Marie Curie Math & Science Center
 
Curriculum Design
Katherine Levinson

Grade 5 Math

Part of a collaborative oceanography unit-curriculum design

I. Commencement content standard

  • Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.
  • 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, and trigonometry.
  • Standard 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
  • 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 of learning.

II. Benchmark Standards: Intermediate

Content Standard:

  • 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 knowledge.
  • Standard 6 Identifying patterns of change is necessary for making predictions about future behavior and conditions.

Performance Standards:
Standard 2

  • 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 presentations

Standard 3

  • 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

Standard 5

  • Explore and produce graphic representations of data using calculators/computers

Standard 5

  • use a computer system to connect to and access needed information from various Internet sites

Standard 6

  • observe patterns of change in trends or cycles and make predictions on what might happen in the future

III. Content outcome

Math Lessons will be done in conjunction with units on Oceanography (Fenninger & Tortora), Social Studies /Language Arts (Cafaro), and Technology and Research (O’Brien)

Student will explore changes in scale and proportional relationships.

Students will know how to:

  • collect and represent data electronically
  • design and interpret graphs
  • work cooperatively

IV. Performance measures:
 

  • Students 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.

Rubric for original graph:

4
Can collect data, design questions and use information to create graphs that accurately represent collected information

3
Can, with minimal help, collect data, design questions, and use information to create graphs that accurately represent collected information

2
Needs help with some parts of the assignment but can use data to create graphs that accurately represent collected information

1
Cannot collect data, design questions, or use information to create graphs

Enabling  Activities

Activity #1 Graphing
A.  Grouping - pairs

B.  Time - two to three 40-minute class and computer periods.

C.  Materials - pencil, graph paper, text or lists of data

D.  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, color etc.)

Note:  Limit choices to 4 or 5 pets, flavors, etc.

? Using 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 pet etc.

E.  Questions

1.   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?

F.  Rubric Key: 1= Novice  2= Apprentice  3=Worker   4= Expert

1 =  student can explain use of graphs and data collection but is unable to use data to create graph

2 =  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.

4=  student can explain use of graphs and data collection and is able to construct graph.
 

Activity #2 - Use Internet site
http://www.idis.com/teachweb/cohasset/infocard2.htm to access information on gray and Sei Whales.

A Grouping - pairs
B.  Time - one 40 minute computer period and two 40 minute class periods

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.

Students will use math notebooks to record data on whale lengths.
They will graph this information using spreadsheet software.

E. Questions

1. What 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?

F. Rubric Key:

1 = Novice    2 = Apprentice   3 = Worker  4 = Expert

Student 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 graph

2 = Student is able to use Internet to access information but is unable to create graph

3= Student is able to use internet to access information and is able with minimal amounts of help to create graph

4= Student is able to access information and create graph.
 

Activity #3 - Working cooperatively, students will accurately use a metric tape to measure partner's wrist.  A class data sheet will be produced.

Using 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 rulers)

D.  Directions:

Divide class into pairs.  Each student will measure partner’s wrist.
Results will be recorded on the chalkboard.  Children will record at their seats.  They will order measurements from least to greatest.

Children will graph results.

E. Questions:

1. What is an appropriate  numerical scale?
2. How can this data be displayed?  Is there more than one way to construct a bar graph?

F.  Rubric Key: 1-Novice 2-Apprentice 3 - Worker 4-Expert

Students 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

Activity #4 Use Internet site http://bev.net/education/SeaWorld/homepage.html
Click on  “Educational Resources” then “Ocean Olympians”then”Record Breakers”

A.  Grouping:  none
B.  Time-two computer periods

C. Materials- computer with Internet access, pencils, paper

D. Directions-

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.

E. Questions – How can you best present the information on the record breaker, line graph or bar graph?

F. Rubric Key: 1-Novice  2-Apprentice  3-Worker   4-Expert

Students can access information , choose an appropriate graph, and accurately represent the information.

1= Student could not collect data or use information to create graph

2= Student could collect data but needed help in using data to create graph

3= Student could, with a minimal amount of help, collect data and use data to create graph

4= Student could collect data and use data to create graph.

Activity #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

Students 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.

 

St. Thomas Aquinas College, 125 Route 340, Sparkill NY 10976-1050