GT Differentiated Exemplar Lesson
Grade Level: 5
Subject Area(s):
TEKS/Student Expectations:
__ Reading, Writing,
__ Science
X Mathematics
__ Social Studies
Title: Data Analysis/
Data analysis. The student applies mathematical process standards to solve
Graphing
problems by collecting, organizing, displaying, and interpreting data. The
Essential Question(s):
student is expected to:
How can you display data in a frequency table, on a bar graph, a dot plot, and a 5.9A represent categorical data with bar graphs or frequency tables and
numerical data, including data sets of measurements in fractions or decimals,
stem-and-leaf plot?
How can you analyze data displayed in a frequency table, on a bar graph, a dot with dot plots or stem and leaf plots;
5.9C solve one and two-step problems using data from a frequency table, dot
plot, and a stem-and-leaf plot?
plot, bar graph, stem and leaf plot, or scatterplot
Assessment(s):
__ Pre-Assessment
X Formative
X Summative
GT Scope and Sequence Skills:
Student Learning Styles:
Elements of Depth and Complexity:
st
(Aligned with 21 Century Skills Framework &
X Language of the Discipline
__Ethical Considerations
College and Career Readiness Standards)
__ Auditory
__ Details
__Unanswered Questions
X Creative Thinking
X Visual/Spatial
X Patterns
__ Over Time
X Critical Thinking
__ Kinesthetic
X Trends
__ Different Perspectives
__ Communication
X Other: Logical/Mathematical
__ Rules
X Big Ideas
__ Research
Lessons and Activities
X Whole Class
X Small Group
__ Independent Activity
PART ONE:
Whole Class:
Use the included data survey to collect information from each student. Remind them to NOT reveal their information
to anyone else. Have students transfer their answers to the included data sheet. Label 15 envelopes with the
corresponding letter for each question and post these envelopes around the room. After students cut their completed
data sheet by question, have them put the data sheet boxes into the corresponding question’s envelope. Set these
aside.
PART TWO:
Whole Class:
Using quick, class collected data, introduce students to the format and elements of the frequency table, bar graph, dot
plot, and stem-and-leaf plot, having them take notes and record examples of these graphs in their math notebooks.
Discuss types of data that would be recorded on each types of graph. As an alternative, use the examples from the Go!
Math textbook
Resources:
See data survey and data sheet
attached below.
Go! Math 5th grade textbook
Advanced Academic Services
Austin Independent School District
On Grade Level:
Working in partner groups, give each group an envelope of the previously collected student data. Students will organize 11x17 manila paper
the data, decide upon an appropriate graph to use to represent the data, and create the graph on 11x17 manila paper.
Students should label the graph with an appropriate title, label the x and y axis, and make the information clear and
Previously collected student data in
easy to read and understand.
envelopes
Students should answer the following questions about their graph:
Markers, colored pencils, or crayons
How did you decide which graph to use to represent your data? Why?
Were there other representations that might have been appropriate? Which ones?
How does the kind of data affect the type of graph you might choose?
Is there data from your results that was interesting or surprising?
Was there data that caused a problem in graphing (possibly, outliers)?
GT Level:
Teach students about range, median, and mode prior to them graphing their data.
Working in partner groups, give each group an envelope of the previously collected student data. Students will organize
the data, decide upon an appropriate graph to use to represent the data, and create the graph on 11x17 manila paper.
Students should label the graph with an appropriate title, label the x and y axis, and make the information clear and
easy to read and understand.
Students should answer the following questions about their graph (make sure they are using appropriate vocabulary
when writing about their data):
Explain why the graph you chose is the best way to represent your survey data?
Calculate the range, median, and mode for your survey data.
Using this information, what conclusions can you make about the data represented?
What generalizations can you make about the entire 5th grade based upon your survey data?
Advanced Academic Services
Austin Independent School District
What’s Typical? Personal Data Survey
Complete the following statements. Do not reveal your answers to anyone!
A.
There is a total of _______________ letters in my first, middle, and last names.
B.
I usually spend about _______________ minutes taking a shower or bath.
C.
I watch about _________________ hours of television per week.
D.
My family uses ___________________ working phones (including cell phones).
E.
My shoe size (to the nearest whole size) is a _________________.
F.
There are about __________________ devices with screens in my home (TV, computer,
iPad, cell phone, etc.)
G.
I have __________________ people living in my home.
H.
I have __________________ pets.
I.
My main telephone number ends in the digit __________________.
J.
I usually sleep about __________________ hours on a school night.
K.
I am about __________________ inches tall (round to the nearest whole inch).
L.
I read __________________ books over the summer.
M. The number of the month I was born in is _________________ (1-12).
N.
My favorite number from 1 to 40 is _____________________.
Advanced Academic Services
Austin Independent School District
Question A
1 2
11 12
21 22
31 32
3
13
23
33
Question B
4
5
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7
8
14 15 16 17 18
24 25 26 27 28
34 35 36 37 38
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9
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39
0
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31 32
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Question C
1 2
11 12
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3
13
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33
3
13
23
33
4
5
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7
8
14 15 16 17 18
24 25 26 27 28
34 35 36 37 38
______________
9
19
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39
0
10
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40
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11 12
21 22
31 32
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33
3
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5
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7
8
14 15 16 17 18
24 25 26 27 28
34 35 36 37 38
______________
4
5
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14 15 16 17
24 25 26 27
34 35 36 37
_____________
9
19
29
39
0
10
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30
40
1 2
11 12
21 22
31 32
3
13
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33
3
13
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9
19
29
39
0
10
20
30
40
4
5
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7
8
14 15 16 17 18
24 25 26 27 28
34 35 36 37 38
______________
4
5
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8
14 15 16 17 18
24 25 26 27 28
34 35 36 37 38
______________
9
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39
0
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40
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0
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Question H
8
18
28
38
9
19
29
39
0
10
20
30
40
1 2
11 12
21 22
31 32
3
13
23
33
Question I
1 2
11 12
21 22
31 32
0
10
20
30
40
Question F
Question G
1 2
11 12
21 22
31 32
9
19
29
39
Question D
Question E
1 2
11 12
21 22
31 32
4
5
6
7
8
14 15 16 17 18
24 25 26 27 28
34 35 36 37 38
_______________
4
5
6
7
8
14 15 16 17 18
24 25 26 27 28
34 35 36 37 38
______________
4
5
6
7
8
14 15 16 17 18
24 25 26 27 28
34 35 36 37 38
______________
Question J
9
19
29
39
0
10
20
30
40
1 2
11 12
21 22
31 32
3
13
23
33
4
5
6
7
8
14 15 16 17 18
24 25 26 27 28
34 35 36 37 38
______________
Advanced Academic Services
Austin Independent School District
Question K
1 2
11 12
21 22
31 32
3
13
23
33
4
5
6
7
8
14 15 16 17 18
24 25 26 27 28
34 35 36 37 38
______________
Question L
9
19
29
39
0
10
20
30
40
1 2
11 12
21 22
31 32
3
13
23
33
Question M
1 2
11 12
21 22
31 32
3
13
23
33
4
5
6
7
8
14 15 16 17 18
24 25 26 27 28
34 35 36 37 38
______________
4
5
6
7
8
14 15 16 17 18
24 25 26 27 28
34 35 36 37 38
_______________
9
19
29
39
0
10
20
30
40
9
19
29
39
0
10
20
30
40
Question N
9
19
29
39
0
10
20
30
40
9
19
29
39
0
10
20
30
40
1 2
11 12
21 22
31 32
3
13
23
33
4
5
6
7
8
14 15 16 17 18
24 25 26 27 28
34 35 36 37 38
______________
Question O
1 2
11 12
21 22
31 32
3
13
23
33
4
5
6
7
8
14 15 16 17 18
24 25 26 27 28
34 35 36 37 38
______________
Advanced Academic Services
Austin Independent School District
Process Assessment
Collaborative Work Skills : Process Assessment
CATEGORY
Consistently
Occasionally
Often
Struggles with Expectations
Problem-solving
Actively looks for and
suggests solutions to
problems.
Refines solutions
suggested by others.
Does not suggest or
refine solutions, but is
willing to try out
solutions suggested by
others.
Does not try to solve problems
or help others solve problems.
Allows others do the work.
Focus on the task
Contributions
Consistently stays
Focuses on the task and Focuses on the task and Rarely focuses on the task and
focused on the task and what needs to be done what needs to be done what needs to be done. Allows
what needs to be done. most of the time. Other some of the time. Other
others do the work.
Very self-directed.
group members can
group members may
count on this person.
sometimes remind to
keep this person on-task.
Routinely provides
Usually provides useful
Sometimes provides
useful ideas when
ideas when participating
useful ideas when
participating in the
in the group and in
participating in the
group and in classroom classroom discussion. A group and in classroom
discussion. A definite
strong group member discussion. A satisfactory
leader who contributes
who tries hard.
group member who does
a lot of effort.
what is required.
Rarely provides useful ideas
when participating in the
group and in classroom
discussion. May refuse to
participate.
Product Assessment
During the 1st nine weeks rubrics for “Product Assessment” were provided as models. However, these generic rubrics do not take into account the specific
expectations you have established with regard to student products. For this reason, you are encouraged to design your own rubric. Below are useful links to
support your use of rubrics in the classroom: RubiStar: http://rubistar.4teachers.org/; Teachnology: http://www.teach-nology.com/web_tools/rubrics/; Rubrics
for Teachers: http://www.rubrics4teachers.com/
Advanced Academic Services
Austin Independent School District