Jon Choe

TCH 306: Wellenreiter

Text Set
Each Text Contains
1. The full name
2. A brief description of the text;
3. An analysis using the FLIP strategy (BLL, Ch. 3) and other tools that are appropriate;
4. A literacy strategy you might use with the text (BLL, Ch. 7-10);
5. A brief discussion of why you decided to include the text; and
6. The content standards the text meets.

F—FRIENDLINESS:
What features are easy and
difficult to understand?
L—LANGUAGE:
What terms might be new
I—INTEREST:
How interested will students
be in this text?
P—PRIOR KNOWLEDGE:
What do students already
know about this topic or
what is being asked of them?
This text is written like a newspaper story and contains the text elements
of Who, What, When, Where, Why, and How.
Students may not know several terms, such as zoot suits and compatriots.
Other terms such as discrimination, although not new, should be
discussed. (A Knowledge Rating Scale activity may be an appropriate
lesson for these terms.)
Teenagers typically have an interest in fashion, and this text focuses on
how fashion led to violence. Teenagers are also interested in issues of
discrimination. (A possible activity could involve an Anticipation Guide)
Students will be able to use their previous knowledge of World War II
and other discussions they have had regarding discrimination. However,
they may not have discussed discrimination as it relates to
Latinos. Students should also be able to connect the fashion conflict to
their own lives, assuming they have had conflicts with parents and/or
schools about what they wear.
Essential Question:
How can we find statistics within our daily life?
What probabilities may you come up upon within your life?
1st Text: Textbook
1. “Connected Mathematics 2 Grade Six”
2. This textbook provides notes about statistics and probability. There are many visuals and
activities that are within the textbook that students could do to practice in learning about
the topic.
3. The activities and problems that are within the text are not just numerical problems but
outside knowledge questions. They contain visuals, so students will have the visual
aspect of learning. There are vocabulary words that students may have trouble
understanding or even know the meaning of. I find that students may not be interested in
doing reading this text. However, students may have an interest in working on some of
the activities that the text has. Students are familiar with reading a math textbook and
have experience using them by doing certain problems for homework.
4. Before even going into the text I would ask students an exploratory question, asking
them, “what the chances of me are flipping this coin and having heads five times in a
row?” Each group of students would need to work and explain how they are going to
figure that out, what equation or is there an equation to use?
5. The reason for using this textbook of this unit is for the students to gain the basic
practices of knowing how work with probability and statistics. This text is not a main
source or main component of learning, but another resource to use for practicing the
skills of probability and statistics.
6. This text book brings in these math common core standards:
CCSS.6.SP.A.1
Recognize a statistical question as one that anticipates variability in the data related to the
question and accounts for it in the answers. For example, "How old am I?" is not a statistical
question, but "How old are the students in my school?" is a statistical question because one
anticipates variability in students' ages.
CCSS.6.SP.A.2
Understand that a set of data collected to answer a statistical question has a distribution which
can be described by its center, spread, and overall shape.
CCSS.6.SP.A.3
Recognize that a measure of center for a numerical data set summarizes all of its values with a
single number, while a measure of variation describes how its values vary with a single number.

2nd Text: Classroom Itself

1. 6th Grade Classroom

2. There are different types of students within a classroom wearing similar clothing, hair
color, have similar interests/hobbies, etc. The instructor is going to set up various
statistical questions, what is the probability of picking a person that is wearing glasses?
 What is the probability of picking someone that is wearing glasses and wearing a hat?
What is the probability of finding someone within our classroom that likes baseball or
science? What is the probability of finding someone within our classroom that likes
baseball and science? Students will need to observe and then ask each other if they like
baseball and/or science. This involves observation, communication, and data collection.
3. I find this text easy to understand because students know one another. The languages
involved are vocabulary words that they are familiar with. Since this text involves
observation, data collection, and communication with their own peers, the vocabulary
will not be a difficult part. Students will find an interest in finding out about probability
within their own classroom. Since this text involves communication with one another,
again students are familiar with their own peers.
4. A strategy I would use for this text is a Think Pair Share. How I would organize that?
After students have collected enough data from each other, students are going to discuss
what they found the probability was.
5. The reason for using my own classroom as a text is because students are out of their seats
and working together. Brings in an authentic activity towards the students, in order to
find probability or even answer a statistical question, there needs to be some sort of
observation and communication involved. Collecting data within a group of their peers is
how to collect accurate data of something they are interested in. Then discuss if the
questions that were asked, are statistical questions themselves.
6. This text book brings in these math common core standards:
CCSS.6.SP.A.1
Recognize a statistical question as one that anticipates variability in the data related to the
question and accounts for it in the answers. For example, "How old am I?" is not a statistical
question, but "How old are the students in my school?" is a statistical question because one
anticipates variability in students' ages.
CCSS.6.SP.A.2
Understand that a set of data collected to answer a statistical question has a distribution which
can be described by its center, spread, and overall shape.
CCSS.6.SP.A.3
Recognize that a measure of center for a numerical data set summarizes all of its values with a
single number, while a measure of variation describes how its values vary with a single number.
3rd Text: Hunger Games book
1. Hunger Games
2. A book about a girl who is involved with a survival games and she is in competition with
other people within her age group and trying to be the last survivor. There are 13 districts
and two teenagers are randomly chosen from each district, one boy and one girl. This
brings in probability and statistics. There are portions of the book where there are
chances of someone winning.
3. This text is very middle level appropriate there are some vocabulary words they may not
know within this text. Movies have been made about this book, therefore, students will
have interest in reading about it. They may be very familiar with the text, if they have
watched the movie already.
 4. While reading the text, I would do a Tea Party activity. Taking snippets of text within the
book and have students relate that text to probability and/or statistics.
5. I chose to use this book as part of the text, because the book is part of the
multidisciplinary book. Therefore, using the text itself and bringing in math concepts
within the book, will relay that math is a part of everyday life.
6. This book brings in these math common core standards:
CCSS.6.SP.A.1
Recognize a statistical question as one that anticipates variability in the data related to the
question and accounts for it in the answers. For example, "How old am I?" is not a statistical
question, but "How old are the students in my school?" is a statistical question because one
anticipates variability in students' ages.
4th Text: Pair of Dice

1. Two Dice
2. The text is a pair of dice and students will find out the probability of rolling the dice and
seeing what the chances are of rolling a number from 2-12.
3. The concept of rolling dice is simple but knowing how to find the probability of rolling a
number will be challenging for students and knowing how to record data or even setting
up a chart. Students will be familiar with a chart but creating a chart on their own with a
pair of dice, will be challenging for them to do.
4. This text is an exploratory of the topic of probability. Students are given a pair of dice
and will need to find out what the chances are of rolling 2 through 12. Students will need
to create a chart and a graph of their data and observation.
5. I chose a pair of dice as the text because it is a simple and cheap text to use within a
classroom. Students also enjoy doing something with their hands instead of working on a
worksheet. I find that this text is best use when students are the ones involved in finding
out the highest probability of rolling a number, instead of the instructor just telling them
or even telling them how to even do it. Students will need to critically think with one
another.
6. Standards:
CCSS.MATH.CONTENT.6.SP.B.5.A
Reporting the number of observations.

CCSS.MATH.CONTENT.6.SP.B.5.B
Describing the nature of the attribute under investigation, including how it was measured
and its units of measurement.

5th Text: Various types of graphs

1. Bar graph of US Racial Population, Pie Chart of Racial Population, Histogram of result
of an exam, Dot Plot, and Box and Whiskers,
2. These texts are different types of graphs that are used to show a visual representation of
data that has been collected. Not all data can be used for any type of graph, and there are
some graphs that are better to use than others.
3. The graphs themselves are friendly in a sense that they are visual representations of data.
Vocabulary they may be unfamiliar with are the names of some of the graphs like box
and whiskers. Students may not be interested in looking at these graphs, but it will
provide a visual representation rather than looking at a chart that is filled with data.
Students have seen graphs before, but they may have not known their names.
4. A great activity when showing the graphs is a think pair and share. Students would
observe the graph, think about what they saw and what the graph is telling them. Then
they would pair up with someone within the classroom and then share their thoughts.
5. Showing students, the graphs without showing students the data and the question itself,
allows students to be able to be literate in reading a graph and answering those questions
just by looking at a graph. Visual representations help students understand the content
better rather than reading word for word a question and filling out the answer.
6. Standards:
CCSS.MATH.CONTENT.6.SP.B.5.A
Reporting the number of observations.

CCSS.MATH.CONTENT.6.SP.B.5.B
Describing the nature of the attribute under investigation, including how it was measured
and its units of measurement.