Module 4

Lost Tooth Video

• First video segment 

The teacher may ask the students to look at their data and what are some differences between these graphs. She can guide them to the direction to notice the different ranges. The students did a great job comparing their own life situations when they were talking about why the ranges were so different. The students made the comment that people lose teeth at different times. Everyone is different. They also had a change of data, from their initial survey. Someone had lost a tooth over night and that had to be put into consideration, which caused a change in their range.

What do you think about how the teacher asked the students questions? Do you think they could have been worded differently or were they just right?

• Second video segment - Did the children notice what you consider to be important features of the data? Are there features that they didn't notice? 

The students noticed range on their chart, mode (but they did not specifically call it mode, and they also mentioned clusters that they had on the chart. The students did not notice median, but that wasn't not something I expected them to. They did a very good job.

• Final video segment - Consider the same questions above.

In the final section, the third grade survey had a "I don't know" category. One of the students mention how they could have lost teeth previously and my have forgotten. I think that was an interesting inference.



After you view the video:

• Why might the teacher ask students to think about differences in the range at each grade level?

I would line all the graphs up and ask students what they notice about the range. I would guide their discussion and maybe select specific grades for the students to discuss.

• What insight do you get into children's thinking as they talked about why the ranges would be different? 

I noticed two things. One student noticed that the younger grades lost less teeth (kindergarten had 10 lose 0 teeth), but they also mentioned how age may not be a factor because they had a kindergartner lose a lot more teeth than predicted. They mention how everyone is different and my lose different amount of teeth at different times.

• Did the children notice what you consider to be important features of the data? Are  there features that they didn't notice? 

I think this class has mastered range and mode very well. They pointed out the range on several charts and they always mentioned which category had the most students. I did not notice the students mention median in any way.

Were you ever required to survey other classes like this? If so, what was your data question.

Stem and Leaf Plots

Describe anything new that you learned from this article. If you didn’t learn anything new, describe the ideas that were confirmed. How will you use stem-and-leaf plots in your future classroom?

They mention how they can set up the stem an leaf plot differently. They have two categories for the tens place value (so two 20 columns). The first one takes the ones 0-4 and the second one 5-9. I don't remember ever doing this to a stem and leaf plot and found it very interesting. It is definitely a way to keep organized. I think that there is different ways we can use stem and leaf plots in the classroom. One way is to have various weekly activities for the students. I could have a permanent stem and leaf plot on the board and change the question each week. (When is your birthday, how many pets do you have, how many pairs of pants, how many red cars are on your street)

Did you do stem and leaf plots in school? If you remember, what data did you collect? Did you enjoy doing them?

What is the difference between a bar graph and a histogram?  

A bar graph is used to compare results collected with bars (each bar represents one numerical value). A histogram is a type of bar graph, but instead of one value, it can many different numbers in the data set. The histogram compares data that range in intervals. Another difference is the bars on a bar graph are spaced out, while the bars on a histogram are side-by-side.

Find an example of a line graph and share on your blog. Describe the data used in the graph and why the line graph is an appropriate representation. 

In this graph, a class compared the number of magazine sales between Monday and Friday. This graph shows a gradual increase in sales, and a sudden decrease on Friday. They had the lowest sales on Friday, and the most on Thursday. This kind of graph is a great way to compare changes in data in a numerical sense. For example, this graph is great comparing sales, temperature, attendance (like people in crowds), etc.

How would you use a line graph in the classroom?