Unit+of+Instruction

media type="custom" key="9337766" Here is the scope and sequence for our fourth grade class. The scope and sequence gives you a general overview of the material we will cover this year. Statistics and Probability

Mrs. Dunn

 Unit Overview

Overview //We will increase our understanding of statistics by learning various means of gathering and presenting data. Various graphing techniques will be used to present the data. Also, the ideas of mode and median will be discussed. Finally, probability will be introduced in general terms, such as likely or unlikely.// Student Audience //This unit is designed for math students in fourth grade.//

Timeframe //This unit will last for ten lessons. Each lesson will be thirty minutes.//

Rationale //Statistics and Probability is a very important part of math. As adults, we use statistics and probability daily. For example, most careers require the ability to analyze data in some way, either through demographics, graphs, or trends. Also, statistics form the base for most social and hard sciences. Probability is also used daily. People often have to weigh the likely outcome of many different situations. Simply understanding a weather forecast is a form of probability. This area of math is, quite simply, highly practicable//

Unit Objectives //Students will be able to gather data through a variety of means.// //Students will be able to determine what type of graph is best suited for the data.// //Students will be able to construct line, bar, and pie graphs to represent data.// //Students will be able to analyze and interpret data and graphs.// //Students will be able to use measures of center, such as median and mode.// //Students will be able to describe events as likely, unlikely, certain, equally likely, and impossible.// //Students will be able to predict the outcome of simple experiments and test the predictions.// //Students will be able to understand that measure of likelihood can be expressed as fractions.//

Unit Standards //This unit should address these district standards:// //Students should construct data tables and graphs.// //Students should read and interpret data graphs and tables, using smallest to largest.// //Students should be able to problem solve using various strategies.// //Students should participate in group works and collaboration.// //Students should analyze data and make predictions.// //Student should collect data through survey and experiment.// //Students should use vocabulary, language, and notation to support mathematical thinking.//

Variations or Adaptions For the gifted student or students, I have read that many of the classroom assignments are just busy work, and do not challenge them enough. In these cases, some in education suggest an accelerated plan, where they complete fewer of the classroom ass ignments. Instead, they have more in depth projects to keep them focused, interested, and using higher-level thinking. I think this may be a good approach because I know I always preferred more detailed projects. For this unit, I might eliminate some of the easier assignments for them. An example would be the beanbag toss where the concept of probability is explored because it is a fairly simple idea. Instead, I might have them focus on two or three assignments. One I think could be taken further is the precipitation lesson. They could easily tie this idea into the ecology of Colorado and explain how and why water is an important resource here. They could then research ways to conserve water and evaluate which methods are most practical. They could then present their findings to the class and perhaps help implement new classroom procedures regarding water conservation. This is a good way to tie geography and science and statistics into real world applications. // ﻿Lesson 1 // // Lesson 2 // // Lesson 3 // // Lesson 4 // // Lesson 5 // // Lesson 6 // // Lesson 7 // // Lesson 8 // // Lesson 9 // // Lesson 10 //