Comparing Data

Submitted by cassandrabarnett on Tue, 06/19/2012 - 13:51Printable version Bookmark and Share
Created By:
Cassandra Barnett
Title/Role:
Librarian
Organization/School Name:
Fayetteville High School Library
Location:
Arkansas

Grade Level:
10
Type of Lesson:
Stand-alone lesson
Type of Schedule:
Flexible
Collaboration Continuum:
Limited
Content Area:
Mathematics
Content Topic:
Using InspireData™ software to compare data.
Standards for the 21st-Century Learner
Skills Indicator(s):
2.1.4 Use technology and other information tools to analyze and organize information.
Dispostion Indicator(s):
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
Responsibilities Indicator(s):
3.3.4 Create products that apply to authentic, real-world contexts.
Self-Assessment Strategies Indicator(s):
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
Scenario:
The school librarian (SL) is approached by an algebra teacher who attended a professional development session where the SL demonstrated InspireData™, software that allows students to use a variety of charts and graphs to manipulate and analyze data. She wants the SL to teach her students how to use this software. The SL suggests that the lesson will be more effective if the students actually have data to input. They schedule the teacher’s six classes in the library computer lab for a 50-minute lesson on InspireData™. The teacher decides that students will plan a trip to Chicago. As part of that planning, they must decide on the best mode of transportation based on the cost of travel and the amount of time that particular mode takes. The students will use pre-determined websites to collect costs and times needed to travel by train, car, bus and plane. Once they have collected their data, they will receive instruction on the use of InspireData™. The SLMS will guide the students through the features of the software at which time they will input their data. They take their printed graphs with their data back to class for review, presentation and assessment.

Overview:
Tenth grade students in algebra class examine and manipulate various types of graphs to determine the appropriateness of different graphs in relation to the data.

Final Product:
Students produce graphs comparing cost and time of various modes of transportation.

Library Lesson:
Students will learn to use the features of InspireData™ and explore the various types of graphs that can be made using the software. They will use data collected about the cost and time it takes to get from their hometown to Chicago using several modes of transportation. In the process they analyze how best to graph the data depending on the intended purpose.

Estimated Lesson Time:
45 minutes
Assessment
Product:
Teacher, SL, and students use a teacher-developed rubric to assess the graphs based on the appropriate choice of graph in relation to information collected as well as conclusion based on analysis of data.

Process:
Teacher and SL use the graphs generated by the students to determine whether students can use the software correctly.

Self Questioning:
Is my choice of the best mode of transportation supported by the evidence? Have I chosen the most appropriate graph to show my conclusion?

Instructional Plan
Resources students will use:
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)
Software

Interactive Resource URL:
http://

Resources instructor will use:
Projector
Laptop
Other

Other instructor resources:
InspireData™ software

Instruction/Activities
Direct instruction:
The SL introduces students to features of the InspireData™ software.

Modeling and guided practice:
Using data gathered by the SL from the same websites that the students will use, students input the data along with the SL. They try different manipulating graphs and decide as a class which one most effectively represents the data.

Independent practice:
Students input the data they collected, choose the graph that best compares their data and print their completed graph.


Have you taught this lesson before:
Yes
AASL/Common Core State Standards Crosswalk

Common Core State Standards Mathematics:

A-REI.1 » Mathematics » High School - Algebra » Reasoning with Equations and Inequalities » Understand solving equations as a process of reasoning and explain the reasoning » 1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. (9,10,11,12)

G-MG.2 » Mathematics » High School - Geometry » Modeling with Geometry » Apply geometric concepts in modeling situations » 2. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). (9,10,11,12)

G-MG.1 » Mathematics » High School - Geometry » Modeling with Geometry » Apply geometric concepts in modeling situations » 1. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder). (9,10,11,12)

Mathematics » High School - Functions » Interpreting Functions » Understand the concept of a function and use function notation (9,10,11,12)

A-REI.10 » Mathematics » High School - Algebra » Reasoning with Equations and Inequalities » Represent and solve equations and inequalities graphically » 10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). (9,10,11,12)

S-CP.4 » Mathematics » High School - Statistics and Probability » Conditional Probability and the Rules of Probability » Understand independence and conditional probability and use them to interpret data » 4. Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. (9,10,11,12)

Mathematics » High School - Statistics and Probability » Conditional Probability and the Rules of Probability » Use the rules of probability to compute probabilities of compound events in a uniform probability model (9,10,11,12)