Grade 5 - Data Analysis Unit
The Data Analysis Unit involves organizing and displaying data in a variety of ways in order to answer questions such as:
- What is the difference between discrete and continuous data? In other words, why is it OK to connect the dots on a time and temperature graph but not on a favorite color graph?
- What is the difference between categorical and numerical data? In other words, does the order of the data matter on a favorite pizza graph? Does the order of the data matter on an age and height graph? Why or why not?
Math Concepts and Skills:
The student solves problems by collecting, organizing, displaying, and interpreting data.
The student is expected to:
- represent categorical data with bar graphs.
- use line plots (sometimes called dot plots) to represent numerical data involving customary measurements (fractions) or metric measurements (decimals).
- represent data in a stem-and-leaf plot.
- represent paired data on a scatterplot.
- solve one- and two-step problems using information from a frequency table, line plot, bar graph, stem-and-leaf plot, or scatterplot.
Summative Assessment Task
Students make a line plot to represent the data of weights of shipping containers that need to be loaded on a cargo barge. Students determine how many cargo barges will be needed to haul all of the containers, if each cargo barge can hold no more than two metric tons.
Instructional Tasks/Formative Assessments
Students make line plots to display how many different size metal fasteners were found by James, Grace and Leah in a garage. Students then determine how the metal fasteners can be sorted so each person ends up with the same number of fasteners in each size.
Students use provided data to make a line plot showing the amount of formula lion cubs drink at their noon feeding. Students will also draw two mathematical conclusions from the data.
Students create a line plot to display how many strips of paper Jill's mom is not using for her scrapbook project, and determine which pieces fit together to make one-foot strips.
Students make a line plot to display data of the number of hours read by each student in Mr. Wong's class. Students determine how many total hours were read by the class, and how many extra minutes of recess the class will earn if Mr. Wong gives them an extra two minutes of recess for every `sf(1/3)`-hour read by the class.