Michigan Curriculum Framework Standards and Benchmarks
III. Data Analysis and Statistics
Content Standard 1: Students collect and explore data, organize
data into a useful form, and develop skill in representing and reading
data displayed in different formats. (Collection, Organization and Presentation
of Data)
Benchmark 1: Collect and explore data through counting,
measuring and conducting surveys and experiments.
Benchmark 2: Organize data using concrete objects, pictures,
tallies, tables, charts, diagrams and graphs.
Benchmark 3: Present data using a variety of appropriate
representations and explain the meaning of the data.
Benchmark 4: Identify what data are needed to answer a
particular question or solve a given problem, and design and implement
strategies to obtain, organize and present those data.
Content Standard 2: Students examine data and describe characteristics
of a distribution, relate data to the situation from which they arose,
and use data to answer questions convincingly and persuasively. (Description
and Interpretation)
Benchmark 1: Read and explain data they have collected
and organized themselves and progress to reading data from other sources.
Benchmark 4: Raise and answer questions about the source,
collection, organization and presentation of data, as well as the conclusions
drawn from the data; explore biases in the data.
Benchmark 5: Formulate questions and problems and gather
and interpret data to answer those questions.
National Education Standards
NM-DATA.3-5.1: Formulate questions that can be addressed with data
and collect, organize, and display relevant data to answer
NM-DATA.3-5.2: Select and use appropriate statistical methods to analyze
data
NM-DATA.3-5.3: Develop and evaluate inferences and predictions that
are based on data
NM-PROB.PK-12.1: Build new mathematical knowledge through problem solving;
NM-PROB.PK-12.2: Solve problems that arise in mathematics and in other
contexts;
NM-PROB.PK-12.3: Apply and adapt a variety of appropriate strategies
to solve problems;
NM-PROB.PK-12.4: Monitor and reflect on the process of mathematical
problem solving.
NM-PROB.REP.PK-12.1: Create and use representations to organize, record,
and communicate mathematical ideas;
NM-PROB.REP.PK-12.2: Select, apply, and translate among mathematical
representations to solve problems;
NM-PROB.REP.PK-12.3: Use representations to model and interpret physical,
social, and mathematical phenomena.
National Educational Technology Standards for Students
Grades 3-5
Content Standard 1: Basic operations and concepts
Benchmark 1: Use keyboards and other common input and
output devices efficiently and effectively.
Content Standart 2: Social, ethical, and human issues
Benchmark 3: Discuss basic issues related to responsible
use of technology and information and describe personal consequences of
inappropriate use.
Content Standard 3: Technology productivity tools
Benchmark 5: Use technology tools for individual and collaborative
writing, communication, and publishing activities to create knowledge products
for audiences inside and outside the classroom.
Content Standard 4: Technology communications tools
Benchmark 5: Use technology tools for individual and collaborative
writing, communication, and publishing activities to create knowledge products
for audiences inside and outside the classroom.
Benchmark 6: Use telecommunications efficiently and effectively
to access remote information, communicate with others in support of direct
and independent learning, and pursue personal interests.
Content Standard 5: Technology research tools
Benchmark 7: Use telecommunications and online resources
to participate in collaborative problem-solving activities for the purpose
of developing solutions or products for audiences inside and outside the
classroom.
Content Standard 6: Technology problem-solving and decision-making
tools
Benchmark 8: Use technology resources for problem solving,
self directed learning and extended learning activities.
Benchmark 9: Determine when technology is useful and select
the appropriate tool(s) and technology resources to address a variety of
tasks and problems.
Benchmark 10: Evaluate the accuracy, relevance, appropriateness,
comprehensiveness, and bias of electronic information sources.
Objectives
Click
here to see the Michigan Curriculum Framework matched to The Graph Club
2.0
Students will be able to:
Create a 5 question survey
Use proper grammar and spelling
Type survey in Word
Use spell check
Work in cooperative groups
Create a tally chart of survey results
Work in cooperative groups
Create a graph using Graph Club 2.0
Materials and Technology
Microsoft Word
Paper
Pencils
Graph Club 2.0
Graph paper
Procedure
Tell students we are going to extend our inventors unit by surveying
fellow students. Explain to students what a survey is. Ask
students what are some things they would want to ask others on their surveys.
Listen to 1 or 2 questions. Release students to create surveys in
groups. Each student should create at least 2 questions. Of
the questions created in the group, students will pick the best 5 and write
them on a single sheet of paper. One person from each group will
go to the computer lab and type out the survey while the other students
do more research for the Power Point presentations. After surveys
are typed, make enough copies to go to other classes. Distribute
each groups surveys to different classrooms. When surveys are returned,
pass out one set of surveys to each group. Each students should be
given a question to analyze. Students should make a tally chart of
their question’s results. Each invention should be listed on one
side and the number of people naming that invention should be the tally
marks. After each student has created a tally chart, have them convert
it to a bar graph.
Assessment
Allow students to create graphs of their question using the Graph Club
2.0 software. After making the graphs, have students analyze the
data. Students should identify what surprises them on the graph and
what they thought would have been different. Students should write
at least 3 complete sentences. Print color copies of the graphs.