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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:80 minutes

Grades:6-7

Score Type:Mixed Graded

Work completed by a student will be graded through a variety of scoring options including participation, student self-assessment and teacher assessment via rubric to provide flexibility with the type of grade sent to the Learning Management System (LMS) gradebook. Student work may include opened-ended questions, correct/incorrect responses, a final product and/or a self-assessment

Available Language: English


Vocabulary: Analyzing Data, Collaborative, Column Graph, Line Graph, Marketing, Pie Chart, Project-Based Learning, Spreadsheets, Technology


Objectives:

  • Students create and interpret a pie chart to identify what product qualities are valued among a target population.
  • Students create and interpret a line graph to determine what advertising platform they will use to market their assigned product.
  • Students create and interpret a column chart to better determine a target audience for their product.
  • Students synthesize data from all graphs to create an advertisement for their assigned product.
  • Students define each chart with a title to reflect the data.
  • Students customize the layout of their graphs to better convey their data by manually adjusting the legend settings as well as the axis titles.
  • Students design an ad for an assigned product using creativity and originality.
  • Students write an explanation of their advertisement to specify how it reflects their analysis of their graphs.

Subjects:

All Aspects

Language Arts > Communication > Group Work > All Aspects

Analyze

Mathematics > Process Standards > Communication > Analyze

Circle

Mathematics > Statistics Probability > Graphs and Charts > Circle

Construct Display/ Line

Mathematics > Statistics Probability > Graphs and Charts > Construct Display/ Line

Construct Display/Circle

Mathematics > Statistics Probability > Graphs and Charts > Construct Display/Circle

Construct Display/General

Mathematics > Statistics Probability > Graphs and Charts > Construct Display/General

Creating Advertisements

Language Arts > Journalism > Advertising > Creating Advertisements

Critical Thinking and Decision Making Process 

Technology Education > Information Technology > Student Use > Critical Thinking and Decision Making Process 

Data Collection for Decision Making

Library Media > Information Technology > Student Use > Data Collection for Decision Making

Data Collection for Decision Making 

Technology Education > Digital Literacy > Student Use > Data Collection for Decision Making 

Follows Along / Responds Appropriately In Class

Language Arts > Communication > Group Work > Participation > Follows Along / Responds Appropriately In Class

General

Mathematics > Statistics Probability > General

General

Mathematics > Statistics Probability > Graphs and Charts > General

Graphic Organizers (Venn Diagrams,etc.) 

Technology Education > Information Technology > Software Applications > Graphic Organizers (Venn Diagrams,etc.) 

Interpret/Analyze

Mathematics > Statistics Probability > Graphs and Charts > Interpret/Analyze

Interpretation

Mathematics > Statistics Probability > Data > Interpretation

Line

Mathematics > Statistics Probability > Graphs and Charts > Line

Math

Language Arts > Connects to Other Disciplines > Math

Parts

Mathematics > Statistics Probability > Graphs and Charts > Parts

Spreadsheets

Library Media > Information Technology > Software Applications > Spreadsheets

Spreadsheets 

Technology Education > Information Technology > Software Applications > Spreadsheets 

Statistical

Mathematics > Statistics Probability > Computation/Technology > Statistical

Statistical Inquiry/Project

Mathematics > Statistics Probability > Statistical Inquiry/Project

Table

Mathematics > Statistics Probability > Graphs and Charts > Table

Use appropriate tools strategically

Mathematics > Process Standards > Common Core > Use appropriate tools strategically
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EXCEEDS (4)MEETS (3)APPROACHES (2)DOES NOT MEET (1)
Directions and Participation The student followed all directions and went above and beyond in answering all questions in the assignment.The student followed all directions and answered all questions in the assignment.The student followed most directions and answered most questions in the assignment.The student did not follow directions or answer the questions in the assignment.
Required Final Product Components The final product includes additional elements to enhance the assignment beyond the required components.The final product includes all components required by the assignment.The final product includes most of the components required by the assignment.The final product does not demonstrate the components required by the assignment.
Organization and Originality The final product is exceptionally well designed, includes additional elements, contains no spelling, grammar or punctuation mistakes and reveals student’s creative insights into the assignment.The final product is neat, includes all components required by the assignment, contains minimal spelling, grammar or punctuation mistakes and includes some creative elements.The final product is adequate but lacks neatness and creativity, contains some spelling, grammar and punctuation mistakes and is missing required components.The final product is not neat or creative, is missing required components and contains many spelling, grammar or punctuation mistakes.
Digital Literacy Skills Application The final product clearly demonstrates an accurate and deep level of understanding of the concept.The final product demonstrates an accurate and appropriate level of understanding of the concept.The final product demonstrates some understanding of the concept.The final product demonstrates little to no understanding of the concept.
S.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
S.7.c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
2-DA-08 Collect data using computational tools and transform the data to make it more useful and reliable. (P6.3)
ELA-Literacy.SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
ELA-Literacy.SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
ELA-Literacy.SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
ELA-Literacy.SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
ELA-Literacy.SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
ELA-Literacy.SL.7.1c Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.
Math.Practice.MP3 Construct viable arguments and critique the reasoning of others.
Math.Practice.MP5 Use appropriate tools strategically.
ISTE seal of compliance for proficiency student standards ISTE seal of compliance for readiness student standards