ALCA Members PLC Domains Data Standards Map Plan Curriculum Assessment Strategies

2. How Square are You? - Collecting Data (Activity) (Copy)

In this activity we practice collecting, organizing and comparing data by determining how square we are. That is, we are measuring our arm span and height and comparing the difference. We also include additional information on data, information, knowledge and data mining that may help in analyzing our data combined with the data from others.

http://www.success.co.il/is/zins_definitions_dik.pdf

Engaging Questions

  • Data?

    What is data? In general, how can data be used?

    Given specific situations in our lives, what can be used as data?

  • Data Collection and Processing

    How can we collect, share, and collaborate in the analysis of data across school districts.

  • Supporting Data

    What is secondary data? How can secondary data be used to better analyze primary data?

Learner Goals

  • Analyzing Data

    To collect and analyze data sets.

  • Interpreting Graphs

    To create and interpret graphs.

Required Resources

  • How Square are You? Form

    The following form is used to collect and analyze data created by measuring one's height and arm span.  Additional data is also collected to help determine any patterns in the data.

  • Measuring Stick or Measuring Tape

    A measuring stick or measuring tape is required to measure height and arm span. 

  • Measuring Rubric

    The How Square are You? Measurements rubric is used to formatively assess one's ability to measure height and arm span correctly.

Optional Resources

Steps

  1. Measuring Height

    Using a measuring tool (e.g., yard stick, measuring tape), measure your height in inches. To do this:

    1. Stand straight against wall.
    2. Have a partner place a ruler horizontally on your head and against the wall.
    3. Keeping the ruler at the same place against the wall, move out of the way.
    4. Measure in inches or centimeters the distance from the floor to the ruler (which should still be against the wall).
    5. Record this measurement (number and unit) on note paper.

  2. Measuring Arm Span

    Next, you need to measure the lenght of your arm span. To measure it:
    1. Facing away from a wall, stand straight against it.
    2. Stretch out your arms keeping them horizontal.
    3. Using two small pieces of masking tape to mark the tips of each middle finger.
    4. Move away from the wall.
    5. Measure in inches or centimeters the distance between the two marks.
    6. Remove the masking tape.
    7. Record this measurement (number and unit) on note paper.

  3. Complete the Form

    Using the online How Square are You? form, enter the information requested including your measurements in inches.

    Follow the directions provided in the form for entering the correct data or information in each field.

    If you were not able to measure the distances in centimeters, you will need to convert the English (inch) measurements to centimeters to complete the questions (fields) addressing centimeters.

  4. Verify Your Data

    Review your data to confirm it is correct.  If not, edit your data record by clicking the Edit pencil icon and make the necessary changes.

Teacher Notes

  • Measuring using the Centimeter Unit

    Depending on the ability of your students to convert from inches to centimeters mathematically, you may desire to have your students measure the lengths using both units (i.e., inches, centimeters). 

Learner Notes

Standards

  1. Common Core State Standards: Mathematics > G.6 > SP > C.2 > S.5

    Summarize numerical data sets in relation to their context, such as by:

    1. Reporting the number of observations.
       
    2. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
       
    3. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
       
    4. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
    Content Skills Learning Targets Big Ideas Essential Questions
    Data sets
    b. Attribute investigated
    b. Measure
    c. Measures
    2 - Describe (Nature of attribute[b])
    2 - Describe (How attribute was measured [b])
    2 - Describe (Unit of measurement [b])
    2 - I can describe the nature of the attribute under investigation.[b]
    2 - I can describe how the attribute was measured.[b]
    2 - I can describe the attributes units of measurement.[b]
    C. When summarizing numerical data one should describe how the attribute was measured and its units of measurement.
    C.1 How does one describe the nature of the attribute under investigation?
    C.2 How does one describe how an attribute was measured?
    C.3 How does one describe the attributes units of measurement?
  2. Common Core State Standards: Mathematics > G.6 > SP > C.1 > S.3

    Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

    Content Skills Learning Targets Big Ideas Essential Questions
    Measures
    1 - Recognize (Measures with a single number)
    1 - I can recognize that the measure of center and the measure of variation of a numerical data set are both represented by a single number.
    A. The measure of center and the measure of variation of a numerical data set are both represented by a single number.
    A.2 What is the measure of variation for a numerical data set?
    A.4 How do you find the single number that gives the measure of variation of a numerical data set?

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