Model Schools Learning Experience

Taken from State Education Department Learning Experience Form

McCadam’s Quarterly Report

written by Marilyn Geddis and Ronica Lawrence

Introduction to this Learning Experience

This learning experience is part of a larger learning unit called Data Analysis Interpreting Tables and Graphs. In this learning unit, fourth graders were presented with an authentic problem from a local business and were challenged to solve the problem using experimental inquiry. Students were expected to analysis data, generate graphs, draw conclusions and submit their findings in a business letter format. In partnership with the local business, the students each received a personal response from the company’s plant manager.

The learning unit with this learning experience was taught to fourth graders. The children worked cooperatively with McCadam’s Cheese. McCadam’s is a cheese packaging and disturbution center in our small village. Many of our parents work at the factory. Part of the learning experience involves students calculating Give Away". McCadam’s defines "Give Away" as pounds of cheese lost due to errors in aging, weighing, or packaging. Data on these errors mathematically calculated and analyzed by a team of Quality Control Managers. "Give Away" is money lost and it was important in this learning experience for students to see how the recording and analyzing of data

DESCRIPTION OF LEARNING EXPERIENCE

OUTLINE

Please provide the following information about each learning experience. Feel free to submit more than one learning experience. For each one submitted, use a separate Learning Experience Information Form and a separate description. Please number according to the outline below and be sure to write a response to all eight sections.

Title of Learning Experience:

LEARNING CONTEXT

Describe the purpose of the learning experience, including

• The learning standard(s) and the specific performance indicators from the standards documents on which the learning experience is based;
• A description of the connection to instruction in other curricular areas or where this experience fits in the school or course curriculum; and
• What students need to know and/or be able to do to succeed with this learning experience.
• The purpose of the learning experience is for students to analyze the mathematical problems given in a mock quarterly report table from a local business, McCadam Cheese Company. Students will then use a computer to generate graphs. Using induction they will make predictions about successful outcomes of each quarter.
• Math Science & Technology #1 Analysis, Inquiry, and Design

Organize observations and measurements of objects and events through classification and the preparation of simple charts and tables.

Interpret organized observations and measurements, recognizing simple pattern, sequences, and relationships.

Share their findings with others and actively seek their interpretations and ideas.

Adjust their explanations and understandings of objects and events based on their findings and new ideas.

• The teacher will integrate Reading, Writing, Speaking. ( Standard ELA #1 Language for information and understanding) with this Mathematical Learning Experience. Students will be expected to communicate their analysis of given data.
• The students need to be able to :

• Identify the steps needed to do 5 digit subtraction with regrouping
• Round and estimate four / five digit numbers to the nearest thousand or ten thousand
• Add up to five digit numbers using the steps of addition with regrouping
• Recognize the needed information to complete a table summarizing the data
• Identify the important characteristics of a bar / line graph
• Read graphs for information
• Data can be graphed with a computer using a spreadsheets
• Identify correct commands to operate a calculator

PROCEDURE

Tell us about the procedure, including:

• What the students do; and
• What the teacher does.

After completing the quarterly report, the students will be expected to show in writing as well as verbally their analysis of data . They will be expected to state the mathematical strategies used to solve the problems. They will communicate their results using their constructed graphs and report back.

Using the quarterly report data table, the students, in collaborative pairs, will estimate the amount of give away (wasted cheese) for each month in a quarter. Then the students will calculate the actual amount of give away using subtraction. The students will check their work using calculators. The students will then total the amount of give away for each quarter. Students will then complete a table representing the amount of give away for each quarter. The students will then make a bar graph and a line graph using information from the table. Afterwards, these graphs will then be computer generated and students will be asked to compare their paper copy to the computer copy.

The teacher will facilitate learning by providing the quarterly report data table and model calculation the first quarter. The teacher will also review, using LCD Projector, in computer lab the necessary steps to generate a computer drafted graph.

INTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS

Describe the procedures used to accommodate the range of abilities in the classroom, such as:

• Instructional modifications made; and
• Physical modifications of the classroom setting.

Instructional Modifications

• Small Groups
• Think – Pair – Share
• Collaborative Pairs
• LCD Projector
• Computers
• Calculators

Physical Modifications

• Large tables
• Computer lab

MATERIALS & SUPPLIES

Identify the materials, supplies and equipment needed to successfully complete this experience:

• For the student, and
• For the teacher

The students will need

• Quarterly Report Data Table
• Pencils, crayons, colored pencils and markers
• Large and small graph paper
• Computer and printer

The teacher will need

• Overhead Projector
• Overhead Transparency of Quarterly Report
• LCD Projector
• Computer
• Chart Paper

ASSESSMENT TOOLS & TECHNIQUES

Describe the:

• techniques used to collect evidence of student progress toward meeting the learning standards (e.g., observation, group discussions, higher analytical questioning); and
• tools used to document student progress (e.g., scoring guides, rating scales, checklists, projects, taped performances).

• Type your response here: The teacher will use KWL at the beginning of each lesson to review the acquire information from previous day and goals of the upcoming lessons. Throughout the learning experience, the students will be asked to share their results by reporting back to the group, by using Think – Pair – Share, and completing a Ticket Out the Door. Students will be able to collect evidence of their own progress when checking their work with calculators and comparing computer generated graphs to their own paper graphs.

RUBRIC

TIME REQUIRED

For each aspect of the learning experience, state the amount of time for:

• planning
• implementation; and
• Assessment

PLANNING

Two 40 minute planning sessions

• One planning session to set up lesson plans
• One planning session to gather and review technology equipment

IMPLEMENTATION 4 Days

• 2 days completing Quarterly Report and paper graphs
• 1 day generating computer graphs
• 1 day of assessment

ASSESSMENT

• 10 minutes total for KWL and Ticket Out the Door
• Final day 40 minutes starting with KWL then each pair will assess the task with rubric and reporting back to the entire group their final conclusions.

STUDENT WORK

Send samples of student work that reflect the diversity of students participating in the learning experience

REFLECTION

Comment on the learning experience, including:

• how it might better meet the needs of ALL learner;
• how it might better support student progress toward attainment of the learning standards;
• how to expand the connections to other learning standards; and
• how it reflects current scholarship in your field and "best" classroom practice.

To better meet the needs of all learners, the teacher could diversify the level of mathematical computations to include more challenging /easier calculations to match varied abilities. This learning experience greatly supports student progress towards attaining the new standards. Children are given the opportunities to create, as well as, analyze given data. This learning experience is part of a larger Data Analysis Learning Unit. This experience offers the chance for the students to make real world connections with business management. It reflects upon the genuine understanding that "Give Away" (wasted cheese) represents lost profits and the negative impact on companies. Later in the learning unit, students will have the opportunity to brainstorm possible suggestions as to how to correct the loss in profits. In the learning unit the children will also learn to write business letters to communicate their findings which involves the ELA Standard # 1 (Language for Information and Understanding). The students will then see the tie in between the abilities to read and analysis reports, communicate those findings and generate solutions through problem solving. By modeling group committee meetings to analyze data, students will role play a real world business scenario. This allows the children to raise their own standard of what is acceptable towards quality work.