Understand, interpret, and work with pictures, numbers, and symbolic information.

Transcription

1 A THANKSGIVING SURVEY OUTCOMES STANDARD Use Math t Slve Prblems and Cmmunicate Students will be able t design and cnduct a survey COPS ACTIVITY ADDRESSES COMPONENTS and translate that infrmatin int a basic bar graph. GED DESCRIPTORS Language Arts-Reading Scial Studies Science Mathematics Language Arts-Writing ROLES Family Wrker Cmmunity PROGRAM TYPE ABE Urban GED Rural ESOL Hmeless Family Literacy Institutinal Wrkfrce Crrectins LEARNER LEVEL 2-4 Understand, interpret, and wrk with pictures, numbers, and symblic infrmatin. Apply knwledge f mathematical cncepts and prcedures t figure ut hw t answer a questin, slve a prblem, make a predictin, r carry ut a task that has a mathematical dimensin. Define and select data t be used in slving the prblem. Determine the degree f precisin required by the situatin. Students will understand the ne-t-ne crrelatin between ne persn and ne vte Students will be able t use the infrmatin gained frm the survey t help plan a typical Thanksgiving dinner fr ur last day f class. Class will design a questinnaire t be given t their classmates and thers in the building wh will be invited t attend ur party. The graph must accurately crrespnd t the data gathered during the interviews. Students are wrking with whle numbers and can nly vte fr ne item. KEYWORDS 754: Math 417: Math > graphs 33: Celebratin > hlidays > Thanksgiving LESSON DESIGNER NAME Karen Hibbert PROGRAM West Central Cmmunity Crrectinal Facility khibbert@wcccf.rg PHONE X241 TECHNOLOGY INTEGRATION Slve prblem using apprpriate quantitative prcedures and verify that the results are reasnable. Cmmunicate results using a variety f mathematical representatins, including graphs, chart, tables, and algebraic mdels. The prblem will be slved by using additin and cmparisn f answers given t determine the highest number. Students will display their results in the frm f a bar graph and plan a Thanksgiving dinner f the mst ppular fds frm the survey.

2 A THANKSGIVING SURVEY OUTCOMES Students will be able t design and cnduct a survey and translate that infrmatin int a basic bar graph. STANDARD Use Math t Slve Prblems and Cmmunicate STUDENT GOALS Students wanted t have a Thanksgiving dinner in class. The teacher used this pprtunity t incrprate math int the party planning. MATERIALS Seven Immrtal Principles f Surveys Overhead Paper, pen r pencil, graph paper and clred markers NRS EFL 2-4 TIME FRAME 3 hrs and a party time LEARNER PRIOR KNOWLEDGE Students are familiar with tally marks and hw t create a bar graph. Sme experience with survey design and samples. COPS Understand, interpret, and wrk with pictures, numbers, and symblic infrmatin. Apply knwledge f mathematical cncepts and prcedures t figure ut hw t answer a questin, slve a prblem, make a predictin, r carry ut a task that has a mathematical dimensin. Define and select data t be used in slving the prblem. ACTIVITIES/CURRICULAR RESOURCES [REAL-LIFE APPLICATIONS] Step 1 Mst adults have experienced taking a survey. Take sme time t brainstrm with students what kind f surveys they have taken, what kinds f questins they were asked, and what makes a gd survey. List their ideas n the bard r chart paper. Use the Seven Immrtal Principles f Surveys Overhead t cmpare lists. Step 2 - First, have the grup cnsider the gal r what they want t learn frm the survey. As students design their questinnaire, they will need t knw their wn favrite fds frm Thanksgiving dinners in the past r what they think thers wuld enjy. Then determine the sample r wh they will interview. They will als need t cnsider hw they will design the survey r the interviewing methdlgy. Nw, begin t create the questinnaire determine what questins will be asked. ASSESSMENT/EVIDENCE Teacher bservatin Questinnaire Cllected data Cmpleted bar graphs Cmpleted menu Successful party Determine the degree f precisin required by the situatin. Slve prblem using apprpriate quantitative prcedures and verify that the results are reasnable. Cmmunicate results using a variety f mathematical representatins, including graphs, chart, tables, and algebraic mdels. Everyne shuld have all the questins n their sheet. In this scenari everyne culd ask peple the same questins. If they did this they wuld have t be sure the same persn was nt interviewed twice r their data wuld nt be accurate. Discuss imprtance f reliability when cllecting data. Anther way wuld be t have each student take a different categry f fd and nly interview peple abut that particular fd. Wuld this be a better chice? Why? The survey can be cmpleted n the cmputer using a wrd prcessing sftware r questins can be entered int Survey Mnkey if Internet access is available. Step 3 - After they have designed their questinnaire, they need t begin t

3 survey peple accrding t the guidelines the class has set. Discuss hw t apprach peple and hw t recrd their answers with tally marks. Step 4 - After all the data have been cllected, they need t develp a system t tally the respnses n chart paper and decide hw best t display this infrmatin n a bar graph. Analyze the data as a grup and then frm pairs r triads t create bar graphs. Review parts f a bar graph (axis, scale, title) as demnstrated by student s prir knwledge and experience with graphs. Teacher may need t step ut f the lessn t teach these cncepts t the grup. Step 5 - Students will use the infrmatin n their bar graphs t determine the menu fr the party. Step 6 - Party! READING/WRITING EXTENSION Discussins centered n bias during the develpment f the surveys may prmpt additinal research n this tpic. The infrmatin utlined in Biases Cmmnly Fund in Surveys can act as a springbard fr further study. REFLECTION/EVALUATION This was a class that met 4 days a week in a cmmunity center. They were a particularly clse grup f peple and liked t find excuses t party. It was amazing and very interesting t see hw the cnversatin develped during this prject as they began t realize and understand that data can be manipulated. NEXT STEPS Because f the awareness created, we lked at different plitical plls and had students lk clsely at hw the data were cllected, sample size, etc. PURPOSEFUL & TRANSPARENT It was a very purpseful and transparent lessn because the students knew exactly why they were ding the tasks. It was als during electins s we culd transfer what we were learning t ther reallife situatins. CONTEXTUAL The lessn was cntextual because it arse ut f a classrm cnversatin and helped t plan their Thanksgiving party. BUILDING EXPERTISE This task helped t build expertise in math cmputatin, cmparisn, understanding graphing and enlarging their wrld view.

4 Seven Immrtal Principles f Surveys Basic principles f gd surveys 1. Brevity Avid lng intrductins. Try t simplify the grammar used thrughut. If a questin and its answers are t lng, there is a bias fr respndents t answer the last answer presented. 2. Clarity Use very cmmn, unambiguus terms. Avid questins with duble meanings. (e.g., "Have yu stpped beating yur wife? Yes N" ) If an uncmmn term is used, make sure t define it in the survey frm. D nt use technical r specialty jargn. Be careful using the wrd "yu"; it can be singular r plural. 3. Reality What peple say and hw they respnd desn't always represent hw they will behave; assume natural biases in their respnses. Fr the general public, d nt rely n hypthetical questins. (e.g., "If such and such, then wuld yu...?") 4. Unidimensinality Dn't cmbine tw questins in ne. (e.g., "D yu shp dwntwn r d yu shp at malls?") 5. Cmpleteness If multiple alternative respnses are included, they shuld be mutually exclusive. Als, they shuld include all pssibilities. Try t avid questins that can be answered "I dn't knw." 6. Evenhandedness Avid leading questins, "laded" wrds, and authritative statements. Questins shuld ask fr pinins, rather than fact. (e.g., Dn't ask, "Is dwntwn a dangerus place at night?" Instead, ask, "D yu think dwntwn is dangerus at night?") 7. Dignity Take respndents and their answers seriusly. Avid cndescending slang. Dn't present challenging questins. (e.g., "Why dn't yu g back t schl?")

5 Biases cmmnly fund in surveys It is cmmn fr surveys t have biases. These shuld be thught f befrehand, and methds fund fr minimizing their impact. If such biases are t great, the legitimacy f the survey findings culd be called int questin. Three f the mst cmmn types f biases are the fllwing, Hawthrne Effect One bias cmmnly fund in survey research is the Hawthrne Effect, which says that respndents tend t respnd differently simply because they have been selected fr a survey. Because f the special recgnitin which has been given them, it is smetimes fund the respndents tend t answer in the way which will mst please the researcher. T minimize this bias, the questiner shuld be as neutral as pssible in presenting the survey. "Self-lifting" lifting" bias Clsely assciated with the Hawthrne Effect, the "self-lifting" bias recgnizes respndents want t make themselves appear in a psitive light, and will respnd accrdingly. This bias can be minimized by psitining persnal questins abut respndents at the end f the questinnaire, where they wuld tend nt t affect ther, mre substantive respnses. The "Habit" bias If given a series f similar questins, respndents will fall int a habit f answering them similarly withut cnsidering each n its merit. This bias can be minimized by changing the frmat f questins thrughut the questinnaire. The frmat may range frm simple "check the bx" questins t ne-wrd respnses t penended respnses t cmpleting infrmatin n simple graphs and maps. Thrugh these variatins, each questin is given its wn persnality, aviding the "habit" respnse. Nn-respndent bias One type f bias ften fund in surveys is based n the assumptin that individuals wh haven't respnded in a survey tend t feel the same as thse wh have respnded. Hwever, studies have fund that nnrespndents generally have a mre negative utlk, which may nt be therwise represented in the cllected data. Stpping Rule A bias smetimes fund in survey research is based n the fact that the survey prcedure is terminated when a researcher has btained the desired results, and the amunt f data cllected is determined by results. This was avided by establishing survey parameters befrehand.