Unit Outline

Unit Outline Template (provided via LiveText)

Unit Planning Template Teacher(s) ____Matthew G. Whisler___________ Subject(s)/Course(s):___Mathematics_____ Grade/Level___8^th grade___ UnitTopic/Focus:____Graphing_____ Integration with other content areas (if applicable)_________political science , consumer education, computer ed. Estimated time for implementation:______4-5 days_____

Standards

Program of Studies: Understandings	Program of Studies:Skills and Concepts	Related Core Content
MA-8-DAP-U-1Students will understand that quantitative literacy is a necessary tool to be an intelligent consumer and citizen. MA-8-DAP-U-2Students will understand that the collection, organization, interpretation and display of data can be used to answer questions.	MA-8-DAP-S-DR1Students will collect, organize, construct, analyze and make inferences from data in a variety of graphical methods (e.g., drawings, tables/charts, pictographs, bar graphs, circle graphs, line plots, Venn diagrams, line graphs, steMA-and-leaf plots, scatter plots, histograms, box-and-whiskers plots).	MA-08-4.1.4Students will:· construct data displays (Venn diagrams, tables, line graphs, stem-and-leaf plots, circle graphs, scatter plots);· explain why the type of display is appropriate for the data and· explain how misleading representations affect interpretations and conclusions about data (e.g., changing the scale on a graph).DOK 2

After gathering data, how can the data be best presented in order to convey the correct information it represents?

How can data be visually communicated?
What data does each kind of graph communicate best?
How can graphs be used to mislead and/or influence others?

Assessment (day 2 and day 4)

Day 2 assessment is to demonstrate understandings (formative)
Day 4 assessment is to demonstrate accuracy of graphs, completeness, and the look of the graph itself. (summative)

Resources / Technology: Computer, internet connection, search engines (Yahoo, Bing, Google, etc.), graphing site (http://nces.ed.gov/nceskids/index.asp), graph paper, calculator, SmartBoard or OHP connected to computer, jump drive (or link to student work).

Internet access during school hours in lab or classroom and at home. Special accommodation will be made for students without home access (before/after school, during planning period, etc.)

Outline of Daily Plans

Day 1: Objective: Students will be able to identify fair and misleading graphs. Students will demonstrate proper data collection methods.
Procedure: Students will review pre-selected graphs, focusing on the scale, accuracy and types of graphs available. Students will review proper methods for data collection. Students will begin gathering data for day 4 activity.
Day 2: Objective: Students will be able to create accurate graphs, explain why a specific type of graph is used, and be able to recognize misleading graphs.
Procedure: Students will create a misleading graph (from given data) and then exchange with a partner who corrects the graph to make it fair. Graphs will be collected for assessment, student and partner will be graded for completeness and understanding.
Day 3: Objective: Students will be able to discuss their graphs, including any problem areas. Students will be able to recognize misleading graphs and will know how to make the graphs more accurate.
Procedure: Students will give a short presentation of their graphs. Students will explain the importance of scale, type of graph used, and accuracy of data collection. Students will continue with researching for day 4 activity.
Day 4: Objective: Students will explain how to properly gather data and how to best present the data. Students will create a graph based on their own data.
Procedure: Students will present their project graphs using the overhead projector or smartboard tusing the gathered data, students will be able to create a true graph and a misleading graph (highlighting a single point of view). Graphs will be collected for assessment.