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Analyze The Numerical Data (Mathematical Modeling)

Description 

What does the numerical data reveal about my topic?

Think about the story the data has to tell.

Time To Complete 

3-4 Hours

Content Areas 

  • Math

Common Core Standards 

  • CCSS.MP.5
  • CCSS.MP.6
  • CCSS.MP.2

I Can Statements 

I can analyze numerical data by:

  • finding patterns, structure, and relationships.
  • making connections.
  • identifying the correct equation or writing equations.

I will know my analysis is of high quality if it:

  • addresses the data qualitatively and quantitatively
  • considers ways the data could be represented pictorially and graphically.

Suggestions for Assessing Student Readiness to Move Forward:

  • Confer with students, asking probing questions about their data analysis to gauge how well it meets the quality criteria.
  • Ask students to show you their notes, drafts, or other evidence of data analysis and briefly describe (orally or in writing) their process for analyzing the data.
  • Ask students to self-evaluate their work after completing one of the activities below. 
Possible Activities 
  1. Ask students to think about ways to analyze the data qualitatively and quantitatively. Students may use a spreadsheet program, such as Excel, to provide initial analysis of the data.

  2. Ask students to begin thinking the ways in which this data could be represented pictorially and graphically. Have them work through different ‘rough draft’ versions of representations of the data.

  3. Have students reflect on the data, providing guiding questions.  Encourage students to not just mechanically answer each question but to use this as an opportunity to think about their data in new ways and to generate more questions to explore.

  4. Ask students to do a card sort or similar activity, where the data are written on individual cards or sticky notes so they move, organize, and sort them as a means of identifying patterns and relationships in the data.

  5. Ask students to describe the sequence of numbers, expressions, etc. verbally or in writing without using numbers or number words.

  6. Ask students to draw the data, sequence of numbers, expressions, etc. or use manipulatives (such as coins, sticky notes, or other common objects).

  7. As students to record their ‘wrong’ guesses or answers as they generate and test hypotheses for the pattern. Use these as the basis for exploration using ‘My Favorite No’: http://www.redesignu.org/design-lab/learning-activities/my-favorite-no

Downloadable Resources 
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