lesson_graphs

=Names:= Delcy Perez Maybell Cortez Dexter Valles

Standards:
(include codes and statements)


 * **New York State** – Statistics and Probability Strand - Performance Indicators 4.S.2 (Collect data using observations, surveys, and experiments and record appropriately), 4.S.3 (Represent data using tables, bar graphs, and pictographs), 4.S.5 (Develop and make predictions that are based on data), 4.S.6 (Formulate conclusions and make predictions from graphs).
 * **New York City** – Statistics and Probability Strand M4 - Performance Indicators M4a (Collects and organizes data to answer a question or test a hypothesis by comparing sets of data). and M4b (Displays data in line plots, graphs, tables, and charts).
 * **National** – Data Analysis and Probability Strand Performance Indicator 2 (collect data using observations, surveys, and experiments), PI 3 (represent data using tables and graphs such as line plots, bar graphs, and line graphs).

Grade: 4 Date:___ Subject: Math Lesson Objective Warm up Teach
 * Uploaded Lesson Plan:**
 * Students will be able to construct a graph from data that they will obtain through a simple survey.
 * Students will be able to collect, organize, and describe data.
 * Students will learn to function as a cohesive unit during group session.
 * Students will be able to draw conclusions from survey data represented as a graph.
 * Conduct simple survey with class at the meeting area.
 * Ask simple questions (What is your favorite color?)
 * Through a show of hands, record survey results on chart paper making a data table with tally marks.
 * Show how to construct and label a bar graph.
 * Present survey query to class – Handout that contains the question “What is your favorite type of video game? Fighting? Role Playing Game? Racing? Action adventure? Puzzle? On handout provide additional survey questions asking the students age and gender.
 * Collect and sort data then construct data tables on chart. Data table for favorite genre of game and data tables for both girls and boys favorite genre of games.

Clarify
 * On chart, draw a horizontal and vertical axis, and write 0 next to the point where the two axes meet. Model labeling the components of bar graph.
 * Construct simple bar graph with data table from warm up exercise to establish that data can be represented in different forms.

Independent Practice
 * Explain to students that they will construct their own graphs, working in groups, utilizing one of the three data tables recorded from the survey. (game genre preference, boys preference, and girls preference)
 * Assign groups and assign jobs- jobs may include record keeper, labeling x axis, y axis, making Key, and title. ( About four to a group).

Wrap up
 * Have groups present their graphs.
 * Have students compare and contrast the data. (How many more boys liked fighting games than girls?, How many less boys liked puzzle games than girls? etc...)
 * Have students draw conclusions about what kinds of games boys and girls like. What kinds of games fourth graders like? What kinds of games will video game publishers want to make after seeing data?

=Reflection= At the end of the lesson, have students write in their math notebooks what they learned in their own words. = = =Readiness - (Differentiation options)=

Have students construct pictograph through the use of manipulatives. Pattern blocks could be assembled on chart paper that already contains the outline of a graph (Y axis numbered and boxes outlined and large enough to fit pattern blocks). Transform pictograph into simple bar graph by having students color in boxes. Explain the concept of the key (different colors will represent pattern blocks)

Through the use of a simple survey, students will learn to translate data from a data table and represent it with a simple bar graph. Assessment questions will have students analyze and interpret data. They will compare and contrast data as well as link the data to a real life situation that they are interested in and can relate to.
 * Lesson Plan Summary:**

Lesson Plan Template Source:
A coworkers personal lesson plan template. > I chose this template because it is the lesson plan format that has been utilized by the teacher that i have been working with for the past two years and i am familiar with it.
 * Why did your group choose this specific format for your template?

> > **Article Summary:** This article is centered on the fact that change needed to be implemented in mathematics curricula on a national level. Most high school students remain unenthusiastic about learning from the standard math instruction because they deem it useless. They do not feel the need to learn anything more than the basics. In response to this disturbing trend, the National Council of Teachers of Mathematics (NCTM - the largest group of math teachers in the nation) convened and came to a general consensus that the math instruction should focus on more practical applications. The kids need to relate what they are doing in the classroom to real life situations. The NCTM released a High School document that attempts to provide a framework for teachers. This document attempts to provide effective methods of teaching these essential and practical problem solving skills that the students will value. The document includes dialogue between teachers and high school students covering math lessons; which gives good examples of how the students will imbibe these practical math skills. > **Article Summary:** This article is centered on the affective and practical application of the multiple intelligence theories of noted education researcher Gardner. A study is conducted to gauge the range of the varied ability levels within the isolated environments of the classroom and the effectiveness of differentiating the instruction. The ultimate goal of course being the improvement of mathematic ability across the board despite the students initial level of ability. > **Article Summary:** This article is basically a review of education initiatives that have been experimented with by the Institute of Education Sciences. The "What Works Clearinghouse " (WWC) reviewed 14 studies on the " Cognitive Tutor [ R ] Algebra I curriculum . This curriculum, published by Carnegie Learning, is an approach that promotes the use of both algebra textbooks and interactive software. The software uses an artificial intelligence model that pinpoints strengths and weaknesses in each student's mastery of mathematical concepts. It uses this data to customizes prompts that focus on concepts that the student is having difficulty grasping and provides the student with additional practice with those concepts. This curriculum is tailored to the individual students more efficiently than a teacher could implement manually. One study has shown positive results with an improvement index of +15 percentile points for a large middle school focus group. The statistics are in the article.
 * ERIC article summaries and APA Citation:**
 * 1) **APA Citation:** Cavanagh, Sean. New Track on Math is Promoted: Problem Solving is Focus of High School Guide. Education Week, v29 n6 p1, 14 – 15 Oct 2009.  Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233, 2009-10-07 (ERIC Document Reproduction Service # EJ864151) Retrieved Feb 4, 2010 from ERIC Database. **[you need to check the 'Full Text' box when you search. Only the abstract is given for this article. You need to find articles that you can download the entire article and read.]**
 * 1) **APA Citation:** Ellis, Daniel K. Improving Mathematics Skills Using Differentiated Instruction with Primary and High School Students . Online submission, 2007 - 06 - 00 (ERIC Document Reproduction Service # ED499581) Retrieved April 14, 2010 from ERIC Databae
 * 1) **APA Citation:** What Works Clearinghouse, 2009. Cognitive Tutor [ R ] Algebra I . What Works Clearinghouse Intervention Report. What Works Clearinghouse . P.O. Box 2393, Princeton, NJ 08543-2393 (ERIC Document Reproduction Service # ED506042 ) Retrieved March 12, 2010n from Eric Database.

**Lesson Plans:**
**[how will you adapt these lesson plans to your own lesson plan? What will you take from them?]** > **Lesson Plan Summary:** with this lesson plan students will learn that we have different math graph around the world > **Lesson Plan Summary:** i will do some color patterns alphabets pattern and shapes too so the students wil learn different patterns. > **Lesson Plan Summary:** I will work with make believe coins like for ex. 5cents and 10cents than the students will learn how to count by 5 10 x15 and so on and also they will learn the value of the us coins and bills. > **Lesson Plan Summary:** [insert text here] > **Lesson Plan Summary:** [insert text here]
 * 1) **Lesson Plan Link**:Usage and Interpretation of Graphs
 * 1) **Lesson Plan Link**: [ihttp://www.col-ed.org/cur/math/16txt]
 * 1) **Lesson Plan Link**: Reinforcement Lesson in Place Value
 * 1) **Lesson Plan Link**:http: aceonline schools.com\20
 * 1) **Lesson Plan Link**: [ihttp://www.col-ed.org/cur/math/math26.txtnsert text here]

**Assessment Questions**

 * 1 **Lee’s new band is selling CDs. The number of CDs sold during four months is shown in the bar graph below.

The number of CDs sold each month increased at the same rate through February. How many CDs did the band sell in February?


 * A **16
 * B **17
 * C **18
 * D **19

**Group Definition of Educational Blogs:**
Most of the blogs were centered on the pitfalls associated with education politics. (From budget gaps, school closings, district vs. charter issues to UFT contracts, etc..) There were a lot of strong opinions regarding these issues. So it was difficult to sift through them all. It was enough to make your head spin. We were on the lookout for articles that will help improve our teaching abilities. It you sift through all the angry sentiments, there are actually some helpful blogs on these edublog sites.

Edublogs
Delcy Perez > This article will help me to understand the children that don't want to come to school and want to come back home with their parents. The article taught me how to calm them down.
 * **Name & Web Address:** Create Lifelong Learners http://www.needleworkspictures.com
 * **Article # 1:** What to Do When Children Cry
 * Article #2: [http://creatinglifelonglearners.com/?cat=4

Maybell Cortez
 * Name & Web Address: [http://wwwblogged,com/directory;education/math

Dexter Valles > This is an excellent article that provides effective strategies for extending lessons that fall minutes short. It provides excellent time management techniques and I will definitely implement quite a few of them.
 * **Name & Web Address:** Edwize
 * **Article #1:** The Two Minute Timeout


 * Group Definition of educational Wikis:**

An educational Wiki is an education related website that links you to various other educational websites. These websites entail education resources and collaborative "think tanks" in the form of various blogs. The educational Wiki also allows you to create and edit these interlinked web pages through the use of simple text editors.


 * Example #1: We can constantly update and edit our own personal spaces and have it viewed by everyone in our online community.
 * Example #2: There are various links that we can utilize for education resources.
 * Example #3: There are various links that we can utilize to get in contact with other educators and work collaboratively towards the same goals.

**How does your group envision incorporating educational technologies in your classrooms?**
Technology is essential to processing information. The information that teachers and administrators need to process and continually assess is student data. The SMART Response Interactive system is a technology that is being employed in the library of my school. I am an advocate of it after seeing it in action. Through the use of this system student data will be instantly available to you through the push of a button on their wireless remotes or clickers. You will know precisely how well each student is doing and will be able to adapt lessons based on how students respond to your questions or on test results. Delcy suggested that another technology we could utilize to assess student data instantaneously is software similar to the one being used in the Cognitive Tutor [ R ] Algebra I curriculum from the ERIC article. Not only does it assess student data but it also tailors the questions to suit the educational needs of each student. I Also advocated employing the use of Smartboard technology and using Google Earth in the classroom. Smartboards have nearly infinite applications in the classroom. Smart Boards are designed to facilitate the sharing of ideas and increase information retention. The Data that is produced on the boards can be saved to a flashdrives and even printed. So they are pretty functional. Teachers will have students with different learning styles and can use Smart Boards to provide a hands-on learning tool. Smartboards are colorful multimedia systems that allow students to use their hands to manipulate images on the screen.Google Earth would serve to increase the students' sociological imaginations giving credence to some of the lessons being taught. Google Earth will help the students make practical connections to the real world.

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