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Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

Rationale:

This unit is designed to address the SLOs 1 and 2 in the statistics and probability unit found in

the mathematics program of studies for grade 3 students. It will help students continue to

develop their understanding of collecting, displaying, and analyzing numerical data to solve

problems. The focus is to collect first hand data and organize it with the use of tally marks, line

plots, charts, and list to answer questions. Through collecting, display and analyzing data

students will connect their findings to real-world problems and therefore making their learning

relevant.

In Data Management and Probability, concepts can be represented in various ways (e.g.,

through the use of manipulatives, diagrams, graphs). Teachers need to help students make

connections between different representations of a mathematical concept (e.g., by showing

them how the same information can be represented in a concrete graph and a bar graph). This

unit will also encourage student talk with one another and the teacher. Lastly this unit

incorporates a variety of learning strategies for students. To meet student needs, this unit uses

multiple instructional strategies ranging from think-pair-share to individual work.

Mathematical Processes:

Students interpret data presented in charts, list, line plots, and bar graphs, and write and

answer questions about the data. They also gather data to answer a question or solve a

problem. They use tally marks, charts, and lists to record and keep count of data; construct line

plots and question or solve the problem for which they gathered the data. At this level, students

work consistently with one-to-one representations of data, which means that they need to work

with relatively small data sets.

Students will communicate throughout the unit while being asked to explain and justify their

thinking. The unit incorporates a wide range of connections that are cross curricular, to further

student learning. More over the unit will challenge students to be conscious of real world

applications. We live in a world of information. By collecting, displaying, organizing, and

interpreting data, students learn to make sense of the data in the world around them while they

develop important analytical and problem-solving skills.

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

Established Goals:

GLO 1: Collect, display, and analyze data to solve problems.

Understandings:

Students will understand

Essential Questions:

How can we collect first hand data?

How can we organize data in different ways?

What can data tell us?

meaningful ways

To make sense of the data in the world

around them

Students will know

1. Collect first-hand data and organize it using:

tally marks

line plots

charts

lists

to answer questions [C, CN, PS, V]

2. Construct, label and interpret bar graphs to

solve problems [C, PS, R, V]

Resources:

Alberta K-9 Mathematics Program of Studies

We are Spinning in Second Grade

http://www.doe.virginia.gov/testing/solsearch/

sol/math/2/mess_2-18.pdf

Math 3 Under the Sea from Learn Alberta

http://www.learnalberta.ca/content/me3us/flas

h/

Lets Tally Man Song

https://www.youtube.com/watch?

v=tgL8AP4mAtQ

Extension Rich Task

http://elementarymath.cmswiki.wikispaces.net

/file/view/3rd+Grade+Investigations+Extensio

Materials:

Clipboards

Tally Mark Hop Sheet/Scoot Cards

Empty cans

Popsicle Sticks

Egg cartons

Interlocking Cubes

Collecting Data Handout

Smartboard

Whiteboard

Pencil Crayons

Smarties Worksheet

Smarties (# of boxes for # of students)

iPads/Computers for each student

Graph Paper

Non-Majors: Mathematics

nProjects.pdf

Math to the Max: Statistics and Probability

Text Book

Previous PAT Questions Grade 3

Mathematics

http://alberta.exambank.com/grade3.html

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

Performance Task booklet

Student Checklists

Assessment

Tool Title

Outcomes

Brief Description

Observations/

Anecdotal

notes

1,2

observations and anecdotal notes will be

taken on students individual progress.

Throughout the unit, formative anecdotal

notes will be taken for teachers to

individually assess the progress of the

students with the two learning outcomes

within the probability and statistics unit.

Checklist

[C, CN,

PS, R, V]

1,2

[C, CN,

PS, R, V]

Worksheets

1,2

[C, CN,

PS, R, V]

to self assess specific skills related to data

analysis. This will help students evaluate

their own learning and areas of focus. The

checklist will also be used as formative

assessment for feedback for the teacher

to decide if they need a review of a

specific concept.

To help students practice and gain better

understanding of data analysis there will

be a variety of worksheets throughout the

unit which will encourage student drill and

practice. Worksheets will not be

summative assessed because we believe

that it would be better suited to promoting

student learning, rather than gathering

evidence for grades.

FOR

AS

OF

Non-Majors: Mathematics

Math Journal

1,2

[C, CN,

PS, R, V]

Performance

Task

1,2

[C, CN,

PS, R, V]

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

activities, students will write journal entries

relating to the learning objectives. The

math journal will also be used for students

to respond to essential questions.

Furthermore, these journals will be

collected and revised to formatively

assess for understanding throughout the

unit. The journals will be used to gauge

where the particular student needs help,

influence further lessons, and as a

resource for students to use.

Students will individually complete a

performance task that uses the skills they

have acquired throughout the unit. It is a

summative assessment that will showcase

what the students know and will be their

opportunity to put all their knowledge to

use. It is a relevant task that enlists the

students as detectives for the City of

Lethbridge to motivate students. After they

have constructed their bar graphs, there is

a series of questions that expand the

assignment into a rich task.

Non-Majors: Mathematics

Learnin

g

Outcom

es

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

Assessments

Title

Student

Checkli

st

Workshe

ets

Data

Journal

Observat

ion/Anec

dotal

Notes

Performa

nce Task

Type

Formativ

e

Formative

Formativ

e

Formative

Summative

100%

(Formative/Sum

mative)

Weightin

g

data to solve problems.

1. Collect first-hand

data and organize it

using:

Tally marks

Line plots

Charts

Lists

To answer questions.

[C, CN, PS, V]

[ICT: C4-1.3]

2. Construct, label,

and interpret bar

graphs to solve

problems.

[C, PS, R, V]

[ICT: C4-1.3, C7-1.3,

C7-1.4]

Calendar Overview

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

Outcome: GLO: Collect, display and analyze data to solve problems

SLO 1: Gather and record data about self and others to answer questions. [C, CN, PS, V]

SLO 2: Construct and interpret concrete graphs and pictographs to solve problems. [C, CN,

PS, R, V]

Instructional Strategies: Direct instruction, journal writing

Main Activity: Students predict what game they will be playing at recess based on the

spinner. Have students come up individually and spin the spinner, record the findings.

Students will get to play this game at recess. Discuss what is probability in relation to the

recess spinner. Students will then make their own spinner to decide what dessert to have for

dinner. Have students then spin their spinner fifteen times and record their results. Students

will then write in their journals based on the activity and discuss certain options as being

certain and impossible.

Assessments: Dessert worksheet (formative), Observational assessment listening to student

conversation (formative), Pre-assessment will be gathered in this lesson to determine what

students know

Data Journal: Students write in their journal to respond to questions about the spinner

regarding impossible and certain.

Day 2: Collecting Data using Tally Marks

Outcome: GLO: Collect, display and analyze data to solve problems.

SLO 1: Collect data first hand and organize it using: tally marks, line plots, charts, lists to

answer questions. [C, CN, PS, V]

Instructional Strategies: Cooperative Learning, individual observation, think-pair-share

Main Activity: Discuss what is data and why do we collect data as a class. Define data, likely,

unlikely and tally marks. Students will write these definitions in their definitions journal.

Formulate a question as a class and have everyone answer it (how many syllables are in your

name). Put this into a chart and come up with 4-5 reasonable answers (1 syllable, 2, 3..). Go

around the class and fill in the chart using tally marks. Watch video Lets Tally Man and sing

along as a class. Make popsicle stick tally mark reminder and hang on board for students to

see. Show students how to count the tally marks by 5s. Play the game Tally Mark Hop.

Students each get a clipboard and a recording sheet. Place one scoot card on each desk,

students will rotate around to each desk and record how many tallies they see at each desk.

When finished, have students pair up and compare answers. Any answers that are different

can be checked over. Repeat with new partner. At the end of class, have students pair up and

tell each other two things they learnt about tally marks.

Assessments: Observe students as they are playing Tally Mark Hop, Tally Mark Hop Sheet

will be taken in (formative), Student Checklist (assessment as learning, assessment for

learning)

Student Checklist: Refer to the I can use tally marks to collect and tell me something about

data on the checklist. If students feel they know and can demonstrate this, they can check off

this statement.

Data Journal: Define data, likely, unlikely and tally marks.

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

Outcome: GLO: Collect, display and analyze data to solve problems.

SLO 1: Collect data first hand and organize it using: tally marks, line plots, charts, lists to

answer questions. [C, CN, PS, V]

Instructional Strategies: Direct instruction, small group learning and individual writing.

Main Activity: Review probability, data and tally marks from the students definitions journal.

Define chart and put this definition into definitions journal. Review tally marks from last class

by having students answer as a class: how did you get to school today? (bus,

parent/guardian, walk, bike). Use tally marks and have each student fill in where they fit. Have

students take time to come up with a question that has four possible answers individually.

Once each student has a question, students will work in small groups for the next portion of

activity. Small groups will go around to the different stations and use the tools provided to

collect the data. (cans with popsicle sticks, interlocking cubes, two empty egg cartons) At each

station, one student will ask their question and collect the data from their group using tally

marks. Go until every student has collected their data. Then data will be put into a chart

individually by students. A Collecting Data Handout will be supplied to students so they have

the format and just will need to put in their individual data collection. At the end of the lesson,

have students write in their journal what option is most likely, least likely and one other thing

they can gather from their data. Have students give an option that is impossible to occur.

*At the end of this lesson have students come up with a question they could ask their

family/friends. Each student will be required to go home and using their tally marks and a

question they have made up, gather data from at least ten people from home/friends. Send

home each student with a handout that provides a chart format for them to fill in.

Assessments: Observation from class discussion (formative), Collecting Data Handout

(formative), Student Checklist (assessment as learning, assessment for learning), journal

writing (formative)

Student Checklist: Once students feel as though they feel comfortable using charts to collect

for data they can check off the I can use charts to collect and tell me something about data.

Data Journal: Define chart, journal writing about what option is most likely to occur, which

option is least likely and one other thing they can gather from their data. Have students give a

option that would be impossible to occur.

Day 4: Line Plots

Outcome: GLO: Collect, display and analyze data to solve problems.

SLO 1: Collect data first hand and organize it using: tally marks, line plots, charts, lists to

answer questions. [C, CN, PS, V]

Instructional Strategies: Direct Instruction by teacher, individual work, journal writing.

Main Activity: Review charts. Introduce line plots to the class; this is another way we can

organize any data we collect. Define line plots and put into definition journal. Practice doing a

line plot by answering data as a class and plotting it on a line plot on a smartboard or

whiteboard. Then have students take the data they collected at home for homework and put it

into a line plot. Students will then answer a few word problems displayed on the

smartboard/whiteboard and they must create a line plot. At the end of class, have students

take out their math journals and answer: how can I tell which is the most popular option? How

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

Assessments: Line Plot work completed by student, Student Checklist (assessment as

learning, assessment for learning)

Student Checklist: If students feel they have mastered using line plots they can check off I

can use line plots to collect and tell me something about data.

Data Journal: Define line plot and answer the questions: how can I tell which is the most

popular option? How can you tell which is the least popular without counting?

Day 5: Reading Bar Graphs

Outcome: GLO: Collect, display and analyze data to solve problems.

SLO 2: Construct, label and interpret bar graphs to solve problems. [C, PS, R, V]

Instructional Strategies: Have students turn to a partner and review line plots with each

other.

Main Activity: Review line plots and bar graph. Put a bar graph on the smartboard and study

it with the class. Define bar graph, title, axis, scale and options for data collection. Students

will write these definitions in their definitions journal. Have a printed out bar graph for each

student. Students will study the graph and fill in a worksheet that asks a series of questions

and activities about the graph. Some examples of questions: what option is most likely to

occur, how can you tell which category on a bar graph has the most without counting, why is it

important that all the bars on a bar graph start on the same line? Students will then follow

instructions to color the title with a red pencil crayon, color the y-axis with a blue pencil

crayon, color the scale orange, etc.

Assessments: Student Checklist (assessment as learning, assessment for learning), Bar

Graph Worksheet (formative), Data Journal (formative)

Student Checklist: Once students are at the level they feel demonstrates they can read a bar

graph, they can check off the I can read a bar graph on their checklist.

Data Journal: Define bar graph, title, axis, scale and options for data collection.

Day 6: Drawing Bar Graphs (Lesson Plan 2)

Outcome: GLO: Collect, display and analyze data to solve problems.

SLO 2: Construct, label and interpret bar graphs to solve problems. [C, PS, R, V]

Instructional Strategies: Direct instruction, reciprocal teaching, math centers

Main Activity: Students will review last class of organized data. Prior to instruct, teacher will

discuss key terminology with students; such as, title, labels, axes (X and Y), neat and

organized. Teacher will introduce the topic of how to draw a bar graph. Teacher proposes a

question to the class to gather data (ie. Favourite animal). After making a tally chart, the

teacher will demonstrate how to correctly draw a bar graph while students follow along and

copy in their math journals as a reference. After activity, teacher will have a student give

handouts and send students into the 3 math centers: math with technology, workbook, and

teacher table. In the last 5 minutes of class the teacher will have students peer-teach one

another and comple student checklist.

Assessments: Student Checklist (assessment as learning, assessment for learning), peerteach (formative), one-on-one teaching (formative)

Student Checklist: Once students feel they have mastered drawing bar graphs they can

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

Day 7: Using Graphs to Solve Problems

Outcome: GLO: Collect, display and analyze data to solve problems.

SLO 2: Construct, label and interpret bar graphs to solve problems. [C, PS, R, V]

Instructional Strategies: Individual problem solving, group instruction

Main Activity: Review the components of a bar graph. Put up a series of graphs on the

smartboard for students to see. The graphs will be numbered and students will be given

different problems they have to solve based on these graphs. Include picture graphs, bar

graphs, line graphs and tally charts. Questions will be taken from previous grade three PAT

exams or will follow a similar structure. Students will complete the activity individually, then we

will go over the questions as a class to see the multiple ways students solved each problem.

Assessments: Student Checklist (assessment as learning, assessment for learning), Data

Journal (formative)

Student Checklist: Once students feel comfortable using graphs to solve problems, they can

check off the I can use a bar graph to solve a problem.

Data Journal: Students will record their answers in their data journals.

Day 8: Strategies Toolkit/ Review

Outcome: GLO: Collect, display and analyze data to solve problems.

SLO 1: Collect data first hand and organize it using: tally marks, line plots, charts, lists to

answer questions. [C, CN, PS, V]

SLO 2: Construct, label and interpret bar graphs to solve problems. [C, PS, R, V]

Instructional Strategies: Personalized System for Instruction (students progress as they

need to)

Main Activity: This lesson will be used to review what students have learnt in data analysis

so far. Math 3 Under the Sea: Using laptops, iPads or computers, students will all go to the

Learn Alberta resource Math 3 Under the Sea. Here students will work on completing all eight

activities as a review of what we have learnt in the unit. The resource breaks data analysis

into organizing data and using bar graphs; four activities in each. Have students work to

complete all eight activities. Meet back as a class and have students write in their journals two

things they did really well in the activity, one thing they are uncertain about and one thing they

really need help with.

Assessments: Observation through activity: where students have problems; where they are

doing well (formative), Data Journal (formative)

Data Journal: Students will write two things they did really well, one thing they are uncertain

and one thing they really need help with.

Day 9: Smartie Activity (Lesson 3)

Outcome: GLO: Collect, display, and analyze data to solve problems.

SLO 1: Collect first-hand data and organize it using: tally marks, charts, and lists to answer

questions. [C, CN, PS, V]

SLO 2: Construct, label and interpret bar graphs to solve problems. [C, PS, R, V]

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

Main Activity: Based on the students previous journal entry, spend time at the start of class

reviewing what students were having trouble with. Get students into pairs and explain the

instructions of the smartie activity. Have students each fill in a sheet and not eat the smarties

until the end of the activity. To close the class, some students will be chosen to come up to the

smartboard and mark an X on spectrum to illustrate what the probability of picking a red

smartie is. There will be many different answers and discuss these answers as a class.

Assessments: Smartie handout will be taken in and marked (formative), observational

assessment of students working on the activity (formative)

Day 10: Smarties Part 2

Outcome: GLO: Collect, display and analyze data to solve problems.

SLO 1: Collect first-hand data and organize it using: tally marks, charts, and lists to answer

questions. [C, CN, PS, V]

SLO 2: Construct, label and interpret bar graphs to solve problems. [C, PS, R, V]

Instructional Strategies: Classroom discussion, small group work

Main Activity: Students will continue to work on their smartie activity. Once students have all

completed the smartie activity, gather as a class and take the findings of all the pairs to create

a large bar graph that represents everyones data. Using popsicle sticks, teacher will get

students to tell her where to put the title, what is a good title for the activity, where to put the

scale, what options to include, ect. Students will then be put into small groups of 2-3 and

answer a series of questions about the new bar graph using a poll system with

Ipads/computers if they are available. The answers will be projected onto the smartboard and

students can see various answers their peers give. If this is not available, use math journals.

Example: what are some differences between your graph and the class graph? Which is a

better representation of the smarties inside a smartie box and why?

Assessments: Math journals (formative), observation (formative)

Data Journal: If technology will not work, have students answer various questions in their

math journals.

Day 11: Show What You Know

Outcome: GLO: Collect, display and analyze data to solve problems.

SLO 1: Collect data first hand and organize it using: tally marks, line plots, charts, lists to

answer questions. [C, CN, PS, V]

SLO 2: Construct, label and interpret bar graphs to solve problems. [C, PS, R, V]

Instructional Strategies: Individual work

Main Activity: Students will be given a performance task booklet. This booklet will have the

instructional task sheet, lined paper for questions and graph paper for students to create a bar

graph. To begin students will create a question with possible answers and collect data from

their classmates. Students will complete the performance task individually and it will be used

as a summative assessment for the unit. To do the performance task, students must have

completed their checklist and both the student and teacher must agree that the student has

met all the I can statements. Students will told to do their very best work on this task.

Assessments: Performance Task (summative)

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

There are always students that go through the lesson material at a much faster rate than the

other students. These students often need an extra challenge and we have taken this into

consideration when creating our unit. Here are a few possible strategies to stimulate those

students who are above the grade level:

1. Have these students help out other students that are stuck.

- in this case, the teacher will need to be clear about what it means to help and not just give the

other students the answers.

- Ensure that these students are helping students that are accepting of peer help, some students

really do not respond well to their peers trying to help them with their work as it makes them feel

less capable of doing it themself.

2. Tiered Assignments

- When creating lesson plans, having the assignments in tiered levels to reach all types of

learners is a great way to challenge your students that are above grade level and also give

those that are behind a reasonable workload

3. Rich Task

- A project we found is set up as a rich task that your advanced students could work at every time

they are finished.

- Student must organize, collect and analyze data. It is very indepth and would take a while to

finish so it would be useful as an ongoing project for some students.

- Here is a link to the project:

http://elementarymath.cmswiki.wikispaces.net/file/view/3rd+Grade+Investigations+ExtensionPro

jects.pdf Pages 3-7

Grade/Subject: Grade 3 Math

Lesson: 50 min

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

Learning

Outcomes

G.L.O: Collect, display, and analyze data to solve problems

S.L.O: Gather and record data about self and others to answer questions

S.L.O: Construct and interpret concrete graphs and pictographs to solve

problems.

Learning

Objectives

Students will:

1. Use data from experiments to predict outcomes when the experiment is

repeated.

Summative

Assessment

Summative assessment

will not be gathered

during this lesson

Formative

Assessment

Dessert worksheet

Questions posed to students and

discussion

Listening to students

conversations (observational)

Tech to

do:

Resources to

Bring:

T-chart poster with the headings Tag

and Kickball

Paperclips

Pencils

Dessert Spinner (attached)

Dessert Data (attached)

Time

Content/Description

Prior to lesson

on grade two probability and statistics. This

lesson will review grade two and act as an

introduction to grade three probability and

statistics

We will review major concepts to refresh

Notes

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

probability and statistics.

10 minutes

Introduction

Tell students that they are going to spin a

spinner to decide whether they will play tag

or kickball at recess today.

The game that gets the most spins will be

the one they play.

Allow each student to come up, spin the

Recess Game Spinner, and record his/her

result on the T-chart.

After all students have spun and recorded,

ask them to write the answer to the

following question on a small slip of paper:

Which game do you think we will play

today?

Ask students to share their prediction with a

person sitting next to them and tell why they

made that prediction.

Then, have student volunteers share their

predictions and reasoning.

Assessment (formative):

Discussion/questions:

Teacher will observe who is

following along with the

introduction lesson and who

is able to answer the

questions posed to the class.

Teacher will use guiding

questions in a class

discussion that will lead

students to understand that

the probability of playing each

game is the same because

the spinner is divided equally:

Do you think your spinner is

divided equally?

What statement can you

make that uses the words

equally and likely?

10 minutes

Discussion

Write the word probability on the board.

Ask students whether this word is similar to

other words they use (e.g., probably,

probable, problem).

Explain that probability is the chance of an

event happening.

We have two events that can happen at

recesskickball or tag.

The probability that they will play kickball is

formative):

Observational: Teachers will

walk around and ensure

students are on task and

understanding what they are

doing. Observe whether

students are working together

to complete the activity.

Non-Majors: Mathematics

20 minutes

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

The probability that they will play tag is the

same because the spinner is divided

equally.

Ask students to rephrase what probability

means.

Have the class come to a consensus, and

write the agreed meaning of probability on

the board.

Worksheet: A formative

assessment will be taken in

with the worksheet. It will

determine how students are

doing with probability and

determine where instruction

will go next.

Activity

Explain to students that they will be doing a

probability experiment and collecting data.

They will make a spinner to decide what

dessert to have for dinner.

Hand out the copies of the Dessert Spinner

and Dessert Data sheets, and ask students

to write/draw a different dessert in the five

spaces on their spinners, choosing from

among the listed choices.

Have students answer the questions, based

on their spinners.

Assessment (formative):

Observational: Teachers will

walk around and ensure

students are on task and

understanding what they are

doing. Observe whether

students are working together

to complete the activity.

Worksheet: A formative

assessment will be taken in

with the worksheet. It will

determine how students are

doing with probability and

determine where instruction

will go next.

Activity Continued

Have students do the experiment by

spinning 15 times and recording their

results on the Dessert Data sheets.

Model how to spin the spinner by placing a

paper clip on the tip of a pencil, holding the

tip in the center of the spinner, and spinning

the paper clip around.

Have students repeat the experiment.

Focus Questions:

I see that you put cake on your spinner two

times. Is your spinner divided equally now?

How many possible outcomes do you have

Assessment (formative):

Observational: As students

are doing the experiment and

collecting data, circulate and

ask assessment questions.

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

now?

Is it certain that you will spin a dessert?

Why?

How were the results of Experiment 1 and

Experiment 2 on the Dessert Datasheet

similar? Why do you think that is?

How might we change the spinner in order

to spin cupcakes more often?

How might we change the spinner in order

to make it impossible to spin ice cream?

10 minutes

Closure

Students will write in their journals and

answer the following questions:

Think about a spinner that had four sections

labeled Popsicle and one section labeled

Ice Cream. Is it likely or unlikely you will

spin ice cream? Is it certain or impossible

that you will spin a dessert? Why?

You and your best friend decide to make a

spinner to help decide which sport to play.

The choices are soccer, volleyball, baseball,

and football. You really want baseball to

win. Draw a spinner that would very likely

spin baseball. Explain why you drew it this

way.

Assessment (formative):

Observational: Teacher will

observe whether students

chosen for activities are able

to answer the review question

appropriately. Observe

whether students are willing

to share their answer with the

class and explain their

reasoning.

Non-Majors: Mathematics

students)

Have students exchange Dessert Spinners

with a friend. Ask them to repeat the

experiments and data collection with the

new spinners.

Have students use graphing skills to create

bar graphs, pictographs, or picture graphs

of their data.

Ask students to make a fair spinner and an

unfair spinner with two dessert selections

on each. Have them make generalizations

about these spinners, using todays

vocabulary.

Reflections and

Follow Up

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

Assessment (formative):

Strategies for Differentiation

Assist students who have

difficulty holding the pencil

and spinning the paper clip

by allowing them to use real

spinners, writing on them with

overhead projector markers.

Have the whole class do the

lesson together. Rather than

spinning 15 times, let each

student spin once and record

the spin.

Challenge students by asking

them to make their Dessert

Spinner unfair.

Allow them to investigate how

this could be possible.

What are some potential adjustments to make?

What is some information about student learning to know?

What is the focus of your next lesson?

Non-Majors: Mathematics

_________________________________

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

What is the probability that you will spin cookies? What is the probability

that you will spin cake?

Dessert Data

Name _________________________________ EXPERIMENT 1

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

Record each spin in one box. Fill all of the boxes. Then, answer the

questions.

Which dessert did you spin the least? ____________________________

Were any of the desserts spun an equal number of times? ___________

Which dessert do you predict you will spin the most in Experiment 2? ___

__________________________________________________________________________

EXPERIMENT 2

Record each spin in one box. Fill all of the boxes. Then, answer the

questions.

Which dessert did you spin the least? ____________________________

Were any of the desserts spun an equal number of times? ____________

Did Experiment 1 and Experiment 2 have the same results?

__________________________________________________________

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

__________________________________________________________

__________________________________________________________

Grade/Subject: Grade 3 Math

Lesson: 50 min

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

STATISTICS AND PROBABILITY (Data Analysis)

Learning

Outcomes

S.L.O: Construct, label and interpret bar graphs to solve problems.

Learning

Objectives

Students will:

2. Construct a bar graph.

Summative

Assessment

Formative

Assessment

Observations

Questions

Think-Pair-Share activity

Tech to

do:

Smartboard

Classroom Computers

Classroom iPads

Resources to

Bring:

Manipulatives

Make a Bar Graph:

http://www.mathsisfun.com/data/bargraph.html

Time

Content/Description

Prior to lesson

Have manipulatives ready to use at the

teacher table

Attention Grabber:

Make sure to tell a really great math

joke...such as, What did the 0 say to the 8?

Nice belt!

Notes

Non-Majors: Mathematics

5 minutes

20 minutes

Have students discuss with their elbow

partners everything they know about the

following 3 terms. Give a minute, then

discuss as class.

Title

Axis/Axes

Scales

Labels

Data

Afterwards, ask the class the following two

formative assessment questions.

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

Assessment (formative):

Ask: what do labels on the

axes tell you about the

graph?

Ask: What are graphs used

for?

The teacher will demonstrate how to

construct a bar graph using the data

collected. Make sure to stress the

importance of (1) writing a title, (2) draw

and label axes, and (3) colour in data.

Teacher will ask class who has a dog, cat,

bird, hamster, etc. to collect data to make a

chart with tally lines.

Then, teacher will demonstrate to class how

to draw a bar graph using a ruler and all the

necessary terms.

formative):

Ask: What tools are needed

to create a neat bar graph?

(Ruler, pencil, graph paper,

etc.)

Math Centers

Teacher will divide class into 3 sections.

One working on math with technology, one

working on textbook work, and one at the

teacher table using manipulatives. Groups

will rotate every 5 minutes.

create a bar graph utilizing

the data collected.

Students will access Make a Bar Graph

website. See here:

http://www.mathsisfun.com/data/bargraph.html

Using the handout below, students will use

the website to create bar graphs using the

data.

remember when creating a

bar graph?

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

Mathletics.

Textbook Work:

Students will work in their textbook from

pages 254-255, questions 3, 4, and 5.

Teacher Table:

Teacher will sit at Teacher Table with

students.

Use the blank graph below as a template

for students to place the cube manipulatives

on.

Teacher will ask students to construct and

demonstrate to the teacher a bar graph,

using the manipulatives.

Teacher will ask essential questions and

formatively assess student learning

5 minutes

Reflections and

Follow Up

Closure

Have students pair up with elbow partner.

Split them into As and Bs.

As will teach Bs the parts of a bar graph

Bs will teach As what graphs are used for.

Afterwards, teacher can select 1 or 2

students to teach the class on the terms

and what graphs are used for.

Have students self-assess their ability to

draw a bar graph in their math journals

using the checklist.

Assessment (Formative):

Peer-Assessment: Have

students teach each other.

Observe: Listen to students

using terminology and

teaching one another.

Checklist: Have students selfasses I can draw a

What are some potential adjustments to make?

What is some information about student learning to know?

What is the focus of your next lesson?

Non-Majors: Mathematics

Favourite Animal

Cat - 11

Dog - 17

Hamster - 4

Elephant - 5

Tiger - 9

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

Favourite Food

Hot Dog - 4

Hamburger - 14

Pizza - 24

Sushi - 18

Nature Watch

Butterfly - 7

Birds - 16

Caterpillars - 3

Bees - 12

Snail - 1

Favourite Fruit

Oranges - 19

Apples - 24

Grapes - 9

Kiwis - 12

Grapefruit - 3

Banana - 31

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

Learning

Outcomes

Learning

Objectives

Students will:

S.L.O: Collect first-hand data and organize it using tally marks, charts,

and list to answer questions

4. Compare estimations with their data collected.

5. Produce a bar graph using found data.

Summative

Assessment

Summative assessment

will not be gathered

during this lesson

Formative

Assessment

Smartie worksheet

Questions posed to students and

discussion

Listening to students

conversations (observational)

Tech to

do:

Smartboard lesson

pulled up

Volume on computer

adjusted

Resources to

Bring:

7 Boxes of Smarties

Smartboard

PowerPoint

14 Smarties worksheets

5 boxes of markers

Time

Content/Description

Prior to lesson

data collection and analysis and should be

able to both create graphs and answer

questions about graphs.

5 minutes

Attention grabber song

Based on previous activity journal entries,

Notes

Assessment (formative):

Discussion/questions:

Teacher will observe who is

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

as having the most trouble with.

Use Smartboard activity to review key

concepts about data

introduction lesson and who

is able to answer the

questions posed to the class.

10 minutes

Smarties Activity

Get students into pairs: have students find a

partner that is wearing the same color as

them

Students are not allowed to eat the smarties

until the end of the activity

Hand out one sheet and one box of

smarties to each pair of students

Go over how to complete the sheet

Students will work in pairs and complete the

activity, only one sheet will need to be filled

in per pair

Teachers will walk around and help out any

students struggling

Encourage students to draw pictures, use

mathematical strategies, talk with their

partner and ask a teacher if they are stuck

formative):

Observational: Teachers will

walk around and ensure

students are on task and

understanding what they are

doing. Observe whether

students are working together

to complete the activity.

Worksheet: A formative

assessment will be taken in

with the worksheet. It will

determine how students are

doing with probability and

determine where instruction

will go next.

5 minutes

Closure

Teacher will ask 3-5 students to mark an X

on the probability spectrum

Spectrum is: Impossible Certain

Ask students the probability to draw a

colour (ex. red)

Create a discussion to help students

understand their own reasoning skills

Next class: let students know next class we

will combine all findings from the activity

and make a large bar graph demonstrating

the class findings

Sponge Activity: Pose question to students

to answer individually:

If you have three friends and you want to

share your smarties, how many smarties

would each friend get? Are there any

leftovers? What would you do with the

leftovers?

Assessment (formative):

Observational: Teacher will

observe whether students

chosen for activities are able

to answer the review question

appropriately. Observe

whether students are willing

to share their answer with the

class and explain their

reasoning.

Non-Majors: Mathematics

Reflections and

Follow Up

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

What are some potential adjustments to make?

What is some information about student learning to know?

What is the focus of your next lesson?

Name: ____________________________

Student

I can use tally marks to collect and tell me something

about data.

data.

Teacher

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

about data.

Performance Task

Data Detectives

Students will:

1. Collect first-hand data and organize it using: tally marks, line plots, charts, lists, to answer questions.

2. Construct, label and interpret bar graphs to solve problems.

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

The City of Lethbridge wants to know more about the interests of Grade 3 students. They have

hired you to collect data from your peers and analyze it for them! Grab your magnifying glass

and put on your detective hat, your task begins now.

1. You must first pick a question. Then pick 3-6 options for classmates to pick from. Put this

information into a chart.

Here are some example questions, but try to think of your own:

- Favourite Icecream Flavour

- Favourite Sport

- Favourite Dessert

- Favourite Season

- Favourite Subject

- Favourite Vegetable

2. After you have created your chart you will be given 5 minutes to ask at least 10 of your peers

your question and gather your data. Use tally marks!

3. Now that you have your data detective, the City of Lethbridge wants to see it put into a bar

graph.

Your bar graph MUST have:

(check off in the space provided when you have included these)

A Title ____

X axis ____

Yl axis ____

Options ____

Non-Majors: Mathematics

Grade Level: Grade 3

Topic: Statistics and Probability

Length of Unit (days): 11

Scale ____

Make it your best!

4. Now that you have your bar graph, you must answer these questions about your data the City of

Lethbridge has asked.

Question 1: Describe 3 things that your bar graph tells the City of Lethbridge about your classmates.

Question 2: If you had to get rid of one option from your survey, which option would you choose and

why?

Question 3: Why do we use bar graphs?

Question 4: Come up with your own question about your data. Get creative!

Question 5: Predict what would happen to your data if you asked three more people your question.

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