Data Analysis Unit Plan

September 12-29, 2022

21 Classes (30 mins/class)

Math Grade ⅘

Student Teacher: Heather Munro

Unit Overview:
In this unit, students will start with a series of lessons staggered with practice periods
for each grade level. Grade 4 students will learn primarily about pictographs and bar
graphs with many-to-one correspondence. Meanwhile, the Grade 5 students will
learn about double bar graphs, first-hand and second-hand data, and likelihood (or
probability). The first half of this unit focuses on lower level thinking skills to scaffold
towards the second half of the unit. Students will engage in activities that require
recall, understanding, and application through the use of math journaling practice
books, a self-made math dictionary, and jeopardy. The second half of the unit is
composed of project-based learning activities. The project is to create a problem, or a
question, collect the data, display the data, and analyze it to draw conclusions. This
process will be broken down into small chunks and guided. The project will require
students to use creative thinking skills to complete it. The problem should be
relevant to the student for them to find application to their life when using data
analysis skills. After completing the project, students can share their findings with
their classmates, taking pride in a job well done.

Unit Rationale:
The goal of this unit is to engage students in hands-on, creative thinking. Math skills
are essential parts of our daily lives. It is my hope that students will see the skills they
are building as important tools they can rely on throughout their lives. The unit
provides students with strategies they can use in other learning situations. For
example, creating one’s own dictionary or engaging in practice can be relied on in
other areas. These strategies are part of my intent to scaffold students towards the
final project.

The purpose of having students engage in a final project about their learning as
opposed to a test is two-fold. Primarily, I want students to engage in the whole
process involved in data analysis and do each part, and use creative skills along the
way. I also want them to be interested in the problem that they are solving to
increase the meaningfulness of their learning. Secondly, I am not sure of the literacy
skills of the students. Another method, like a traditional test, would require students
to have strong reading and writing skills. This would compromise the validity and
reliability of the assessment. Overall, this unit should allow students to engage in
every step of data analysis, with the opportunity to return to areas of uncertainty and
practice to gain strength.
Title of Unit Data Analysis Grade Level 4/5

Subject Math Time Frame 21 Classes

Desired Results
General Outcomes

Statistics and Probability: Collect, display and analyze data to solve problems.
Specific Outcomes

Grade 4 Grade 5

- Demonstrate an understanding of - Differentiate between first-hand and

many-to-one correspondence second-hand data.
- Construct and interpret pictographs and bar - Construct and interpret double bar graphs to
graphs and double bar graphs involving draw conclusions.
many-to-one correspondence - Compare the likelihood of two possible
outcomes occurring, using words such as:
- less likely
- equally likely
- more likely
- Describe the likelihood of a single outcome
occurring, using words such as:
● impossible
● possible
● certain

Constructs:
1. Graphs help to organize information, called data, and communicate what is important about the data.
2. Graphs can have different correspondences like one-to-one and many-to-one.
3. All types of graphs have requirements to make it complete.
4. *Gr 5: First-hand data comes from me, secondhand data is from you.

Prior Understandings Where does this lead?

In prior grades, students had experience collecting
first-hand data and organizing it using tally marks, line
plots, charts, lists to answer questions and constructing,
labelling, and interpreting bar graphs. Additionally, they
had experience constructing and interpreting concrete
graphs and pictographs to solve problems.
Grade 5 students explored many-to-one
correspondence and constructed/interpreted
pictographs and bar graphs further the prior year.
The knowledge gained by Grade 4 students will allow them to
participate in the Grade 5 curriculum learning about double bar
graphs, probability, certainties and especially help with
differentiating first-hand vs. second-hand data.
The Grade 5 students will gain confidence exploring new graphs
that will assist them learning how to construct/interpret line
graphs in Grade 6. Additionally, students will be able to
differentiate between types of data and practice selecting
appropriate methods of collecting data.
Aspects of this unit will help students become strong problem
solvers and critical thinkers.
 Assessments

Grade 4 & 5 SLOs

Title Popsicle Math Jeopardy Practice in Project Final Project

Assessment Dictionary Math Checklist
Journals

Type F S F S F S
(F/S)

Weighting
20% 20% 60%

Demonstrate an
understanding of
many-to-one X X X X
correspondence

Construct and interpret

pictographs and bar
graphs and double bar X X X X X
graphs involving
many-to-one
correspondence

Differentiate between X X X X X
first-hand and
second-hand data.

Construct and interpret

double bar graphs to X X X X X
draw conclusions.

Compare the likelihood

of two possible
outcomes occurring, X X X X X
using words such as:
● less likely
● equally likely
● more likely

Describe the likelihood

of a single outcome
occurring, using words
such as: X X X X X
● impossible
● possible
● certain
Assessment Brief Description Assessment Assessment
FOR Learning OF Learning
Tool

Popsicle This is the assessment of prior knowledge before starting

Assessment the unit. It is expected that students have experience with X
pictographs, bar graphs, collection of first-hand data and
construction of graphs. Therefore, I will be assessing
students' memory and higher level thinking by having
them create a graph to show their knowledge. I am
looking for titles, labels, legends, and interval numbers on
graphs.
Differentiation: if a student is unsure what these terms
mean, allow them to incorporate making a list, or tallies,
have graphs available for students and ask them to fill in
the missing parts, if students find it too easy, ask for a
double bar graph.

Math Dictionary Throughout the unit, students will keep up with important
(Ongoing) terms. These terms include pictograph, bar graph, double X X
bar graph, data, categories, label, title, more than, less
than, equal to, survey, interval, x-axis, y-axis,
*mostly completed many-to-one-correspondence, one-to-one
in canva already correspondence, legend, scale, impossible, possible,
certain.
Each grade will have a book that looks the same from the
front, but on the inside contains the relevant information.
They can be further differentiated to include more
fill-in-the-blanks type of notes, or more open ended
questions, depending on the students needs. Additional
differentiation will occur. Additionally, I students will have
the option to tell me orally, and I write it down, or work
with a peer. The dictionary will be available as a sharable
file online for text-to-speech.

Jeopardy The aim is to create a fun review and assessment by X

playing jeopardy. The class will be divided into teams with
both Grade 4 and Grade 5 classmates. They will be shown
graphs, asked to interpret them, be shown math vocab
words and asked to share and tell a definition, etc. This
should promote collaboration.

I will take anecdotal notes of any areas mastered and any

areas that need support, and any other observations that
will help me to scaffold the project portion of the unit.
Additionally, it will tell me if I need to hold mini lessons to
go over key concepts again, and who may benefit from it,
if not the whole class.
Assessment Brief Description Assessment Assessment
FOR Learning OF Learning
Tool

Practice in Math The math journal will be a place for students to record
Journals answers or paste in a sheet from a center type activity. X X
Some of the math practice will be from written practice
problems

Project Checklist This checklist is twofold– First, I will go through it with the
students so they know what to do for the project. After a X
few days of working on the project, I will collect them and
go through them with specific feedback of areas to
improve and areas of strength. The next day, at the end of
class, students will be prompted through the checklist to
self-reflect and provide feedback to themselves about
what to improve upon, what they are doing well at and a
prompting question to draw a conclusion from their work.

Final Project The final project will walk students through the process of X
collecting, constructing, and interpreting graphs. Students
will create their own question about something they are
curious about. However, I will also provide prompts if
students prefer narrowing down the choice limits. Then
students will obtain data from their peers to practice
first-hand collection, through “speed surveying” (like
speed dating format). The grade 5s will then be paired off.
They will have to share the data their partner found and
record it to practice second-hand data collection. The
students will have a template for which to record data.
Then students will begin constructing their two graphs
(grade dependent). Next, students will get feedback from
the project checklist and be provided with a prompting
question to interpret their graphs. Before handing in the
project, the students will go through the checklist for
independent feedback. Finally, students will share their
results with the class and submit.

Students are encouraged to use their math practice

journal and their math dictionary. Graphs can take the
form through using manipulatives (or stickers, leggo, etc.)
and taking a picture or simply putting it onto paper.
 *color= two classes one day
Lesson POS Overview Resources

Class 1 Construct and Introduction to Unit & Assessment of Prior Knowledge Whole unit :
Sept. 12 interpret - Manipulatives
pictographs and bar In this class, the students will be introduced to the unit through a - Line numbers
graphs and double
Class 2 read aloud of ‘Lemonade For Sale,’ by Tricia Tusa. This will remind
bar graphs involving
Sept. 12 many-to-one students of what graphing is and its application to real-world Book: Lemonade For Sale
correspondence scenarios. Popsicle sticks & mini groups
https://www.learnalberta.ca/conte
(1 hr) Differentiate After the read aloud and brief discussion, students will be put into a nt/t4tes/courses/elementary/mat
between first-hand small group for Popsicle assessments of prior knowledge. Each h4/Unit%2034/Unit%2034%20SL
and second-hand person at that table will be given a popsicle with a a prompt on it G/MA4_SLG_U4L2.pdf
data. related to visual things they can see in the classroom: people you can
see in your group with blonde hair, brown hair, red hair, and black https://www.the-best-childrens-b
Construct and
interpret double bar hair, number of chairs and desks, people in your group wearing ooks.org/teaching-graphs.html
graphs to draw sandals, runners, boots, number teachers vs students you can see in
conclusions. the classroom, etc. They will then be asked to create a pictograph or
a bar graph to show what the results are from looking around based
on their prompt. This will be handed into me- I will be looking for
graphs that include titles, labels, legends, interval numbers.

To differentiate: if a student is unsure what these terms mean, allow

them to incorporate making a list, or tallies, have graphs available for
students and ask them to fill in the missing parts, if students find it
too easy, ask for a double bar graph.

Brain Break!

Then we will create our questions we have that we want to answer

throughout this unit

Note:
If students excel at this step, proceeding lectures may be reduced or
altered to challenge students further. If lecture time is reduced,
students will have more time to create a more in depth project
gathering data from beyond the classroom.

If students feel challenged, which is what I am anticipating, I will

continue with the pace set below.
Class 3 Construct and Essential Question: How does a bar graph represent data
(30 mins) interpret information? Graphing Powerpoint
pictographs and bar Math Dictionary
graphs and double
Sept. 13 Class begins with routine: Who can remind me what we did https://www.learnalberta.ca/conte
bar graphs involving
many-to-one yesterday? Answer questions from the previous day, or add to the list. nt/t4tes/courses/elementary/mat
correspondence h4/Unit%2034/Unit%2034%20SL
Bar Graph ‘Lesson G/MA4_SLG_U4L1.pdf
For Grade 5s this will I will lecture for a maximum of 5 mins with 10 mins of practice Survey from Friday, Sept. 9th “Get
function as a review examples of what it looks like to interpret results of a bar graph. This to Know Me”
lesson will be a class wide conversation for Grade 4 & Grade 5 students

Math Dictionary:
Students will then fill in the math dictionary with key terms and
definitions.

Class 4 Read Construct and Essential Questions: How does a bar graph represent data Math Dictionary
aloud & Bar interpret information? How does a double bar graph represent data Math anchor charts
Graphs pictographs and bar information? M&M chart
graphs and double
Routine and then…
bar graphs involving
Sept 14. many-to-one Bar Graph “We do” Practice
correspondence This will occur with M&Ms (or marshmallows) as a ‘we do’ together to
Class 5 continue practicing. Students will have to sort their M&Ms by color
Construct and and construct a bar graph that represents how many of each color
Sept. 14 interpret double bar M&M they had.
graphs to draw
Conclusions.
Brain Break!
Differentiate
between first-hand
and second-hand Grade 4 Practice Independently
data. The grade fours will work for the second portion of class
independently completing their dictionary assigned pages and
working on the math practice book. Students can work with partners
and must practice C3B4Me
at same time: Grade 5 ‘Lecture’ Double Bar Graph occurs

I will lecture for a maximum of 7 mins with 10 mins of practice

examples of what it looks like to interpret results of a double bar
graph to work on with the Grade 5 group. They will then continue to
work on their math dictionaries and journal books. Include first-hand
and second-hand data definition and practice.
Class 6 Construct and Essential Questions: How does a double bar graph represent data - Survey from Friday, Sept.
interpret double bar information? How does a pictograph represent data information with 9th “Get to Know Me”
Sept. 15 graphs to draw a many-to-one correspondence?
conclusions.
Class 7 Construct and Routine and then…
interpret For the first half of class the Grade 5s will work independently on
Sept. 15 pictographs and bar their dictionaries and journal books independently.
graphs and double
bar graphs involving At same time, there will be a Grade 4 pictograph & many-to-one
many-to-one correspondence lesson
correspondence I will provide a brief lecture and practice questions for 10 mins of
what it looks like to interpret results of a pictograph work on with
Demonstrate an
understanding of the Grade 4 group.
many-to-one
correspondence Movement Break: Physical graph creation: use the students to
demonstrate many-to-one correspondence. The grade 5 students
will be asked to ‘help’ by standing in groups of x. Then grade 4
students will be selected to put a picture of a student on them, like a
backpack or a hula hoop. Then the grade 4s will recognize that the
backpack represents x amount of people, which we would put into
our legend.

Students will return to finish dictionaries and practice in their math

journal books. I will float around and help students where need be.
Mini lessons may occur for Grade 5 students, depending on their
needs.

Class 8 Construct and Routine and then… - Survey from Friday, Sept.
interpret 9th “Get to Know Me”
Sept. 19 pictographs and bar Essential Questions: How does a pictograph represent data - https://www.youtube.co
graphs and double
information? How does a graph help us understand probability? m/watch?v=q5uXp4694s
bar graphs involving
Class 9 many-to-one E
correspondence Start with a reading of Cloudy with a Chance of Meatballs: this is a
Sept. 19 good mentor text for probability which will relate back to the Grade 5
Demonstrate an students during the lesson portion of class. It will also serve as a
understanding of transition for calming down after lunch/recess.
many-to-one
correspondence First half practice pictograph independently with their math
dictionary and math practice journal.
Compare the
 likelihood of two
possible outcomes Grade 5s lesson on probability terms:
occurring, using I will provide a brief lesson and then practice questions for 10 mins of
words such as:
what it looks like to interpret results of a double bar graph to work on
● less likely
● equally with the Grade 4 group.
likely
● more likely ● less likely
● equally likely
Describe the ● more likely
● impossible
likelihood of a single
● possible
outcome occurring, ● Certain
using words such as:
● impossible Brain Break! Ensure a brain break occurs, Grade 4s are working
● possible through with practice and will need more movement!
● certain
Options:
Students will return to finish dictionaries and practice in their math
journal books. I will float around and help students where need be.
Mini lessons may occur for Grade 4 students, depending on their
needs.

Class 10 All of the SLOs REARRANGE: DO THIS after introduction into project Jeopardy, in - Survey from Friday, Sept.
Sept. 20 teams: 9th “Get to Know Me”
Grade 4 and 5 students will be mixed on teams, to interpret and
review *HAND IN MATH FOLDERS

This will inform me what I should focus on throughout their projects

and what areas I should scaffold beter.

Extrinsic motivation day ½ way mark: winner gets prize! (Everyone

who tries will also get a prize)

End class with a question: Could you make a graph about the results
of the game? What might that look like? Be ready to share your
answers tomorrow!

Class 11 Construct and Essential Question: What type of questions can bar graphs, - Question template
interpret pictographs, and double bar graphs answer? Where can I use graphs - 3-5 questions
pictographs and bar in my daily life? - Narrow it down
graphs and double
Sept. 21 into one
bar graphs involving
many-to-one If there is anything crucial that needs to be addressed from jeopardy
Class 12 correspondence do it at the beginning of class.
Class discussion about why graphs matter to them.
Sept. 21 Demonstrate an Remind students of their utility in daily life. It is a good life skill to
understanding of
have.
many-to-one
correspondence Project Begins:
Project introduction
Construct and
interpret double bar The process of constructing a graph begins with a reason why we
graphs to draw should collect data to begin with. Perhaps we want to know what
conclusions. type of pizza to get for our pizza party and who would eat what?
Today we are going to choose/create a question!
- create a few questions that we are curious about
- Narrow it down
- Think about how we are going to get this data: who should
we ask?!

Class 13 Construct and Grade 5s in pairs, ask same

interpret Essential Questions: How can we collect data used for our graphs? question but collect data
Sept. 22 pictographs and bar Where will I see data-collection happen in my daily life? separately and see if they get
graphs and double
same results
bar graphs involving
Class 14 many-to-one How to Construct: Collecting data
correspondence - Explore ways people collect data in real-world scenarios: - Template for data
Sept. 22 phone calls, polls, collection
Differentiate - How we can do it in a school, remember the first day with a
between first-hand survey you filled out and the questions we answered
and second-hand together, or when we sorted our M&Ms by making tally
data. marks, etc.
- New vocab word: surveying
Construct and
interpret double bar
graphs to draw Speed Surveying:
conclusions. Both grades can hear about first vs second-hand data, but tell Grade
4s they will only collect first-hand data. Grade 5s will collect first and
Compare the second-hand data.
likelihood of two
possible outcomes
occurring, using
words such as:
● less likely
● equally
likely
● more likely
 Describe the
likelihood of a single
outcome occurring,
using words such as:
● impossible
● possible
● certain

Class 15 Construct and Essential Questions: How can I collect, construct, and interpret my - Graph template
interpret own graphs? differentiation
Sept. 26 pictographs and bar - Stickers for pictographs
graphs and double
Go through the checklist, explain to students what I am expecting - Blocks
bar graphs involving
Class 16 many-to-one for their final graph and data to appear like and what creative - Anchor charts
correspondence liberties they have. - Checklist
Sept. 26
Demonstrate an Constructing a Graph:
understanding of - Remind students of the process of having data and then
many-to-one putting it into a graph. Remind students that all graphs have
correspondence requirements to be complete and display anchor charts on
Differentiate
the board of our three types.
between first-hand
and second-hand - If students require, I will model with a practice example of
data. how to construct a graph before moving on.
- Remind students to look at their notes and encourage
Construct and problem solving before telling students directly what step to
interpret double bar do next
graphs to draw
conclusions. Grade 4s start constructing 1 of their 2 graphs
Compare the
Grade 5s start constructing their First-hand double bar-graph
likelihood of two
possible outcomes
occurring, using
words such as:
● less likely
● equally
likely
● more likely

Describe the
likelihood of a single
outcome occurring,
using words such as:
 ● impossible
● possible
● certain

Class Construct and Essential Questions: How can I collect, construct, and interpret my - Graph template
interpret own graphs? differentiation
Sept. 27 pictographs and bar Constructing a Graph: - Stickers for pictographs
graphs and double
- Remind students of the process of having data and then - Blocks
bar graphs involving
many-to-one putting it into a graph. Remind students that all graphs have - Anchor charts
correspondence requirements to be complete and display anchor charts on - Checklist
the board of our three types.
Differentiate - Remind students to look at their notes and encourage
between first-hand problem solving before telling students directly what step to
and second-hand do next
data. Grade 5s get their second-hand data and start constructing second
graph
Construct and
interpret double bar Grade 4s continue construction (move onto second graph)
graphs to draw Feedback day:
conclusions. hand - in drafts, will provide formative feedback for the next day,
Compare the which will include interpretation questions
likelihood of two
possible outcomes
occurring, using
words such as:
● less likely
● equally
likely
● more likely

Describe the
likelihood of a single
outcome occurring,
using words such as:
● impossible
● possible
● certain

Class 18 Construct and Essential Questions: How can I collect, construct, and interpret my - Graph template
interpret own graphs? differentiation
Sept. 28 pictographs and bar Finish Constructing Graph 2/2: - Stickers for pictographs
graphs and double - Remind students of the process of having data and then - Blocks
bar graphs involving putting it into a graph. Remind students that all graphs have - Anchor charts
many-to-one
Class 19 requirements to be complete and display anchor charts on - Checklist
correspondence
Demonstrate an the board of our three types.
Sept. 28 understanding of - Remind students to look at their notes and encourage
many-to-one problem solving before telling students directly what step to
correspondence do next
(First 30 mins)
Differentiate
between first-hand Analyzing Graph
and second-hand
students answer interpretation questions and finish details of their
data.
poster. If a student needs assistance, speech-to-text or scribing may
Construct and be used.
interpret double bar
graphs to draw (20 mins)
conclusions.
Compare the Self-Feedback: Checklist
likelihood of two Students will go through a checklist independently, if they think they
possible outcomes
are good to go, they will complete a peer feedback.
occurring, using
words such as:
● less likely
● equally
likely
● more likely

Describe the
likelihood of a single
outcome occurring,
using words such as:
● impossible
● possible
● certain

Class 20 – RECAP DAY– Essential Questions: How can I collect, construct, and interpret my
own graphs?
Sept. 29
Students will get approximately 20-30 mins of work-time to finish
Class 21 project, final details, math dictionary, and math journal.
Sept. 29 End unit:
We will end the unit with a final reading of Lemonade for Sale with a
discussion and a glass of lemonade . Students who feel comfortable
will share their graphs and findings with the class with the class.