UbD Stage 3
Essential Questions:Overarching Questions:
How does the type of data thatis collected help in determiningthe type of graph to use?
When would it be moreappropriate to use a bar graphover a pictograph? Why?
Can the data that is collectedbe interchangeable betweentally charts, bar graphs, andpictographs?
In what classroom activities canwe collect data and organizethe data in a table or graph?
What strategies do you usewhen collecting data?
Stage 3: Plan Learning Experiences
Week 1Type week 1 activities here (use page 26 of the UbD text as anexample)
Begin with an entry question. Ask the students, how do you stay organized?Write the student’s responses on chart paper.
Introduce to the students that our new unit in math is about graphing andorganizing data.
Administer the Pre-Assessment. The pre-assessment is 10 questions and willbe read to the students. It will cover what will be taught in the three-weekunit.
After the pre-assessment, have a second piece of chart paper with a GraphingKWL chart (Know, Want to Know, Learned) across the top.
5.Give each student two index cards.
Have each student write something that they know about graphing on oneindex card. Have students share and tape their responses to the Know columnof the chart.
On the second index card, have each student write something they want toknow about graphing. Have students share and tape their responses to theWant to Know column of the chart.
a.Note: As the unit progresses, we will return to the KWL chart and moveindex cards from the Want to Know column to the Learned column.
To summarize, students will write down their personal goals for this unit.Goals will be saved for individual conferences.