Source:  Wiggins, G., & McTighe, J. Understanding by Design. Merrill Prentice Hall: 1998.
 For further information about Backward Design refer to http://www.ubdexchange.org/  

Title: ____Candy Graph______________________    Subject/Course: ____Math_______

Topic: __Statistics__________    Grade(s): ____5____   Designer(s): _Vicki Hughes____
 

Stage 1 Desired Results

Established Goal(s)

M5D2  Students will collect, organize, and display data using the most appropriate graph.

Understanding(s) Students will understand that...

1.    Information can be gathered several ways.

2.  Information should be organized in a uniform manner.

3.  Data can be displayed in different ways dependent upon the need.

4.  Data can be analyzed to predict trends.

Essential Question(s)

1.     How does one collect data?

2.  What is a frequency table?

3.  When does one use a line graph, bar graph, pictograph?

4.  What predictions can be made based on given data?

Q

 

Students will know...

1.  how to conduct a survey.

2.  how to present data in different ways.

3.  how to interpret data.

 

K

Students will be able to...

1.  survey and/or count to gather data.

2.  make a frequency table.

3.  use data to make graphs with appropriate title, labels, and intervals.

4.  predict future trends based on data.

S

 

Stage 2 Assessment Evidence

 

Performance Task(s)

Given the results of a class survey, the student will organize the data into a frequency table, decide the best type of graph to make, and make the graph.  He should be able to explain his graph choice and draw conclusions based on the graph.

Given a small package of colored candy, the student will make a frequency table and the appropriate graph.  Each graph should have appropriate labels and title.  Students should then figure the range, mode, median, and mean of the data.  Determine the relevance of that data.

 

T

Other Evidence

Teacher observation of students as they transfer data into frequency tables.  Question students as to the type of graph that would be best and why.  Observe graphs for titles, labels, and appropriate intervals. 

 

 

 

G

Stage 3 Learning Plan

Learning Activities -this will take place over several days

Introduce data gathering and graphing by reading Tiger Math  Learning to Graph from a Baby Tiger.

Take a class survey for a given topic (suggestions:  favorite ice cream, sport, etc.).  Demonstrate how to put the results into a frequency chart.  Students will survey their classmates on a topic of their choice and record the results in a tally chart and a frequency table.

The next day or two, analyze pictographs and bar graphs in Tiger Math  Learning to Graph from a Baby Tiger (pp. 8, 12, 14) concentrating on their purposes and the conclusions that can be drawn from them (see text).  Discuss the title, labels, keys, purpose for each example.

Create a pictograph and a bar graph to show results of the previous class survey.  Which is better for the given data?  Discuss intervals for the bar graph and the key for the pictures.  Create individual pictographs and bar graphs for individual surveys.  Students will share their graphs with the class, explaining how they determined the format and interval.

On the following day, discuss the double bar graph on p.16 of Tiger Math  Learning to Graph from a Baby Tiger.  Remake the survey to show the class favorites by gender.  This will lead to the creation of a double bar graph, its purpose and conclusions.

Analyze the information shown on sample line graphs, pp. 18-22.  Compare and contrast its usefulness with that of a bar graph.  Brainstorm topics that would lead to the need for a line graph.  Choose one such topic to create a line graph as a class.

On the final day, give each student a small package of Skittles or M&Ms.  They should count the amount of each colored candy and record their results onto a frequency table.  They should then determine the type of graph that would be most useful to display that information and create the graph.  All of the work done so far should be turned in for assessment. 

As an extension, students can transfer their data onto excel and then use the chart maker to have a computer generated graph.