Choosing the Appropriate Graph

As mentioned in my last post, we wrapped up our Data Analysis and Graphing unit with a project to show off what the students learned.  I put the students into groups of four for this project.  Also, as a change up from previous projects we have done together, I put my "high" kids all together in one group and gave them a more open project where they made more independent decisions.  Then, I mixed up the rest of the kids into groups.  This forced some of my other students to really step up and be leaders! They learned they don't always have to rely on the "smarties" of the group!  We will have to try that more often!

Each problem provided the students with a situation and data.  It was their job to figure out the most appropriate way to display the data in a graph, explain why they chose the graph they did, create the graph including a title and labels, and create analysis questions to go along with the graph.  Here are some pictures of the final products!  I think they did a great job :)

Here is a link to the PDF file of the project: https://docs.google.com/file/d/0B3J8ikuadOFIQ290OUgwMDdCalE/edit?usp=sharing

I happened to overhear my students talking about their data when one asked, "What is oldies? Like, music from the 90s?"  Sigh.....

Anchor Charts and We Can!

I am a huge fan of using anchor charts in my classroom.  I let the kids help me decide what information to include, then hang them up where they are easily seen.  I remind them to refer to them during tests.  I think of them as a resource and love when I look around and see the kids referring to them.  To me, it's their way of telling me they care and want to do well.  After a while of referring to the charts, the information is just committed to memory!  I don't know what I am going to do in January when we move into our brand new buildings (!!!!!!)  and we aren't allowed to hang things on the walls!  I'll come up with a solution I'm sure!  Here are a couple examples of some of the anchor charts currently hanging in the room:

Using models such as base-ten blocks and number lines to display decimals

Rounding Decimals: CCSS 5.NBT.4

Additionally, I like to really make sure my students know what our goals and objectives are each day.  I want them to be able to say, "Yeah, I did learn that today!"  Each time we learn a new concept, I let them know how it is connected not only to the Ohio Academic Standards, but also to Common Core.   This way, we are all working toward a common goal.  I never want them to be in the dark about what they are learning and what they should be able to understand after a lesson.  Here are two examples of our "We Can" posters:

We Can do so much!

I am really thankful to have so much wall space in our room!