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How Square are You?

This folder contains the resources needed to conduct the How Square are You? lesson plans and activities.
  • Resource

    1. How Square are You? - Understanding Data (Activity)

    According to Russell Ackoff, a systems theorist and professor of organizational change, the content of the human mind can be classified into five categories. In this activity we discover what this content is and how it may apply to our lives. Yes, Data is one of these categories.
  • Resource

    1. How Square are You? - Understanding Data (Activity) (Copy)

    According to Russell Ackoff, a systems theorist and professor of organizational change, the content of the human mind can be classified into five categories. In this activity we discover what this content is and how it may apply to our lives. Yes, Data is one of these categories.
  • Resource

    1. How Square are You? - Understanding Data (Plan)

    According to Russell Ackoff, a systems theorist and professor of organizational change, the content of the human mind can be classified into five categories. In this activity we discover what this content is and how it may apply to our lives. Yes, Data is one of these categories.
  • Resource

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

    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
  • Resource

    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
  • Resource

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

    In this activity we will measure how square we are.  Did you know that in general your height is almost the same measurement as the length of your arm span.  We will be measuring this can comparing and contrasting how your measurements relate to others in your class, across the grades in your district, and even those of students in other school districts.
  • Resource

    3. How Square are You? - Analyzing Data (Activity)

    In this activity we discover how data becomes information. We explore and analyze the data submitted to the How Square are You" form to discover what information we can conclude. From this information, we will draw on what knowledge we develop for use in our lives.
  • Resource

    3. How Square are You? - Analyzing Data (Activity) (Copy)

    In this activity we discover how data becomes information. We explore and analyze the data submitted to the How Square are You" form to discover what information we can conclude. From this information, we will draw on what knowledge we develop for use in our lives.
  • Resource

    3. How Square are You? - Analyzing Data (Plan)

    In this activity we will measure how square we are.  Did you know that in general your height is almost the same measurement as the length of your arm span.  We will be measuring this can comparing and contrasting how your measurements relate to others in your class, across the grades in your district, and even those of students in other school districts.
  • Resource

    4. How Square are You? - Applying Data (Activity)

    This concluding activity provides practice in the use of the knowledge we have gained in conducting the How Square are You? activities.  We are also able to assess this knowledge through a quick assessment.
  • Resource

    4. How Square are You? - Applying Data (Activity) (Copy)

    This concluding activity provides practice in the use of the knowledge we have gained in conducting the How Square are You? activities.  We are also able to assess this knowledge through a quick assessment.
  • Resource

    4. How Square are You? - Applying Data (Plan)

    In this activity we will measure how square we are.  Did you know that in general your height is almost the same measurement as the length of your arm span.  We will be measuring this can comparing and contrasting how your measurements relate to others in your class, across the grades in your district, and even those of students in other school districts.
  • Resource

    How Square are You? Assessments

    Assessments found in this folder can be used to assess learning addressed in the How Square are You? activities.
  • Resource

    How Square Are You? Bookmarks

    This folder contains bookmarks that could be incorporated in the How Square Are You? activity.  Bookmarks can faciliate deeper understanding, clarify thinking, and allow for differeniated activities.
  • Resource

    How Square are You? Calendar

    Use this calendar to schedule when you will be doing this activity with your students.  In this way, teachers and students can anticipate when you will have your data uploaded ready for them to review.
  • Resource

    How Square are You? Files

    This folder contains files used in the How Square are You? activities.
  • Resource

    How Square are You? Forms

    This folder contains forms used in the How Square are You? activities.
  • Resource

    How Square are You? Images

    No Description Available
  • Resource

    How Square are You? Teams

    This folder contains location resources for the school districts and other organizations that participate in the How Square are You? activities.
  • Resource

    How Square are You? Unit

    This unit addresses the collection and analysis of data using forms, charts, and reporting out to peers and others across multiple organizations.

Standards

  1. Common Core State Standards: Mathematics > G.6 > RP > C.1 > S.1

    Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

    For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Understand (Concept of Ratio)
    3 - Use (Ratio language)
    2 - Describe (Ratio relationship)
    2 - I understand the concept of a ratio.
    3 - I can use ratio language to describe a ratio relationship.
    2 - I can describe a ratio relationship between two quantities.
    A. Relationships between two quantities can be described using the ratio concept and its language.
    A.1 What is a ratio?
    A.2 What vocabulary words are involved in ratio language?
    A.3 How does one describe the relationship between two quantities in a ratio?
  2. Common Core State Standards: ELA Standards for Science/Technical > 6-8 > IKI > S.7
    Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
    Content Skills Learning Targets Big Ideas Essential Questions
    Text Information
    Visual Information (e.g.)
    4 - Integrate (quantitative information with visual content)
    4 - Integrate (technical information with visual content)
    4 - I can integrate quantitative, textual information into visual products.
    4 - I can integrate technical, textual information into visual products.
    A.1 Combining textual information with visual products facilitates understanding.
    A.1 How might text placement differ for quantitative and technical information?
  3. Common Core State Standards: Writing Literacy for Science, Technology, and History/Social Studies > Grades: 6-8 > TTP > 2
    Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
    1. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.  
    2. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
    3. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
    4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
    5. Establish and maintain a formal style and objective tone.
    6. Provide a concluding statement or section that follows from and supports the information or explanation presented.
    Content Skills Learning Targets Big Ideas Essential Questions
    Texts
    4 - Write (informative/explanatory texts)
    5 - Organize (Ideas, concepts, information [a])
    3 - Use (formatting, graphics, multimedia [a])
    2 - Clarify (relationships [c])
    3 - Use (precise language [d])
    1 - Provide (concluding statement or section [f])
    4 - I can write informative/explanatory texts.
    5 - I can organize ideas, concepts, and information. [a]
    3 - I can use formatting, graphics, and multimedia. [a]
    2 - I can clarify the relationships among ideas and concepts. [c]
    3 - I can use precise language and domain-specific vocabulary. [d]
    1 - I can provide a concluding statement or section that follows from and supports the information or explanation presented. [f]
    Scientific, technical or historical writings are organized with precise language.
    How can I write informative and explanatory texts, while including the narration of historical events, scientific procedures/experiments, or technical processes?
  4. 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. Measure
    c. Measures of center
    2 - Summarize (Data)
    1 - Report (Number of observations[a])
    2 - Describe (Nature of attribute[b])
    2 - Describe (How attribute was measured [b])
    2 - Describe (Unit of measurement [b])
    1 - Give (Quantitative measures of center[c])
    1 - Give (Quantitative measures of variability [c])
    2 - Describe (Overall pattern[c])
    2 - Describe (Context of data collection[c])
    6 - Relate (Choice of measures, shape of data and context of data gathered[d])
    2 - I can summarize numerical data sets in relation to their context.
    1 - I can report the number of observations
    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]
    1 - I can give the quantitative measures of center. [c]
    2 - I can describe the overall pattern of the data collected.[c]
    2 - I can describe any striking deviations.[c]
    2 - I can describe the context in which the data were gathered.[c]
    6 - I can relate my choice of measure of center, my choice of measure of variability, the shape of the data and the context in which the data were gathered.[d]
    A. One can summarize numerical data sets in relation to their context.
    B. The number of observations should be reported when summarizing numerical data sets.
    C. When summarizing numerical data one should describe how the attribute was measured and its units of measurement.
    A.1 How can one summarize numerical data sets in relation to their context?
    B.2 How does one report the number of observations?
    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?
    D.1 What are the quantitative measures of center?
    D.2 How does one find the median of a data set?
    D.3 How does one find the mean of a data set?
    D.4 What are the quantitative measures of variability?
    D.7 How does one describe the overall pattern of the data collected?
    D.9 How does one describe any striking deviations?
    E.1 How does one describe the context in which the data were gathered?
    E.2 How does one relate their choice of measures of center and variability to the shape of the data and the context in which that data were gathered?
  5. Common Core State Standards: English Language Arts > G.6 > W > A.3 > S.8

    Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

    Content Skills Learning Targets Big Ideas Essential Questions
    Relevant Information
    2 - Gather (Information)
    2 - Assess (Source credibility)
    1 - Quote (Data and conclusion of others)
    2 - Paraphrase (Data and conclusion of others)
    1 - I can gather relevant information from multiple print and digital sources.
    1 - I can assess the credibility of each source.
    1 - I can quote the data and conclusions of others while avoiding plagiarism.
    2 - I can paraphrase the data and conclusions of others while avoiding plagiarism.
    A. When information is available in multiple sources and addresses the question, it is likely relevant.
    B. Credibility is revealed by checking out multiple sources for similar information and identifying motives and associations of writers.
    C. Correctly documenting one's sources produces credibility by linking support to authoritative sources; plagiarism is stealing other writer's works.
    A.1 How is relevancy checked?
    B.1 How do I know if a source is credible?
    C.1 Why does plagiarism destroy a writer's credibility?
    D.1 How do I paraphrase?
    E.1 How do I quote other writer's words and works?

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