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Using Coordinates to Interpret Data

Using Coordinates to Interpret Data

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Published by allisonkrasnow
Using data about vending machine use to construct a graph.
Using data about vending machine use to construct a graph.

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Published by: allisonkrasnow on Apr 27, 2013
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09/04/2013

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CONCEPT DEVELOPMENT
Mathematics Assessment Project
CLASSROOM CHALLENGES
 A Formative Assessment Lesson
Using Coordinates toInterpret andRepresent Datas
Mathematics Assessment Resource ServiceUniversity of Nottingham & UC BerkeleyDraft Version
For more details, visit: http://map.mathshell.org© 2012 MARS, Shell Center, University of NottinghamPlease do not distribute outside schools participating in the initial trials
 
 Teacher guide Using Coordinates to Interpret and Represent Data T-1
Using Coordinates to Interpret and Represent Data
MATHEMATICAL GOALS
This lesson unit is intended to help you assess how well students are able to work in the coordinate planeto solve a problem in a real-world context. In particular this unit aims to identify and help students whohave difficulty measuring and interpreting horizontal or vertical intervals on graphs. This is needed later,when interpreting slope.
COMMON CORE STATE STANDARDS
This lesson relates to the following
Standards for Mathematical Content 
in the
Common Core StateStandards
 
 for Mathematics
:6-G: Use coordinates to find the length of a side (here an interval) joining points with the samefirst coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.This lesson also relates to the following
 Mathematical Practices
in the
Common Core State Standards
 
 for Mathematics
:1.
 
Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.7. Look for and make use of structure.
INTRODUCTION
This lesson unit is structured in the following way:
 
Before the lesson, students work individually on an assessment task designed to reveal theircurrent understanding and difficulties. You review their responses and create questions for themto consider when improving their work.
 
After a brief introduction students work collaboratively in small groups interpreting a graph. Theythen exchange their interpretation with a group that worked on a different graph. Each groupsketches the other group’s interpretation as a graph.
 
Students then share their work.
 
In whole-class discussion, students review what they have learned.
 
In a follow-up lesson students use their learning and your questions to review their work.
MATERIALS REQUIRED
 
Each student will need a copy of the assessment task:
 A Growth Graph
and
 Another GrowthGraph
.
 
 
Each small group of students will need a pair of scissors, at least one sheet of graph paper, thesheets
Vending Machine Graph For _ _ _ _ _ (day)
,
 Blank Vending Machine Cards
, and either
Vending Machine Graph: Monday
and
Vending Machine Cards: Monday
OR
Vending MachineGraph: Tuesday
and
Vending Machine Cards: Tuesday.
 
A few cut up sheets
Completed Cards: Monday
and
Completed Cards: Tuesday.
 
There is a projector resource to support whole-class discussions.
TIME NEEDED
20 minutes before the lesson, a 60-minute lesson and 20 minutes in a follow-up lesson (or forhomework). Timings are approximate and will depend on the needs of the class.
 
 Teacher guide Using Coordinates to Interpret and Represent Data T-2
BEFORE THE LESSON
 Assessment task:
A Growth Graph
(20 minutes)
Have students complete this task, in class orfor homework, a few days before theformative assessment lesson. This will giveyou an opportunity to assess the work, and tofind out the kinds of difficulties students havewith it. You should then be able to target yourhelp more effectively in the follow-up lesson.Give each student a copy of the assessmenttask:
 A Growth Graph
.
 Read the task carefully and then answerthe questions.
It is important that, as far as possible, studentsare allowed to answer the questions withoutassistance. Some students may find it difficultto get started: be aware that if you offer helptoo quickly, students will merely do what yousay and will not think for themselves. If, afterseveral minutes, students are still struggling,try to help them understand what is required.Students should not worry too much if theycannot understand or do everything, becausein the next lesson they will engage in a similartask, which should help them. Explain tostudents that by the end of the next lesson,they should expect to answer questions suchas these confidently. This is their goal.
 Assessing students’ responses
Collect students’ responses to the task. Make some notes on what their work reveals about theircurrent levels of understanding and their different problem solving approaches. We suggest that youdo not score students’ work. Research shows that this will be counter productive as it will encouragestudents to compare their scores and distract their attention from what they can do to improve theirmathematics.Instead, help students to make further progress by summarizing their difficulties as a series of questions. Some suggestions for these are given in the
Common issues
table on the next page. Thesehave been drawn from common difficulties observed in trials of this unit.We suggest you make a list of your own questions, based on your students’ work. We recommendyou either:
 
Write one or two questions on each student’s work, or
 
Give each student a printed version of your list of questions and highlight the questions for eachindividual student.
I
5. In what two year period does Dek put on the most weight?Explain how you know.6. Martha’s weight between birth and 15 years old is also recorded.Use the information below to sketch on Dek’s graph, the growth curve for Martha.
Martha weighs the same as Dek from birth to the age of 4.The only other times Martha and Dek weigh the same are when they are 11 and 15 yearsold.
At 13 Martha weighs 20 pounds more than Dek.The difference between their weights is never more than this.
Only between the age of 9 and 13 does Martha gain more weight each year than Dek.
I
A Growth Graph
Dek’s weight between birth and fifteen years old is represented by the graph below.To answer the questions below you may want to write on the graph.1. When does Dek weigh 50 pounds?2. What does Dek weigh when he is 5
!
years old?3. What year does Dek put on 20 pounds?4.During which five year period does Dek put on the least weight: ages 0 to 5; 5 to 10; or 10 to 15?Explain how you know.
! " # $ % & ' ( ) * "! "" "# "$ "% "&!"!#!$!%!&!'!(!)!*!"!!""!"#!"$!"%!"&!
    +   ,    -   .    /    0    2   3   4   5   6    7   8    9
:.,12;,<=89

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