Elaborate and Evaluate Assignment MAED 5353 Woodall.docx

Elaborate and Evaluate Assignment: MAED 5353 Prompt Response Name Heidi Woodall Current position (if applicable) Teacher If currently teaching, grade level: 3 rd Grade If currently teaching, subject(s): Math/Science Teaching certification (if applicable): EC-6 Generalist ESL Certification Prompt Response Which learning module did you complete? Data Organization and Representation Attach your (handwritten) homework to the end of this document. Check you work against the given answers. What was your biggest learning or aha! from this module? Explain. The biggest aha I got from this module is how to more effectively look for different patterns of data. As an elementary teacher we focus on various graphs, but specifically which category has the highest value or which has the lowest value. Going through this module I was able to see other advantages of looking for different patterns. What is still confusing or was difficult about the learning in this module? Explain. I was confused at first with finding the right sampling from each set of data to find the percentage. I really had to look specifically at where most of my information was within each of my sets of data. What can you apply from this module to your classroom? Be specific and draw from the standards. (This response should be fairly lengthy, e.g., 500 words). In this module, I can apply the way that Professor Kader introduced the ideas of variations. He started by allowing the teachers to look at sets of coins and discover things that they notice. Many students began to realize that coins were marked with either a P, D, S, or no letter at all. During this time the teachers were also noticing the dates on each coin as well. Although he didn’t specifically address them noticing the dates, he circles back around to the dates after going through further investigation of what they noticed about the letters. Students were able to identify that the letters were places where the coins were minted such as Denver, Philadelphia, San Francisco, and unknown locations. Professor Kader had the teachers sort the coins onto a poster based on the letter they had on them. He then posed 1 3/21/24 19:18 a3/p3

several questions and had them think statistically about the coins in front of them using fractions and percentages. He follows up with having them create a pie graph as another way to see the information in front of them. This allows them to see patterns within the variations. Teachers then begin sorting the coins by location and by the year it was minted. They create a line plot to represent the data as another visual representation. From there they are able to discuss various patterns that they see and draw conclusions based on the coins that have no letter on them. In the second activity using the raisins, teachers were tasked with finding the number of raisins inside each box/brand. They create line plots based on the data they are collecting. In this activity they are applying what they’ve learned about variations. From the data they gathered they discussed that with statistics that there is more than one right answer. Each answer has strengths and weaknesses. There was a prediction that had to be narrowed down due the range in the distribution. Students were also tasked with calculating the frequency and relative frequency using percentages. I think starting with a hands-on experience with students to engage in something as simple as what do you notice is a great way to pull students into the learning. There is no specific skill being taught so it takes some of the pressure off of them of thinking “Oh! My teacher is expecting a precise answer.” Another thing that I am taking away is how important the discussion piece is to each phase of discovery. Oftentimes, we are having to cram so much into a lesson that we rush the discussion, but it is an important piece as it helps to solidify understanding. 2 3/21/24 19:18 a3/p3

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