Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use
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LU Title:Is There A Correlation? |
Author(s):Brent J. McCarthy |
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Grade Level: Sixth Grade |
School :Trinity Catholic School |
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Topic/Subject Area: Graphing |
Address:188 Main St. Massena, NY 13662 |
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Email: bmccarthy@northnet.org |
Phone/Fax (315) 769-2947 |
This unit has come out of frustration due to the fact that I could not find a math series that introduced graphing in a way that I felt the students would get anything meaningful out of it.
This is a lengthy unit and takes up quite a bit of time but is well worth the time and effort. First, students review types of graphs: circle, line, bar, and pictographs. A sample is constructed in class and then students complete one for homework. (informal evaluation)
During the first week, while we review graphing, students keep track of the number of minutes that are spent on homework and leisure activities for 5 days. Next, the students are divided into groups of four. During this time students are responsible for completing a science writeup and formulating a hypothesis given certain information. At the end of the 5 days the students, in their groups, construct a table to display data and then find the averages of each person and day. Next, they survey 20 other students and find the averages of that data. Once the survey sheet is completed each student is responsible for constructing rough drafts of each type of graph. These are handed in and graded. (Formal Evaluation)
These are graded and then given back. Students are then given time to agree on one write-up, and type that up. Next, using ClarisWorks and The Graph Club students make graphs to represent the data they have obtained. Students work in their groups over one week and complete all given directions. When all work is completed they bind their work and hand in everything for assessment.
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Declarative The student will know: |
Procedural The student will be able to: |
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how to read and interpret graphs and tables |
organize and display collected data using appropriate tables and graphs including line, bar, picto, and circle graphs. |
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the steps of the scientific method |
complete scientific writeup using scientific method. |
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gather and correlate data. |
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calculate averages |
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calculate mean, median, and mode |
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use appropriate statistical measure to compare data. |
Is there a correlation between the amount of time a student spendson leisure activities, doing homework and the student's success in school (i.e. grades)?
CONNECTIONS TO NYS LEARNING STANDARDS
MST Standard 1, Key idea 3: Students will apply mathematical knowledge to solve real-world problems that arise from the investigation of mathematical ideas using representations such as pictures, charts, tables.
MST Standard 2, Key idea 1: Informational Technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
Explain that the students are being allowed to choose where they would like to go for their field trip this year. They have several choices and will vote on the destination. Read off the list of cities and average temperature per month for each. Next, add in rainfall for each month. Tell them, based on the information given, to decide which is the best destination to choose. After they have explained their reasoning suggest that we make a graph to plot all of the data before we make a decision. Then discuss the importance of graphing in making decision in everyday life.
Day 2: Circle Graphs
Using the following information identify all important aspects of a circle graph and then construct one. Next, have students construct circle graphs for practice
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Typical Day of A Teacher Activity Time (Hours) Sleeping 7 Meals 2 Skate boarding 3 Skydiving lessons 4 Mountain Climbing 5 Boa training 2 Schoolwork 1
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DAY 3: Pictographs
Review circle graphs and discuss pictographs and parts. Then using a table, like the one below, construct a pictograph together. Next, have students construct a pictograph for homework.
A pictograph is often used to show data involving very large numbers where numerical scale would be impractical. A picture or symbol is used to indicate a larger value and the symbol often suggests the topic being discussed. For instance, in a pictograph that discussed the number of cars in the USA, a drawing of a car might be used.
You are to construct a pictograph using the data below.
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Newspapers Collected For Recycling Date Amount Monday 20 Tuesday 45 Wednesday 45 Thursday 60 Friday 55 |
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Favorite Kinds of Pizza Among Five Popular Kinds Kind Tally Frequency Anchovy | | | | | | | Mushroom | | | | | | | | | | | | | | | | | | Cheese and Pepper | | | | | | | | | | | Olive | | | | | | | Sausage | | | | | | | |
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State Exact Population Estimated Population CA 23,668,562 24,000,000 NY 17,557,288 18,000,000 TX 14,228,383 14,000,000 PA 11,866,728 12,000,000 IL 11,418,461 11,000,000 OH 10,797,419 11,000,000 |
Construct a Pictograph using the estimated population.
Day 4: Line and Bar Graphs
Construct a bar and line graph from pictograph information on pizza toppings.
For homework construct bar graph from population pictograph.
DAY 5: Introduction of project
Pass out all sheets and discuss the project. Students will be assigned to groups by the teacher prior to this day. . Let students work in groups for the remainder of the time.
.**See Culminating Performance
DAY 6: Tally Sheets
In their groups have students fill in tables and find the averages of each person and day. Next, each group will survey 20 other people and complete the survey sheet.
Survey Sheet
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Student |
Homework Time Averages |
Leisure Activities Averages |
Report Card Average |
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DAY 7-9: Rough Drafts
Each person is responsible for all rough drafts. Collect all rough drafts on day ten and correct.
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* Y-1 point, N-0 points **5- all information graphed accurately 4- most information is graphed accurately 3- information is typically graphed accurately 2- little information is graphed accurately 1- most information is graphed inaccurately |
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Final grade is calculated by adding up points the student accumulated and dividing by all possible points. |
DAY 10 Mean, Median, and Mode
Review what each is and then demonstrate how to solve each one
DAY 11-15: Final Drafts
Give back rough drafts on day 11. Next, using peer conferencing, group discussion, and student teacher conferencing determine strengths and weaknesses of students rough drafts. Students will then generate graphs on the computer using ClarisWorks and The Graph Club. Type all sheets and science write-up by day 15.
Is There a Correlation Between The Amount of Time a Student Spends on Leisure Time Vs. Doing Homework and Success in School?
Many teachers have noticed that students who spend less time on leisure activities generally, seem to do better in school.
You and your team have been selected by the TRF (Trinity Research Foundation) to conduct a survey to determine if the difference in the amount of time spent on leisure activities vs. doing homework has an impact on success in school.
The first step in this survey is to complete a plan to follow.
Materials: Survey sheet, ClarisWorks, Graph Club.
Procedure: For 5 days keep track of how much time each member of the group spends on homework and TV each day. Be honest. At the end of the 5 days complete a chart for the group. Find the average for each day. Calculate the mean, median and mode for each.
Average Minutes Spent on Schoolwork by Day
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Names |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Averages |
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Student 1 |
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Student 2 |
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Student 3 |
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Student 4 |
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Averages |
Average Minutes Spent on Leisure Activities
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Names |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Averages |
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Student 1 |
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Student 2 |
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Student 3 |
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Student 4 |
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Averages |
Next, survey 24 people and record the results in a survey table. Complete a frequency table to organize the results.
Average Minutes Spent on Schoolwork
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# of Minutes |
Tally |
Frequency |
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1-60 |
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61-120 |
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121-180 |
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181-240 |
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240+ |
Average Minutes Spent on Leisure Activities
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# of Students |
Tally |
Frequency |
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1-60 |
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61-120 |
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121-180 |
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181-240 |
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241+ |
Find the frequency of each time period. Now that you have the data begin to construct graphs to evaluate the information. Construct:
Double Bar Graph (Full Group)
Triple Bar Graph (Full Group) Time Vs. Grades
Two Pictograph (Full Group)
Two Circle Graphs (Full Group)
Double Line Graph (Your Group)
Study the graphs and answer the following questions:
1. What are the mean, median, and mode for minutes spent on homework and leisure activities?
2. According to the survey sheet, how many students, out of 24, spend more time doing
homework?
3. According to the survey sheet, how many students spend more time on leisure activities?
4. With the info gathered which fraction of the group would fit the following categories:
A. 90+ and spends more time on homework
B. 80+ and spends more time on homework
C. 70+ and spends more time on homework
D. 90+ and spends more time on leisure activities
E. 80+ and spends more time on leisure activities
F. 70+ and spends more time on leisure activities
5. Now looking at your graphs and survey sheets, what generalization can be made from the information you collected?
Next, construct each of the graphs on the computer using ClarisWorks and Graph Club
Group Project Evaluation
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* Y-1 point, N-0 points |
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**4-Generally uses correctly 3- Mostly uses correctly 2- Uses somewhat correctly 1-Needs improvement |
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*** 1 point is given for the criteria correctly done on each graph |
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Final grade is calculated by adding up the points the student accumulated and dividing by the number of possible points. |
CLOSURE ACTIVITY
Give back final projects and discuss. What were the finding of each group? What was proved or disproved? What generalization can be made by each group?
PRE-REQUISITE SKILLS
Students should have had an introduction to graphing before sixth grade. This unit goes beyond the introduction and builds upon it. It is not meant to be an introduction. Students are introduced earlier in the year to ClarisWorks. During the unit they are shown how to use The Graph Club. They are also given notes on how to use both for reference.
This unit can be modified in a variety of ways. Change the numbers, the length of project, etc.. The project can be modified for someone who doesn’t have the necessary background.
Prep Time: 2 to 3 hours
Class Time: 3 Weeks
Day 1 Initiating activity
Day 2 Circle graphs
Day 3 Pictographs
Day 4 Bar and Line graphs
Day 5 Introduction to project
Day 6 Complete Tally Sheets
Day 7 Work on rough drafts
Day 8 Work on rough drafts
Day 9 Work on rough drafts
Day 10 Hand in rough drafts/mean, median, and mode
Correcting time: 4 to 5 hours
Day 11 Work on final projects
Day 12 Work on final projects
Day 13 Work on final projects
Day 14 Work on final projects
Day 15 Work on final projects
Evaluation of projects: 5-6 hours depending on size of classes
This unit in the last week or so is heavy into the integration of technology. Students generate graphs on the computer using ClarisWorks 4.0 and The Graph Club. They also use ClarisWorks to do their write-ups. The cover page can be done using a variety of programs such as: Print Shop, Print Artist, etc..
Resources
ClarisWorks ( or any word processor)
The Graph Club Tom Snyder Productions