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Teacher-Facing Resources

Type:Application Exercise

Estimated Time:45 minutes

Grades:3-5

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: Data Tables, Graphs, Math, Spreadsheet Software

Primary Objectives:

  • Student creates and populates a spreadsheet using collected data.
  • Student creates a bar graph using spreadsheet software.

Secondary Objectives:

  • Student interprets and analyzes information in a graph.
  • Student completes a survey and tallies the data.
  • Student organizes numerical data.

Subjects:

Collection

Mathematics > Statistics Probability > Data > Collection

Communication

Mathematics > Process Standards > Models/Representations > Communication

Compare

Mathematics > Process Standards > Models/Representations > Compare

Construct Display/ Histograms/Bar

Mathematics > Statistics Probability > Graphs and Charts > Construct Display/ Histograms/Bar

Create Presentations 

Technology Education > Information Technology > Digital Communications > Create Presentations 

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 

Formatting and Preparation

Library Media > Information Literacy > Student Use - Digital Media > Student Projects/Presentations > Formatting and Preparation

Formatting and Preparation

Technology Education > Digital Literacy > Student Use > Student Projects/Presentations > Formatting and Preparation

Histograms/Bar

Mathematics > Statistics Probability > Graphs and Charts > Histograms/Bar

Internet

Science > Concepts and Processes > Tools / Instruments > Software Tools > Internet

Interpret/Analyze

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

Meaning Definition Analysis

Language Arts > Vocabulary > Grammar / Language Structure > Meaning Definition Analysis

Organize/Sort

Mathematics > Statistics Probability > Data > Organize/Sort

Problem Solving 

Technology Education > Information Technology > Student Use > Problem Solving 

Problem-solving

Mathematics > Process Standards > Models/Representations > Problem-solving

Spreadsheets

Mathematics > Statistics Probability > Computation/Technology > Spreadsheets

Spreadsheets

Library Media > Information Technology > Software Applications > Spreadsheets

Spreadsheets 

Technology Education > Information Technology > Software Applications > Spreadsheets 

Statistical

Mathematics > Statistics Probability > Computation/Technology > Statistical

Surveys

Language Arts > Research > Interviews > Surveys

Use appropriate tools strategically

Mathematics > Process Standards > Common Core > Use appropriate tools strategically

Vocabulary Development

Language Arts > Communication > Listening Strategies / Context > Vocabulary Development
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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.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
1B-DA-06 Organize and present collected data visually to highlight relationships and support a claim. (P7.1)
1B-DA-07 Use data to highlight or propose cause-and-effect relationships, predict outcomes, or communicate an idea. (P7.1)
ELA-Literacy.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
ELA-Literacy.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
ELA-Literacy.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step ''how many more'' and ''how many less'' problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Math.Practice.MP4 Model with mathematics.
Math.Practice.MP5 Use appropriate tools strategically.
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