The graduate analyzes, critiques, modifies, develops, and evaluates lessons and instructional strategies involving graphing and statistics, analyzes common student errors and misunderstandings, and determines necessary pre-requisite skills required for students to complete given activities involving statistics and the evaluation of predictions.
A. Study the data analysis and graphing content standards for your state and do the following:
- List three content standards from your state that apply to statistics, data analysis, graphing for grades K–6. The three selected standards must represent three different grade levels.
- Write a sample problem for each of the three Measure and Data graphing standards to illustrate the evolution of student understanding.
- Provide a solution for each problem that demonstrates each step or explains the thinking process involved in determining the solution.
- Discuss how the chosen standards and problems build student understanding of statistics, data analysis and graphing across the three Kindergarten–6th grade levels selected in part A1.
B. Watch the “Graphing with Colors” video and do the following:
- Discuss why you think the teacher chose to have students gather squares and what impact this had on the beginning and end of the lesson.
- Discuss the advantages and disadvantages of teaching this lesson in small groups versus having students work individually.
- Describe one specific modification you would make if you were teaching this lesson and explain how the modification would deepen understanding of statistics, data analysis and graphing.
C. Prepare to create an original lesson plan on statistics, data analysis, and graphing by doing the following:
- Describe an evidence-based instructional strategy that will be incorporated into your original lesson plan.
a. Explain why the chosen instructional strategy would be beneficial in a lesson on statistics, data analysis, or probability using evidence from a credible source to support your selection.
Sample Solution
