Statistics and Probability Knowledge.

The graduate describes the theory of probability, including the fundamental counting principle, and its relationship to sampling, statistical inference, and how to make and evaluate predictions.

Statistics and Probability Instructional Strategies.

The graduate analyzes, critiques, modifies, develops, and evaluates lessons and instructional strategies involving graphing and statistics, analyzes common student errors and misunderstandings, and determines necessary pre-requisite skills required for students to complete given activities involving statistics and the evaluation of predictions.

INTRODUCTION

To complete this task, you will contemplate the progression of student knowledge related to statistics, data analysis, or probability across three grade levels (for example- first, second, third grade or second, third, and fourth grade). You will watch the video “Graphing with Colors,” then analyze and evaluate the lesson. Potential modifications will also be considered. Using the knowledge gained about the standards and effective instructional strategies, you will develop an original lesson plan related to understanding and teaching data analysis, or graphing that incorporates a chosen instructional strategy.

Note: Instructional strategies are teaching strategies, such as formative assessments and small group instruction, that can be used in lesson plans on many different topics.

Your submission must be your original work. No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Note: The original lesson plan in part D must be submitted as a separate document from parts A–C and must have its own originality report.

A. Study the data analysis and graphing content standards for your state and do the following:

1. List three content standards from your state that apply to statistics, data analysis, graphing for grades K–6. The three selected standards must represent three different grade levels.

2. Write a sample problem for each of the three Measure and Data graphing standards to illustrate the evolution of student understanding.

3. Provide a solution for each problem that demonstrates each step or explains the thinking process involved in determining the solution.

4. Discuss how the chosen standards and problems build student understanding of statistics, data analysis and graphing across the three Kindergarten–6th grade levels selected in part A1.

B. Watch the “Graphing with Colors” video and do the following:

1. Discuss why you think the teacher chose to have students gather squares and what impact this had on the beginning and end of the lesson.

2. Discuss the advantages and disadvantages of teaching this lesson in small groups versus having students work individually.

3. Describe one specific modification you would make if you were teaching this lesson and explain how the modification would deepen understanding of statistics, data analysis and graphing.

C. Prepare to create an original lesson plan on statistics, data analysis, and graphing by doing the following:

1. Describe an evidence-based instructional strategy that will be incorporated into your original lesson plan.

a. Explain why the chosen instructional strategy would be beneficial in a lesson on statistics, data analysis, or probability using evidence from a credible source to support your selection.

D. Using the attached “Direct Instruction Lesson Plan Template,” design an original lesson plan for elementary (K–6) mathematics that addresses the topic of statistics, data analysis, or probability. Submit the lesson plan as a separate document from parts A–C.

Note: The lesson plan should be detailed, complete, descriptive, and reflective. As a general rule, include enough detail so that a non-mathematics substitute teacher could teach the lesson using your plan.

1. In the “Instructional Strategies and Learning Tasks” section of the lesson plan template, identify the instructional strategy that was selected in part C1 and explain how it was incorporated into the lesson.

E. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

F. Demonstrate professional communication in the content and presentation of your submission.