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Problem Solving Block

Problem Solving Block. Ten Minute Math Multiplication/Division . 53 X 24=. 636 ÷ 4 =. REVIEW: Data Tables. REVIEW: Geometry. Comparing the Heights of First and Fourth Graders.

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Problem Solving Block

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  1. Problem Solving Block

  2. Ten Minute Math Multiplication/Division 53 X 24= 636 ÷ 4=

  3. REVIEW: Data Tables

  4. REVIEW: Geometry

  5. Comparing the Heights of First and Fourth Graders • Analyze the data from your representations of the height of the fourth graders and first graders by answering the questions on student activity sheet 7.

  6. Discussion: How much Taller is A Fourth Grader? • Post all representations around the room. • Spend about five minutes looking at all the different representations done by your peers. • Consider why a particular representation help you compare the two sets of data, and be ready to share specific examples! • If someone who didn’t know anything about our project visited our classroom, how would these representations help that person compare the heights of first and fourth graders? • After five minutes, come back together as a class…

  7. Discussion: How much Taller is A Fourth Grader? • You represented the first and fourth grade height data in different ways, but you all worked to find ways to make it easy to compare the two sets of data. What did you see in your classmates’ representations that you think would help someone compare the first graders and fourth graders? • What did you notice when you compared the heights from the first-grade class with the fourth grade heights?

  8. Discussion: How much Taller is A Fourth Grader? • Additional discussion points: • How do the ranges of the heights compare between the two classes? Are the ranges about the same? Are there about the same number of inches between the shortest first grader and the tallest first grader as between the shortest fourth grader and the tallest fourth grader? • How are the data spread out in the first grade data compared with the fourth grade data? Are the data from one grade more spread out than the data from the other grade? • How do the clumps of the height data compare? Are there similar clumps of similar sizes? Are more than half the data concentrated between certain heights in one class? What about the other? • Are there outliers in either set of data? How far away are the outliers from the rest of the data? • A few days ago we talked about the typical height in our fourth grade class. According to your data, what would you say is a fairly typical height in this first grade class?

  9. Discussion: How much Taller is A Fourth Grader? • We started this investigation with the following question: How much taller is a fourth grader than a first grader? • So now we have plenty of information about how the heights of our fourth grade class and the first grade class compare. According to this information, about how much taller would you say a fourth grader is than a first grader? • We collected data only from one fourth grade class and one first grade class. If we collected first grade height data and fourth grade height data from many different classes, how do you think this would change your ideas about how much taller a fourth grader is than a first grader?

  10. Representing the Heights of First and Fourth Graders • Technology Extension • If students did not have an opportunity to create a digital bar graph for their representation, you may introduce the following website to them: http://nces.ed.gov/nceskids/createagraph • Students may also recreate digital bar graphs from their independent work on the website. • **See next slide for more information on website if this will be their first visit.

  11. Representing the Heights of First and Fourth Graders • Technology Extension • Introduce Double Bar Graph using http://nces.ed.gov/nceskids/createagraph • Show students how to use the website to put their data in the double bar graph format. Site is user friendly with help to the left of the data entry that explains each data item they need to input. • Allow students to work in pairs to create a double bar graph with the data they collected through measuring the two homerooms. • Site allows you to color code or pattern code the bars to differentiate the data. Students can print from the website, or email the graph to their teacher. • Questions to think about as you work: • Can you create a table to match your bar graph data? • Were they any outliers in your data? • What parts of your graph would change if you separated the data by boy/girl vs. homeroom? • How many students were at least 4 ft tall? How many students in both classes were 60 inches tall? • How would the data compare if you measured the heights of another grade level?

  12. Representing the Heights of First and Fourth Graders • Independent Work • Double Bar Graph Formative

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