Collecting and Displaying Data Sixth Grade Math



115-Lesson Plan #1

Submitted August 10, 2007

Big Idea: Collecting and Displaying Data Sixth Grade Math

Lesson 1

Topic: Make a Table using temperature data

Introduction: Using the diagram on the board, make a 3 column chart in your journal. Title the first column “What I Know”, title the second column “What I Want to Learn”, and title the third column “What I Learned.” Fill in the parts of the chart that you can fill in at this time.

Math Content Standards: 6.M.5.1.1, 6M.5.1.2, 6M.5.1.3,6M.5.2.1

Read page 272 Make a Table Problem Solving Strategy and Example 1 on weather application and page 273 example number 2 on organizing data in a table.

Discuss these tables and data as a group and answer Think and Discuss problems 1 and 2.

In your group, read problem number 1 on page 273.

Use the data to make a table as a group.

As a large group discuss the data and how it is displayed.

Draw a conclusion for problem number 2.

Complete your K-W-L chart by entering what you have learned.

Pass out Knowledge Rating Chart to answer the questions:

What types of people collect data?

Why do they collect it?

Why is collecting data important?

What does the data 272; 1; 19; 3,461 represent?

How does the table help us?

Assign Independent Practice on pages 273-274 numbers 3-7.

Ticket Out: 1. Tell what the importance is of displaying data into a table.

2. Give one question you still have or one thing you learned today.

115-Lesson Reflection

LIMSST Project Literacy Lesson Reflection Form

Date of Lesson: _Sept. 10, 2007__________

Lesson Title/Topic Areas:

Literacy Strategies Used:

(Please discuss what literacy strategies you embedded in this lesson. What were your goals in using these strategies?)

Student Response to the Lesson:

(Was the strategy effective? Were students able to read/write as needed in this lesson? What attitudes were displayed? How did specific

students and/or the class do? How did the literacy strategy aid in developing student understanding of the topic? Cite specific evidence from the samples of student work)

Lesson Reflection:

(What worked well with this lesson? What challenges did you encounter in this lesson? Would you change certain aspects of the lesson or the questions that you asked? How does this influence future lesson planning?)

Relationship to Previous Instruction:

(Have you taught this lesson/topic prior to the LIMSST project? If so, how did your teaching of this lesson differ from what you taught before? How did students’ reactions to this lesson differ?)

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Collect and Display Data: Use data to make a table

I used the KWL chart to make the students more aware of what they did and did not know about making tables. They were very reluctant to really try too much at this point in the year. They wanted everything to be correct, and when they learned what a table was and what it was used for, they changed their answers, so their charts were close to perfect. They read different sections in their books and discussed them which helped them understand what a table was and how it represents data.

I felt the strategy was very effective. During the reading part, what one student could not read or understand, others were able to help them out. They were very willing to help each other and accept other’s ideas. The KWL chart helped them to sort out what they felt was correct from what the real meaning of a table was and the proper steps needed in building them. The different charts will show how they did want these to be perfect. There is one paper that I attached that you can tell she has erased many times to make sure hers was correct.

I felt the Ticket Out was one of the most important steps of this lesson, because they did ask questions about things they still were unsure of. At this point in the year, they are still very timid and not willing to ask many questions. I would have stressed more that the KWL chart is supposed to show what we learn in this lesson and that it is not supposed to be perfect from the beginning. It is more important to show what they have learned.

I have taught the lesson before, but I have not focused on the reading and did not have them try to understand what they did know about something and what they learned. This was much more effective and the students were very comfortable with this approach, even at the beginning of the year. Usually they are very hesitant to share what they know and what they do not know. This gave them an unthreatening approach, because each student was in the same situation and they were sharing ideas with each other, which helped them build on the learning gradually and among themselves without me lecturing them.

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