ALEX Classroom Resource

  

Circle Graph StudyJam

  Classroom Resource Information  

Title:

 Circle Graph StudyJam

URL:

 https://studyjams.scholastic.com/studyjams/jams/math/data-analysis/circle-graph.htm

Content Source:

 Other
http://studyjams.scholastic.com/
Type: Interactive/Game

Overview:

This classroom resource provides a video that describes how to use a circle graph to analyze data. The vocabulary words sector and protractor will be introduced. After utilizing this resource, the students can complete the short quiz to assess their understanding.

Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 4
25. Use a protractor to measure angles in whole-number degrees and sketch angles of specified measure.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Demonstrate using a protractor to measure angles in different orientations to the nearest degree.
    Example: Given an angle, align the vertex of the angle with the correct point on the protractor, align one ray of the angle with the 0o mark on the protractor, and read where the other ray is located on the protractor.
  • Draw an angle of a given size using a variety of tools.
    Example: Draw a ray and use a protractor to construct a 108o angle.
  • Determine the angle measure when given an image of a protractor with angle rays intersecting the protractor scale.

    • Example: Given a protractor showing angle rays intersecting the protractor at 83 degrees and 123 degrees. What is the angle measure? Determine the angle measure is 40 degrees.
Teacher Vocabulary:
  • Protractor
  • Angle
  • Whole number
  • Degree
  • Center
  • Circle
  • Intersect
  • Arc
  • Point
  • Ray
  • One-degree angle
  • Vertex
Knowledge:
Students know:
  • Measurable attributes of geometric shapes, specifically angle size.
  • Units of measurement, specifically one-degree angle (degrees).
  • An angle is measured by the number or iterations of one-degree angles that exactly cover the rotation of the angle.
Skills:
Students are able to:
  • Sketch angles given a specified measure.
  • Use appropriate tools to find angle measure.
Understanding:
Students understand that:
  • the rotation of an angle is measured by the number of one-degree angles that exactly cover the rotation of the angle.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.4.25.1: Define symmetry.
M.4.25.2: Model using a protractor to draw angles.
M.4.25.3: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
M.4.25.4: Measure the length of an object by selecting and using appropriate tools such as a ruler.
M.4.25.5: Measure length using standard and non-standard units of measurement.
M.4.25.6: Plot points on grids, graphs, and maps using coordinates.
M.4.25.7: Draw points, lines, line segments, and parallel and perpendicular lines, angles, and rays.
M.4.25.8: Identify lines of symmetry on one-dimensional figures.

Prior Knowledge Skills:
  • Build and draw shapes to possess defining attributes.
  • Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
  • Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles).
  • Identify a rectangle.
  • Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
  • Define halves, thirds, fourths, quarters, whole, parts (shares) and equal.
  • Distinguish between equal and non-qual parts.
  • Model partitioning circles and rectangles.
  • Decompose pictures made of simple shapes.
  • Identify squares, circles, triangles and rectangles.
  • Explore shapes or figures that can be decomposed into smaller equal parts.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.24 Recognize and Identify angles in geometric shapes as larger or smaller.
Mathematics
MA2019 (2019)
Grade: 6
23. Calculate, interpret, and compare measures of center (mean, median, mode) and variability (range and interquartile range) in real-world data sets.

a. Determine which measure of center best represents a real-world data set.

b. Interpret the measures of center and variability in the context of a problem.
Unpacked Content
Evidence Of Student Attainment:
Students:
Given a set of numerical data, summarize the data by,
  • Reporting the number of observations (n).
  • Describing the nature of the attribute under investigation.
  • Calculating, interpreting, and comparing the measures of center (median/mean/mode) in a real-world data set,
  • Calculating, interpreting and comparing the measures of variability (interquartile range and range) in a real-world data set.
  • Given a set of numerical data interpret the measures of center and variability in the context of a problem.
  • Justify their choice of measures of center and variability to describe the data based on the data distribution and the context in which the data were gathered.
Teacher Vocabulary:
  • Data distribution
  • Measures of center
  • Measures of variability
  • Mean
  • Median
  • Mode
  • Interquartile range
  • Range
Knowledge:
Students know:
  • Measures of center and how they are affected by the data distribution and context.
  • Measures of variability and how they are affected by the data distribution and context.
  • Methods of determining mean, median, mode, interquartile range, and range.
Skills:
Students are able to:
  • Describe the nature of the attribute under investigation including how it was measured and its unit of measure using the context in which the data were collected.
  • Determine measures of center and variability for a set of numerical data.
  • Use characteristics of measures of center and variability to justify choices for summarizing and describing data.
Understanding:
Students understand that:
  • Measures of center for a set of data summarize the values in the set in a single number and are affected by the distribution of the data.
  • Measures of variability for a set of data describe how the values vary in a single number and are affected by the distribution of the data.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.6.23.1: Define numerical data set, measure of variation, and measure of center.
M.6.23.2: Relate the measure of variation, of a data set, with the concept of range.
M.6.23.3: Relate the measure of the center for a numerical data set with the concept of measure of center.
M.6.23.4: Define numerical data set, quantitative, measure of center, median, frequency distribution, and attribute.
M.6.23.5: Compare and contrast the center and variation.
M.6.23.6: Collect the data.
M.6.23.7: Organize the data.
M.6.23.8: Describe how attribute was measured including units of measurement.
M.6.23.9: Identify the attribute used to create the numerical set.

Prior Knowledge Skills:
  • Identify a numerical data set.
  • Calculate the range of data.
  • Organize numbers in a ordered list.
  • Calculate the mean, median, and mean of a data set.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.6.23 Find the range and median (when given an odd number of data points), and mean (involving one or two-digit numbers) in real-world situations.
Tags: circle graph, data, data set, protractor, sector
License Type: Custom Permission Type
See Terms: http://www.scholastic.com/terms.htm
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Accessibility
Comments

The quiz may be completed as a whole group or independently on student devices.

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  This resource provided by:  
Author: Hannah Bradley
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