AUGUSTA COUNTY SCHOOLS CURRICULUM MAP Submitted By CLES

CONTENT: 4.14 The student will collect, organize, display, and interpret data from a variety of graphs. TOPIC: Probability and Statistics CONTENT DEMONSTRATORS ASSESSMENT ACTIVITIES What do your students need to What do your students need to be able to DO? How will you assess what your HOW will you teach it? KNOW? students ALREADY KNOW, and assess WHAT THEY’VE LEARNED? All students will know: Students will: Preassessments: Harcourt Textbook Understand the difference Collect data. 3 graphing related questions Lesson 6.1, pgs. 114-117(Collect & Organize Data) between representing Organize data into a chart or table. (line, bar, and trending Lesson 6.5, pgs. 126-127(Compare Graphs) Lesson 6.6, pgs. 128-129 (Make a Graph) categorical data and Construct and display data in bar graphs. knowledge) Lesson 7.1, pgs. 136-137 (Bar Graphs); representing numerical data. Construct and display data in line graphs. *attached Lesson 7.2, pgs. 138-139 (Read Line Graphs) Understand that line graphs Title or identify the title in a given graph and label Post Assessment: same as Lesson 7.3, pgs. 140-141 (Make Line Graphs) show change over time or identify the axes. preassessment Lesson 7.5, pgs. 144-147 (Choose A Graph) (numerical data). Interpret data from simple line and bar graphs by *attached Lesson 7.6, pgs. 148-149 (Draw Conclusions) Understand that bar graphs describing the characteristics of the data and the Illuminations lessons: should be used to compare data as a whole. Resources http://illuminations.nctm.org/LessonDetail.aspx counts of different categories Interpret the data to answer the question posed, Textbook ?id=U171 (categorical data). and compare the answer to the prediction. Released Test Items http://illuminations.nctm.org/LessonDetail.aspx Understand how data displayed Write at least one sentence to describe the IXL Math ?id=U87 in bar and line graphs can be analysis and interpretation of the data, Flannigan Tests Extension Activities: interpreted so that informed identifying parts of the data that have special Grade 4 SOLely Virginia  Student survey: collect data, choose correct decisions can be made. characteristics, including categories with the graph and make graph using collected data Understand that the title and greatest, the least, or the same. *attached labels of the graph provide the VDOE lessons VDOE: foundation for interpreting the http://www.doe.virginia.gov/testing/sol/scope_sequence/math data. ematics_2009/ Reading: students graph their WCPM from dibels reads

DIFFERENTIATION How will you meet the needs of all RESOURCES TEACHER NOTES: students? Enrichment: Harcourt Math textbook, Teacher http://www.shodor.org/interactivate/activities/BarGr Edition: aph/ (interactive bar graph) p. 118-121 (Mean, Median, Mode); http://nces.ed.gov/nceskids/createagraph/default.aspx p. 122-123 (Line Plots); (students create graphs) p. 124-125 (Stem-and-Leaf Plots); http://www.softschools.com/math/data_analysis/bar_ p. 142A-143 (Circle Graphs) graph/activities/favourite_colors_bar_chart/ Illuminations Projects: (students answer questions based on a bar graph) http://illuminations.nctm.org/Le ssonDetail.aspx?id=U84 *Worksheets are attached

Remedial/Intervention: Harcout Reteaching book