Reflections on Test Run Lessons Student Learning Graphing Evidence of student learning can be seen in accurate data collection

and representation. The 4th grade students created graphs, charts, and timelines to compare their baby milestones to Jiggss. They had to be cognizant of graph scale intervals, how to set up double bars, titles, labels, chart headings, spacing intervals between times on a timeline, and aesthetic factors in their data representation. Teacher Reflection Graphing Given the nature of this project, it is important to remember that these are lessons, and not complete units that are being presented. If these lessons are used, it is assumed that other lessons, which address different topics under the same unit of study, will be used to ensure all of the material is covered. The lessons in the data collection and graphing section do cover multiple concepts, but not all concepts that should be addressed under the standards. My 4th graders liked asking their parents about their baby milestones and comparing them to one anothers and Jiggss. I decided to give my students the opportunity to present a rough draft of their work to their classmates for feedback. Using the document camera, students showed their peers how they had chosen to represent their data. They also commented on any challenges or insights they had had. The class was given the opportunity to ask questions or make polite comments or suggestions. Not every student took advantage of the opportunity for feedback, but those who did, appreciated it and most often took their peers comments into consideration before completing their final product.

During the extension activity, the class had a meaningful discussion about data analysis and what data constitutes meaningful data. Most students chose a data point and then surveyed boys and girls or 3rd graders and 4th graders. One student decided to survey twenty-six students whose first name began with A-F, G-L, M-R, or S-Z. She then created a double bar graph representing the number of students, with first names beginning with those letters, who had light or dark hair. A meaningful class discussion developed about data interpretation, comparing data, and the relationship, if any, that various pieces of data have to one another. The students realized that some data could be used to make predictions, while other pieces of data, for example, letters in a first name compared to shade of hair, have no correlation. Another student chose to survey 3rd and 4th graders about their favorite type of tree. After he collected his data he used it to make some generalizations about why the data came out the way it did. He realized that the 3rd graders lack of background knowledge about trees influenced the outcome of his data. Reflections on Test Run Lessons Student Learning Line Plots I used this lesson to introduce line plots in the fraction unit. I used points a-e mentioned above to find evidence of student learning. Where my students able to draw a number line with equally spaced intervals? Did their Xs match the amount of data collected? As part of the fraction unit, my students created line plots to represent collected classroom data. I was able to use points a-e as a checklist for assessment of student learning. Teacher Reflection Line Plots

Line plots are specifically mentioned in the Common Core State Standards (2010): Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. (p.31) I pondered multiple ways to incorporate fractions into a line plot, but had a difficult time thinking of an authentic application. I decided to use the insect idea making it as authentic as possible using insects local to Ohio. My students could make connections to many of the insects I used in the line plot lesson. We let stink bugs out of our classroom window all of the time. The children could also make ready connections to earwigs, yellow jackets, mayflies, wasps, and of course fireflies.