Is The Learning Goal You Have Identified For Your Students?

What were the learning outcomes for the lesson? How did the learning outcomes meet the needs of individual students?

Generally, when looking at each items vertically, most of the columns start with ones which indicates that this skill was easy for the higher ability students and finish with most of zeros which demonstrates that it was difficult for the lower ability students. In between, there is a mixture of ones and zeroes breaking down in the column. This demonstrates that the items in this task are suitable to use to analyse students’ ability. However, there is an irregular pattern of 1’s and 0’s for the item 1.2. The less able students could get this skill while the more able students could not get it. This may be because these students did not have this skill. Therefore, this item is still suitable to be used to assess the student’s abilities.

2. Beatriz is creating graphs for her city’s Parks Department. Beatriz is trying to persuade the Parks Department to put in more gazebos for shade. For a local park, Beatriz wants to demonstrate the attendance as it changes every week. She also wants to show the temperature changes per month. Sometimes temperatures reach below zero. Explain to Beatriz how to make the graphs correctly based on the data that she will collect and what labels, scales, and intervals each axis must have on each graph. Use complete sentences and support your reasoning. Feel free to generate sample data to help support your response.

Assume that you are preparing a report on MM207 statistics students at Kaplan University to present to the Kaplan Board of Trustees. Prepare an appropriate graphical representation for each of the following variables.

To begin with, before studying this English module, my skills in presenting information in chart format was insufficient. In this visual literacy assignment, students were evaluated on their ability to interpret illustrations as well as various kinds of data and the presentation thereof in a meaning full way. Compared with the first assignment, I scored the highest mark for this one. However, the course material gave me the much-needed background information on creating a meaningful analysis of vast sets of data. For example, the type of data presented in a pie chart will be different from the data presented in a bar or line chart. This was incredibly beneficial information and provided me a new perspective on the creating of charts. Consequently,

Tracking Average Math Achievement Levels: Lee used prior research from the national academic growth trajectories to use a longitudinally data sets to track math achievement growth during P-12.

2. Students will use a vocabulary meaning by translate the word on circle chart which is number order.

The graph represents a student’s reading growth. The student’s baseline has been recorded from the median of the first three probes taken. Starting at the baseline, the student’s expected progress has been made using an aim line. The anticipated growth rate for the student in second grade is 1.1. The graph represents a student who is not reaching their weekly growth rate and needs further intervention.

T-Chart Activity: Described as a tool used to help individuals see the opposite dimension of an issue, the T-Chart Activity would be a great tool to use in the school meeting. During the meeting this activity will be used as a three column chart to compare and contrast three dimensions to an issue. The three column chart will be used to analyze gaps. Column 1 represents where we are now, Column 2 represents where we want to be, Column 3 represents the gap between where we are now and where we want to be. This activity will also be used to help members visualize the relationship between where the school desires to be and where the school currently is.

Ask the students, “What do you think the purpose of a bar graph is?” (can prompt of needed)

What do you want students to know and understand as a result of this lesson?

My lesson was titled “review stations” where the class was broken up into groups of three or four. There were six stations that included: polygon collage, the shape game, foldable focus group, triangle board game, tangrams, and computer games—provided by the teacher. Each station had a red folder that consisted of everything the student needed for that particular station. The folder had written directions either on the sheet of paper or on the folder itself. For the mini-lesson, we collectively wrote a chart in their interactive journals for notes. The chart consisted of five columns, including: prefix, name, number of sides, number of angles, and shape. Their assessment for Friday asked questions about number of sides and number of angles a particular polygon had. Each

3.8.(A) summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals; and

There are numerous ways to represent this data visually and numerically, the first graph I did was the stem and leaf plot where you can see the frequency much clearer since the original data numbers are shown as in compare like a histogram where the frequency is easy to see, the original data points have been lost. For an example the grades, there are 13 values that were in the seventies, but is hard to determine from the histogram what those values might have been. In the stem and leaf plot shows the original values way easier, which is perfect to show to younger students because the horizontal leaves in the stem and leaf plot is the same to the vertical bars in the histogram, and the leaves have the heights that equal the numbers in the

When I am looking at test scores for the MAPs test that all students take, I can use their text scores and make a frequency polygon. When looking at this graph, we will be able to tell how the 2nd grade did as a whole and if the majority of the students are on or above the benchmark. From here we can see if the graph is negatively or positively skewed. We will then know which students are below benchmark and need extra support to help them get where they need to be. We can also see where students score against other students in their classroom, in the district and