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# DIXIE STATE UNIVERSITY – DEPARTMENT OF EDUCATION UNIT PLAN TEMPLATE

Jessica Ross Teacher Candidate __________________________________________________________________________ Math: Data Analysis 2nd Grade Level ____________ Content Area ____________________________________________________ Step 1 – DESIRED RESULTS A. Contextual Factors 25 Students  11 boys  14 girls No ELL students 23 Caucasian students, 1 Native American student, 1 Pacific Islander 2 students have a diagnosis of Autism. 1 student has head trauma 3 students receive speech services 1 student with ADHD High Ability- 3 students Reading Levels Below Level- 4 students  Approaching- 3 students  On Level- 18 students B. Utah State Core Curriculum Standard Second Grade. Domain: Measurement and Data Number 10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph C. Enduring Understanding/Big Idea Students will be able to read, analyze, and compile different types of graphs. D. Concepts  How to take a survey and organize data using tally marks.  How to use data to create a picture graph.  How to analyze data on a picture graph.  How to make a bar graph to show data.  How to draw conclusions and answer questions about a bar graph.  How to make a table to solve problems.  How to use data to create line plots.  How to analyze the data contained on a line plot. E. Skills  Compare data on bar graphs, picture graphs, tally chart, and a line plot.  Record information from a survey on a bar graph, picture graph, tally chart, and a line plot.  Define and explain the following terms and ideas: bar graph, data, key, line plot, picture graph, survey, symbol, tally marks.  Discuss how to record and analyze data.  Identify different types of graphs.

F. Essential Questions/Guiding Questions  How can a use a graph to organize information from a survey?  How can I read information on a graph?  How can I record information on a bar graph?  How do you record data on a tally chart?  How do tally marks help you organize data?  How are picture graphs different from tally charts?  How can picture graphs be more helpful than tally charts?  How are bar graphs different from picture graphs?  How are line plots similar to tally charts?  How are line plots similar or different than picture and bar graphs? Step 2 – ASSESSMENT EVIDENCE A. Pre-Assessments Pre-Assessment:  Pretest: 10 multiple choice and fill in the blank questions (Accommodation- test will be read aloud for all students). Same type of questions as the posttest with different graph labels.  Am I ready preassessment B. Formative Assessments/Evidence  Textbook lesson pages which include a writing prompt  Graphing and tally chart  Multiple surveys and representations C. Summative Assessments/Evidence Posttest:  Posttest: 10 multiple choice and fill in the blank questions (Accommodation- test will be read aloud for all students). Same type of questions as the pretest with different graph labels.  Vocabulary test with 6 matching questions. Step 3 – INSTRUCTIONAL STRATEGIES/LEARNING ACTIVITIES/LESSONS Lesson 1: I will prepare to learn about graphs.  Unit Pretest  Am I Ready?  Video on collecting and sorting data.  Introduce students to the essential question: “How can I record and analyze data?”  Introduce students to math centers and comic strip video for use in centers. Lesson 2: I will be able to take survey and organize data using tally marks.  Conduct survey  Group discussion  Crazy Tally Mark Rally  Table discussion  Textbook worksheet Lesson 3: I will be able to use data to create picture graphs.  Class survey  Table discussion  Textbook worksheet  Math centers on graphing Lesson 4: I will be able to analyze data on picture graphs.  Table discussion  Textbook worksheet  Center work on graphing

Lesson 5: I will be able to make a bar graph to show data.  Video  Review vocabulary words  Class survey on favorite sports and make into a bar graph  Group bar graph activity  Textbook worksheet  Center work on graphing Lesson 6: I will be able to draw conclusions and answer questions based on bar graphs.  Check my progress  Table discussion on how bar graphs are different from picture graphs  Graphing math centers  Textbook worksheet Lesson 7: I will be able to make a table to solve problems.  Textbook worksheet  Graphing math centers Lesson 8: I will be able to use data to create line plots.  Shirt color line up  Table discussion  Graphing math centers  Textbook worksheet Lesson 9: I will be able to analyze the data contained in line plots.  Class vote  Table discussion  Textbook worksheet  Graphing math centers Lesson 10: I will be able to analyze and record data using line plots, bar graphs, picture graphs, and tally charts.  Quiz, Quiz, Trade review game  Review vocabulary words and major concepts  Unit Posttest
Adapted from: McTighe, J., & Wiggins, G. (2005). Understanding by design, 2nd ed. Alexandria, VA: ASCD.; Ainsworth, L. (2003). Unwrapping the standards: A simple process to make standards manageable. Denver, CO: Advanced Learning Press