FINAL+Class+Assignments+due+May+9


 * Educ 325 Assignments due May 9 **

I. Read Chapters 15 and 6 in our text

II. Find one activity or game on the Interactivate at [] you could use for developing/practicing **Collecting, Organizing, and Interpreting Data** - briefly describe and provide URL

III. List the KUSD Standards and Benchmarks for your field placement grade level related to **measurement**

IV. List the KUSD Standards and Benchmarks for your field placement grade level related to **Collecting, Organizing, and Interpreting Data**

VII. Watch the Video Lesson 32 at **Questioning Data** at [] and answer the following questions: 1. In this lesson, students analyzed data on graphs from newspapers. How does this type of activity empower students to interpret and analyze data? Cite evidence that students were critical consumers of information. 2. What were the main issues that Ms. Darcy wanted students to address when interpreting the information on their graphs? What other issues would be important for students to consider? 3. How does this lesson expand students1 understanding of the world around them? 4. Identify the benefits of building lessons around graphs found in newspapers. What are some other sources for finding graphs that display real data? 5. How does analyzing real graphs prepare students to generate their own graphs? How else can you encourage students to think about displaying data in different ways? 6. Describe the types of graphs that students worked with in this lesson. What other types of graphs could have been included? Why?

VIII. Watch the Video Lesson 27. **Pencil Box Staining** at [] and answer the following questions:

1. Projects allow for integrating many mathematical ideas and create opportunities for learning new mathematics. What mathematics was in this lesson? 2. What connections were students making among the various mathematical topics? 3. Identify the problems that students encountered as they tried to determine how much stain should be purchased. How did they deal with these problems? 4. What other activities related to the pencil boxes could be planned for students? What mathematical connections could be emphasized in these related activities? What mathematics might emerge?