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Open – Ended Template

Names: LaVergn Reid, Derek Brogan, Paul Sabella, Audrey Blust

Grade level: 3-5 Content Area: Statistics and Data Analysis

PA standard(s) addressed: 2.6.5. A. B.

· A. Organize and display data using pictures, tallies tables, charts, bar graphs and circle graphs.

· B. Describe data sets using mean, median, mode and range.

NCTM standards(s) addressed: Statistics /Data Analysis

· Formulate questions that can be addressed with data, and display relevant data to answer them.

· Select and use appropriate statistical methods to analyze data.

Problem Name: Track Club Jumping Contest

Problem:

Mrs. Brown’s track club completed a long jump contest. The following distances were measured. Derek jumped 46 in., Rahmar jumped 39 in., Paul jumped 38 in., Audrey jumped 32 in., and Steve jumped 50 in. Mrs. Brown wants to compare the distances of the jumps by making a bar graph and finding the mean of the jumps.

Directions:

A. Organize the data from Mrs. Brown’s track club into a bar graph.

· Be sure to read the problem carefully.

· Be sure to label your graph correctly, including the title, naming the x and y-axis, and use appropriate scale.

B. Determine the mean for all jumps measured.

· Explain how you found the mean.

· Show each step of your math work.

Part A. Organize the data from Mrs. Brown’s track club into a bar graph.

· Be sure to read the problem carefully.

· Be sure to label your graph correctly, including the title, naming the x and y-axis, and use appropriate scale.

B. Determine the mean for all jumps measured.

· Explain how you found the mean.

· Show each step of your math work.

Problem Name: Jumping Contest

Grade level: 3-5 Content Area: Statistics and Data Analysis

Problem Solution:

A.

B.	46	B. Student will add all data and divide by the number of addends to find the mean.
	39
	32
	38
+	50
	205 total inches jump
	205 / 5 = 41 inches

Jumping Contest Rubric

5 Advanced Understanding

· Students answer Part A (Bar Graph or Column Graph) correctly and Part B (determining the mean – 41 in).

· The work provided should be complete, and the explanation should show an excellent understanding of the concepts of the problem.

· Part of this explanation should make it clear how they solved for the mean.

4 Satisfactory Understanding

· Students correctly answer Part A and Part B.

· Part B is answered correctly with work shown, but the support is not strong or clear enough to warrant a score for excellent.

3 Almost Satisfactory Understanding

· Students correctly answer Part A and B with only one error.

1. Students correctly answer Part A with only one labeling error.

2. Students correctly answers Part B with partial support or partial work.

3. Students make a calculation error in Part B but show strong support.

2 Partial Understanding

· Students correctly show the bar graph but fail to explain or show work for Part B.

· Students answer both Part A and B with two or more errors.

1 Minimal Understanding

· Students have made three errors or more in Part A or Part B, or any combination of these parts.

· Students fail to show the bar graph and answer the mean correctly but have no explanation or work shown.

0 Incorrect

· Students fail to show work and lack logical procedures.

· Nothing is correct.

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