TITLE: Pigging Out

(source: http://illuminations.nctm.org/lessondetail.aspx?ID=L294

CONTENT AREAS (What areas of mathematics does this lesson cover?):

Probability and statistics.

GRADE LEVEL: 3-4

MATERIALS NEEDED:

A version of the three little pigs story
The Three Little Pigs by Paul Galdone (or another version of the story)

The Pigging Out Activity Sheet (one for each student)

Yarn (to make venn diagram on floor) cut into 3 circles and placed on floor in a Venn diagram

Scissors/tape

Tape measures

KEY CONCEPTS:

Data Analysis & Probability

• Represent data using tables and graphs such as line plots, bar graphs, and line graphs.
• Collect data using observations, surveys, and experiments.

Propose and justify conclusions and predictions that are based on data and design studies to further investigate the conclusions or predictions.

EALR'S and GLE'S (Make the connections clear and specific)

Component 1.4: Understand and apply concepts and procedures from probability and statistics.

Statistics

1.4.3 Understand how to use data collection and display methods to obtain desired information. W

· Interpret graphs for comparative information (e.g., find the difference in selected data). [RL, CU, MC]

· Pose questions and gather data relevant to the questions posed.

· Design a survey; collect, and record data in easy-to-use formats (e.g., use tally marks, make a table). [CU]

· Organize category data into bar graphs with unit scales for ease of interpretation. [RL]

· Organize data into picture graphs with unit scales for ease of interpretation. [RL]

· Determine questions needed to gather data about themselves and their classmates.

1.4.5 Understand representations of data from tables, charts, and bar graphs. W

· Pose questions that can be answered from a given graph. [CU, MC]

· Make inferences based on the data or determine if the data can support inferences made. [CU, MC]

· Read and report on data from tables, charts, and bar graphs. [CU]

· Explain how types of graphs or the graph construction can support different points of view (e.g., starting the axis numbers at 50 rather than 0). [CU, SP, RL]

· Create bar graphs including labels for title, both axes, scale units (e.g., 2’s, 5’s, 10’s), and key if needed. [SP, RL, CU, MC]

· Interpret graphs for comparative information (e.g., find the difference in selected data). [RL, CU, MC]

Learning Goals: (What do you expect students to learn and be able to do from this lesson.)

Students should be able to collect data and represent data using Venn diagram and a double bar graph.

PROCEDURES: (Label each step in the process: Activating Prior Knowledge, Disequilibration, Elaboration, Crystallization)

• Introduction/Preassessment (Do some activitiy to see what your students know.

Begin by reading any version of the three-little-pigs story.

• Ask the children to decide what each would use - straw, wood, brick, or a combination of two or all three - to build a house for themselves. Have each child record this decision by marking his or her initials on the Pigging Out Activity Sheet in the region on the Venn diagram that they believe shows this preference.
  
• Activity (Imagine that you were writing this for a substitute to teach. Be detailed and specific.)

• On the classroom floor, form three large intersecting loops of yarn to match the Venn diagram on the activity sheet. Have each child stand inside the loop or loops that he or she believes represents the preference stated in item 1. Discuss the preferences of the class as a whole.

• Tabulate the results on the board by putting each child's initials in the appropriate place. Each child should then compare the location marked on the page with the place he or she was standing in the yarn circles. Discuss what it means to have a child in each of the seven regions. Where would a child stand who chooses none of the three materials?

• For an experience involving estimation and graphing, ask students to recall that the wolf "huffed and puffed" a number of times in the story. Have each student cut, fold, and tape the “house” pattern found on the handout. Ask the students to estimate how far they can blow the house across the floor. Have groups of four record estimates and then conduct the experiment. Using a double-bar graph, compare each group's estimate with the actual results. What would happen if these houses were made with different materials, such as construction paper, newspaper, or interlocking blocks?

• Closure and Conclusion

• Discuss differences in Venn diagram and bar graph and information gained from each.

• Help children identify similarities and differences necessary for classification.

Accomodation Plan: Note how the following are accommodated in lesson (race/ethnicity, language, gender, class) Each must include reference to Trentacosta text.

1.race/ethnicity: Discuss the different types of houses that are built by different cultures.

2.language: ELL will have access to a tutor. Also pictures on the handout

3.gender: Use sticks to call on students, not favoring one gender. Sensitivity shown if one student is dominating discussion.

4.class: Sensitivity shown to what type of home children live in.

POST-ASSESSMENT ( How does your post assessment evaluate progress toward learning goals and EALRs and GLEs)

1. Watch as students place themselves in Venn diagram for understanding.

2 Have students reflect in “Math journal” on what the mode was for house building materials and estimation of breath.

TEACHER REFLECTION (What went well, what would you do differently?)