs. (note taking on graphs. (note taking on
hand out teacher- classroom. formats, uses/misuses teacher-created notes) teacher-created notes)
created not packets Start class discussion of tables. The class
and explain that these on the uses of data will discuss the Teacher directed
are the notes on the displays and how to uses/misuses of tables comparison of line Whole class directed
topic, but have left determine information and everyday places graphs and charts comparison of bar
that tables are used. (comparison using graphs, line graphs and
space for their from these data
(note taking on venn diagram) charts (comparison
additions. displays. (note taking
teacher-created notes) (continuing modeling using comparison
on teacher-created (continuing modeling recognition and matrix)
Also students will take notes) recognition and feedback) (let students start
a learning profile feedback) Worksheet on creation taking over providing
inventory to determine Discuss with partners and reading of line recognition and
their learning your hypothesizes Students will adjust graphs. feedback)
strengths. about different data hypotheses as needed. Worksheet on creation
displays. Students will adjust and reading of bar
HW: Look over note The class will work hypotheses as needed graphs.
(also model providing
packet and create with tables to
hypothesis about what recognition and determine answers Introduction of Students will adjust
feedback to students)
data representations from them and them representation project. hypotheses as needed
will best represent create their own tables
different types of data. based on given Class will brainstorm Class time to start
HW: find different information. ideas for topics. Use representation project
data displays in your nonlinguistic technique setup and research.
Also send home
daily life and write a HW: Create two tables of mental visualization
teacher to parent
journal entry on. on chosen information. of asking important HW: Continue
communication on
homework and Journal entry on tables question. research.
purpose.( see attached (new Finish worksheet.
explanation of parent knowledge/everyday HW: Choose topic for Journal entry on bar
letter and uses) project. Use inductive graphs(new
purposes/uses of reasoning to determine knowledge/everyday
homework. which data displays uses)
will best represent
your topic.
Finish worksheet.
Journal entry on line
graphs. (new
knowledge/everyday
uses)
Cover Pie charts. Cover Pictographs. Students will be given Students will be given Student presentations
Uses/misuses of, Uses/misuses of, whole class period to whole class period to of representation
formats and types. formats and types. work on project. Finish project. Also projects.
Discussion on pie Discussion on students can share
charts (note taking on Pictographs HW: continue to work work with a partner (students will be
teacher-created notes) (note taking on on project. and provide feedback providing recognition
teacher-created notes) Journal entry( new to each other. to each other)
knowledge/everyday
student directed uses) also write on the If finished students can Provide immediate and
(Teacher facilitated) student directed process of creating continue journal meaningful feedback
comparison of pie (minimalTeacher representation project. entries, study for post- to students after
charts, bar graphs, line facilitated) comparison test, or add to notes presentations.
graphs and charts of Pictographs, pie from real life
(comparison using charts, bar graphs, line experiences. HW: Prepare to
venn diagram) graphs and charts present project.
(students will be (comparison using HW: Prepare to Journal entry( new
providing recognition comparison matrix) present project. knowledge/everyday
and feedback to each (students will be Journal entry( new uses) write on the
other) providing recognition knowledge/everyday process of creating
and feedback to each uses) write on the representation project.
Students will adjust other) process of creating
hypotheses as needed representation project.
Students will adjust
Worksheet on creation hypotheses as needed
and reading of Pie
charts.
Worksheet on creation
Class time to work on and reading of
representation project Pictographs
setup and research.
Class time to work on
HW: Continue representation project
representation project. setup and research.
Finish worksheet.
Journal entry on Pie HW: Continue
charts (new representation project.
knowledge/everyday Finish worksheet.
uses) Journal entry on
Pictographs (new
knowledge/everyday
uses)
Finish student Post-test students on
presentations of Data displays and uses
representation projects. to determine
knowledge of data
Provide immediate and displays after unit
meaningful feedback learnings.
to students after
presentations. Discussion of possibly
Discussion of process creating a newspaper
to creating the data of class newsletter to
displays and any new display the students
information gained projects for all to see.
that would like to
share

HW: Study for post-

test.
Journal entry( new
knowledge/everyday
uses)

Homework explanation:
In this unit I will use homework as both practice of material learning and as a way to gain insight into new
knowledge gained. This will be communicated to the parents before the unit starts in a letter stating the
purpose of each assignment. Practice sheets will be in place to work with graphing skills and should be
completed with minimal help from parents. Journals are based on knowledge gained both in the classroom
and at home so parents can help by introducing students to graphic representations in everyday life. The
graphing project is to determine the students knowledge of graphing after the unit and their application of
it, so parents can help with the research or gaining of study information, but should leave the construction
to the students. Every assignment will have clear directions and I will describe the purpose of the activity
and outcome I am looking for from the students. Also I will provide the students with a the rubric for the
project.

Design Standards: Self-Assessment

Use the following rubric to judge the design of your unit of study.

IDENTIFY DESIRED RESULTS Extensively Somewhat Minimally

To what extent are the targeted understandings:

1. Enduring (transferable across time, & culture, “big” ideas

at the heart of the discipline & in need of “un-coverage”)?

2. Framed as a generalization, specific enough to guide teaching

& assessing, but over-arching enough to enable transfer?

3. Framed by provocative essential questions?

DETERMINE ACCEPTABLE EVIDENCE

 To what extent do assessments provided:

4 Valid & reliable measures of targeted understandings?

5 Sufficient & varied information to support inferences

about each student’s understanding?

6 Opportunities for students to exhibit their understanding

through “authentic” performance tasks.

PLAN LEARNING EXPERIENCES & INSTRUCTION

To what extent will:

7 Students know where they are going, why (reason for learning
W the unit content), what they already know (prior knowledge),
& where they might go astray (likely misunderstandings)?

8 Students are hooked—engaged in digging into big ideas,

H through inquiry, research, problem-solving, or experimentation.

1. Students receive explicit instruction on the knowledge &

E skills needed to equip them for the required performance.

2. Students have opportunities to rehearse, revise, and/or

R Refine their work based upon timely feedback.

Students evaluate (self-assess & set future goals) prior to

E 3.
the conclusion of the unit?
E 12. The unit appears coherent to students?