Team 1 (Label more accurately with content after group Standard 5: Data, Probability, and Statistics GLE 0506.5.1 Make, record, display, and interpret data and graphs that include whole numbers, data, decimals, and fractions. GLE 0506.5.2 Describe the shape and important features of a set of data using the measures of central tendency. SPI 0506.5.1 Depict data using various representations, including decimal and/or fractional data. SPI 0506.5.2 Make predictions based on various data representations, including double bar and line graphs.
Names: Wendy Woods Aly Grimes Aimee Welton Jamie Coleman
Part I - DI Activity Wendy Station 1- Sequence Word Dice Game- Students will roll a set of dice. Each side of the die will have a sequence word written on it. To participate in the game, students will roll the die and record the frequency on a handout. Following the die rolls, students will create bar graph, on the handout, using the data set they have made from the die roll.
http://nces.ed.gov/nceskids/createagraph/default.aspx Students will have a blast graphing the variety of ornaments on the Christmas tree. They will look at the document handed to them and record the amount of each color ornament on the tree. They will then compare their records with a partner and visit the website above to generate their own graph. They will then be able to analyze their data. Aimee Station 3-Jumping Frogs After reading an excerpt from the Mark Twain story, "The Notorius Jumping frog of Calaveras County" students will make "frogs from cotton balls and googly eyes and then use paper clips to make them jump. Students will measure three jumps for their frogs, calculate the total distance jumped, calculate a straight line distance from starting point to the ending point of the last jump, and then come up with a mean, median and range for the data.
Jamie Station 4- Finding the Balance Point (pg. 451) Students will create a graph on the white board, using sticky notes, using the prices given to them of 6 toys. Students will then balance out the sticky notes to find the balance point, or the mean of the data. Detailed instructions are in this document:
Part II - Pre-Assessment The pre-assessment is a list of questions in order of ability level. They are labeled and listed from least to greatest. The questions are similar but varied.
Part II - Formative Assessment Tools -Justified List #30 (Keely text) - Wendy Justified List is a formative assessment tool focused on a main idea. A simple checklist will be created from this main idea. Students will check off and justify the statements they choose in question following the checklist. - Frayer Model #20 (Keely text) - Jamie - Card Sort #4 (Keely Text) - Aimee
4th Grade: Standard 4 - Geometry and Measurement GLE 0406.4.1- Understand and use the properties of lines, segments, angles, polygons, and circles. SPI 0406.4.4 - Identify acute, obtuse, and right angles in 2-dimensional shapes. SPI 0406.4.5 - Identify attributes of simple and compound figures composedof 2- and 3-dimensional shapes.
Toni, Samantha, Noel, & TIffany
Part I - DI Activity Our Tic-Tac-Toe format follows the Multiple Intelligences which allows for student driven differentiated Instruction.
Team 3 Tennessee Mathematics Standard: Strand 4, Geometry & Measurement Grade 4 GLE 0406.4.4- Understand the representation of location and movement within the first quadrant of a coordinate system. SPI 0406.4.3 Construct geometric figures with vertices at points on a coordinate grid.
Names
Jessica Torres
Ashley Gaylor
Courtney Bass
Megan Seiber
Part I - DI Activity
Main Document (All four Activities)
Part II - Formative Assessment Tools
Courtney-
A&D Statements #1:
In A&D statements students choose to agree or disagree with a statement and identify whether they need more information. Students must describe their thinking about why they chose agree or disagree.
Megan-
Justified True or False #31:
Students are provided a set of claims or statements that are to be examined. The students draw upon evidence from data, prior knowledge, or other sources to analyze their validity. Students describe the reasoning they used to decide weather each claim or statement is true or false.
Ashley-
Muddiest Point #36:
Muddiest point is commonly used as a quick montering technique in which students are asked to take a few minutes to jot down what the most difficult or confusing part of the lesson was for them.
Post document(s)
A&D Statements for Paths activity
Brittany Ferguson
Ashley Webb
Moriah Smith
Meredith Duncan
Standards:
4th Grade: GLE 0406.5.2 Use probability to describe chance events. SPI 0406.5.4 List all possible outcomes of a given situation or event. 2nd Grade: GLE 0206.5.2 Determine whether an event is likely or unlikely. Checks for Understanding 0206.5.3 Explain whether a real world event is likely or unlikely. 0206.5.4 Predict outcomes of events based on data gathered and displayed. (There are two different grade levels of standards in order for us to create different activities for students of varying levels.)
Part I - DI Activity Documents/Handouts/Instructions
Activity Descriptions
Differentiated Instruction and Formative Assessment Learning Circus
Follow the instructions for the assignment provided at the beginning of the semester. Attached here...
DIFALearningCircusAssignment.pdf
Stations Example
StationsPerimeterArea.doc
Tic Tac Toe Example
GeometryTic-Tac-ToeGrade5.doc
Tiered Lesson Example
DoubleDigitSubtractionTieredLesson.doc
Pre-Assessment Example
DoubleDigitSubtractionPreAssessment.docx
Standard 5: Data, Probability, and Statistics
GLE 0506.5.1 Make, record, display, and interpret data and graphs that include whole numbers, data, decimals, and fractions.
GLE 0506.5.2 Describe the shape and important features of a set of data using the measures of central tendency.
SPI 0506.5.1 Depict data using various representations, including decimal and/or fractional data.
SPI 0506.5.2 Make predictions based on various data representations, including double bar and line graphs.
Wendy Woods
Aly Grimes
Aimee Welton
Jamie Coleman
Wendy Station 1-
Sequence Word Dice Game- Students will roll a set of dice. Each side of the die will have a sequence word written on it. To participate in the game, students will roll the die and record the frequency on a handout. Following the die rolls, students will create bar graph, on the handout, using the data set they have made from the die roll.
Aly Station 2-
Ornaments on the Tree:
http://nces.ed.gov/nceskids/createagraph/default.aspx
Students will have a blast graphing the variety of ornaments on the Christmas tree. They will look at the document handed to them and record the amount of each color ornament on the tree. They will then compare their records with a partner and visit the website above to generate their own graph. They will then be able to analyze their data.
Aimee Station 3-Jumping Frogs
After reading an excerpt from the Mark Twain story, "The Notorius Jumping frog of Calaveras County" students will make "frogs from cotton balls and googly eyes and then use paper clips to make them jump. Students will measure three jumps for their frogs, calculate the total distance jumped, calculate a straight line distance from starting point to the ending point of the last jump, and then come up with a mean, median and range for the data.
Jamie Station 4- Finding the Balance Point (pg. 451)
Students will create a graph on the white board, using sticky notes, using the prices given to them of 6 toys. Students will then balance out the sticky notes to find the balance point, or the mean of the data.
Detailed instructions are in this document:
Wendy-
Student Worksheet
Aly-
Aimee-
Jamie-
Worksheet for students:
The pre-assessment is a list of questions in order of ability level. They are labeled and listed from least to greatest. The questions are similar but varied.
-Justified List #30 (Keely text) - Wendy
Justified List is a formative assessment tool focused on a main idea. A simple checklist will be created from this main idea. Students will check off and justify the statements they choose in question following the checklist.
- Frayer Model #20 (Keely text) - Jamie
- Card Sort #4 (Keely Text) - Aimee
Wendy-
Jamie-
Aimee
Team 2
4th Grade: Standard 4 - Geometry and MeasurementGLE 0406.4.1- Understand and use the properties of lines, segments, angles, polygons, and circles.
SPI 0406.4.4 - Identify acute, obtuse, and right angles in 2-dimensional shapes.
SPI 0406.4.5 - Identify attributes of simple and compound figures composedof 2- and 3-dimensional shapes.
Our Tic-Tac-Toe format follows the Multiple Intelligences which allows for student driven differentiated Instruction.
Student Worksheets:
Keely Text FA
#4 Card Sorts-(Tiffany)
#38 Odd One Out-(Toni)
#9 Concept Cartoons-(Noel)
Tennessee Mathematics Standard: Strand 4, Geometry & Measurement
Grade 4
GLE 0406.4.4- Understand the representation of location and movement within the first quadrant of a coordinate system.
SPI 0406.4.3 Construct geometric figures with vertices at points on a coordinate grid.
Jessica Torres
Ashley Gaylor
Courtney Bass
Megan Seiber
Main Document (All four Activities)
Courtney Bass- Paths Activity Directions and How to describe a path sheet
Jessica
Courtney-
A&D Statements #1:
In A&D statements students choose to agree or disagree with a statement and identify whether they need more information. Students must describe their thinking about why they chose agree or disagree.
Megan-
Justified True or False #31:
Students are provided a set of claims or statements that are to be examined. The students draw upon evidence from data, prior knowledge, or other sources to analyze their validity. Students describe the reasoning they used to decide weather each claim or statement is true or false.
Ashley-
Muddiest Point #36:
Muddiest point is commonly used as a quick montering technique in which students are asked to take a few minutes to jot down what the most difficult or confusing part of the lesson was for them.
A&D Statements for Paths activity
Probability-Strand 5
Ashley Webb
Moriah Smith
Meredith Duncan
GLE 0406.5.2 Use probability to describe chance events.
SPI 0406.5.4 List all possible outcomes of a given situation or event.
2nd Grade:
GLE 0206.5.2 Determine whether an event is likely or unlikely.
Checks for Understanding
0206.5.3 Explain whether a real world event is likely or unlikely.
0206.5.4 Predict outcomes of events based on data gathered and displayed.
(There are two different grade levels of standards in order for us to create different activities for students of varying levels.)
Activity Descriptions
Station 2:
Station 3:
Station 4:
Station 5: