Grade 5 Math
of a collaborative oceanography unit-curriculum design
- Standard 2: Students
will access, generate, process, and transfer information using appropriate
- Standard 3: Students
will understand mathematics and become mathematically confident by
communicating and reasoning mathematically, by applying mathematics
in real world settings, and by solving problems through the integrated
study of number systems, geometry, algebra, data analysis, probability,
- Standard 5: Students
will apply technological knowledge and skills to design, construct,
use, and evaluate products and systems to satisfy human and environmental
- Standard 6: Students
will understand the relationships and common themes that connect mathematics,
science, and technology and apply the themes to these and other areas
- Standard 2 Information
technology is used to retrieve, process, and communicate information
and as a tool to enhance learning.
- Standard 3 Students
use measurement in both metric and English measure to provide a major
link between the abstractions of mathematics and the real world in
order to describe and compare objects and data.
- Standard 5 Engineering
design is an iterative process involving modeling and optimization
used to develop technological solutions to problems within given constraints.
- Standard 5 Computers,
as tools for design, modeling, information processing, communication,
and system control, have greatly increased human productivity and
- Standard 6 Identifying
patterns of change is necessary for making predictions about future
behavior and conditions.
- Use a range of
equipment and software to integrate several forms of information in
order to create good quality audio, video, graphic, and text-based
- Use spreadsheets
and database software to collect, process, display, and analyze information.
Students access needed information from electronic data bases and
on-line telecommunication services
- Explore and produce
graphic representations of data using calculators/computers
- use a computer
system to connect to and access needed information from various Internet
- observe patterns
of change in trends or cycles and make predictions on what might happen
in the future
Lessons will be done in conjunction with units on Oceanography (Fenninger
& Tortora), Social Studies /Language Arts (Cafaro), and Technology
and Research (OBrien)
will explore changes in scale and proportional relationships.
will know how to:
- collect and represent
- design and interpret
- work cooperatively
- Students will
produce original graphs after accessing sites on the Internet to obtain
- Students will
take a test correctly plotting teacher-generated data. They will do
this on the intermediate level or higher.
for original graph:
Can collect data, design questions and use information to create graphs
that accurately represent collected information
Can, with minimal help, collect data, design questions, and use information
to create graphs that accurately represent collected information
Needs help with some parts of the assignment but can use data to create
graphs that accurately represent collected information
Cannot collect data, design questions, or use information to create graphs
A. Grouping - pairs
Time - two to three 40-minute class and computer periods.
Materials - pencil, graph paper, text or lists of data
Directions - Classroom: Introduce graphs using text. Explain rubric
that will be used to assess graphs.
Practice: Children can vote on a favorite (pet, flavor of ice cream,
Note: Limit choices to 4 or 5 pets, flavors, etc.
overhead or board, use class data to demonstrate how to fill in a tally
sheet and a frequency table. Have children copy on their paper.
? To set up graph paper children must understand what an appropriate numerical
scale with equal intervals looks like. For example if favorite pets
are dog 11, cat 7, bird 5, fish 3, an appropriate scale would be 0, 1,
2, 3, 4
? An appropriate scale for 33, 21, 12, 7, 14, would be 0,5,10,15
? Have class complete graph.
Technology Lab: With help of LMS (Library Media Specialist) students will
examine graphs and use data to accurately plot information on a bar graph
or a line graph. Children will use data from class assignment on favorite
How can data be collected? (surveys, almanacs)
2. For what information are graphs most useful?
3. How are bar and line graphs set up?
4. What can be learned from this graph?
5. Why is one graph better for representing data than another?
Rubric Key: 1= Novice 2= Apprentice 3=Worker 4=
student can explain use of graphs and data collection but is unable to
use data to create graph
student can explain use of graphs and data collection and is able with
help to set up x and y axes Student is unable to complete task.
3 = student
can explain use of graphs and data collection and is able with a minimal
amount of help to construct graph.
student can explain use of graphs and data collection and is able to construct
#2 - Use Internet site
http://www.idis.com/teachweb/cohasset/infocard2.htm to access information
on gray and Sei Whales.
B. Time - one 40 minute computer period and two 40 minute class
C. Materials - computer with Internet access, pencils, paper
D. Directions _If necessary, teacher or LMS (Library Media Specialist)
will explain how to log on to the Internet and access information.
will use math notebooks to record data on whale lengths.
They will graph this information using spreadsheet software.
title will you give your graph?
2. What information on the cards is relevant to your graph?
3. How will you collect data?
4. How will you design your graph?
5. How will you use the computer to produce a graph?
1 = Novice
2 = Apprentice 3 = Worker 4 = Expert
can use Internet to access data on whales, can choose an appropriate graph,
and can accurately represent data on graph.
1 = Student
is unable to use Internet to access information and is unable to create
2 = Student
is able to use Internet to access information but is unable to create
is able to use internet to access information and is able with minimal
amounts of help to create graph
is able to access information and create graph.
#3 - Working cooperatively, students will accurately use a metric tape
to measure partner's wrist. A class data sheet will be produced.
the data on board, students will graph their results using a bar graph.
A. Grouping - pairs
B. B. Time - 40 minute class period
C. Materials - pencils, paper, metric tape (or string and metric
class into pairs. Each student will measure partners wrist.
Results will be recorded on the chalkboard. Children will record
at their seats. They will order measurements from least to greatest.
will graph results.
is an appropriate numerical scale?
2. How can this data be displayed? Is there more than one way to
construct a bar graph?
Rubric Key: 1-Novice 2-Apprentice 3 - Worker 4-Expert
can use class data to accurately create a bar graph
1 = An
attempt was made to label axis and place bars accurately
2 = Graph was correctly titled and labeled but bars not placed accurately
3 = Graph was correctly titled, x and y axis's were correctly labeled
with variables and units but were not evenly spaced. Most points
were plotted accurately.
4 = Graph was titled correctly, x and y axis's were correctly labeled
with variables and units and were evenly spaced, points were plotted accurately
#4 Use Internet site http://bev.net/education/SeaWorld/homepage.html
Click on Educational Resources then Ocean OlympiansthenRecord
B. Time-two computer periods
C. Materials- computer with Internet access, pencils, paper
Choose one of the record breakers from the list provided.
Review graphs and choose the one best suited to present data.
Use a spreadsheet program to create graph.
How can you best present the information on the record breaker,
line graph or bar graph?
Key: 1-Novice 2-Apprentice 3-Worker 4-Expert
can access information , choose an appropriate graph, and accurately represent
could not collect data or use information to create graph
could collect data but needed help in using data to create graph
could, with a minimal amount of help, collect data and use data to create
could collect data and use data to create graph.
#5: Design and create a line or bar graph. Use almanacs, surveys,
or Internet sites to gather data on households with cable TV, average
television viewing time, leading US advertisers, or a topic chosen
by teacher or children.
A. Grouping: pairs
B. Time: two periods, one class, one computer
C. Materials: computer with internet access, pencils, paper, almanacs
D. Directions: Children should be given a minimal amount of direction.
Choose area of interest; collect data, design graph.
E. Questions: What topic will you chose? Why?
How can you best represent this information on a graph?
F. Rubric Key: 1 = Novice 2 = Apprentice
3 = Worker 4 = Expert
will produce original graphs after accessing sites on the Internet to
obtain data. Students will take a test correctly plotting teacher-generated
data. They will do this on the intermediate level or higher.
1 = Student
cannot collect data, design questions, or use information to create graphs
2 = Student
needs help with some parts of the assignment but can use data to create
graphs that accurately represesnt collected information.
3 = Student
can with minimal help, collect data, design questions, and use information
to create graphs that accurately represent collected information.
4 = Student
can collect data, design questions and use information to create graphs
that accurately represent collected information.