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  • GENERAL INFORMATION AND SUMMARY
    • Title: Movie Types
      Resource ID: 13334
      Description:
      Students are given a worksheet to construct a bar graph showing how many survey participants prefer different types of movies.
      Subject(s):
      NGSSS: Mathematics
      Grade Level(s):
      3
      Intended Audience:
      Special Materials Needed:
      • Worksheet (available in Word and PDF, see Attachments section)
      • Pencil
      • Markers (optional)
      • Colored pencils or crayons (optional)
      Freely Available: Yes
      Instructional Component Type(s):
      Formative Assessment (Primary Type)
      Attachments: MFAS_MovieTypes_Worksheet.doc , MFAS_MovieTypes_Worksheet.pdf
      Resource Collection: MFAS

  • RELATED STANDARDS (1)

  • FORMATIVE ASSESSMENT TASK
    • Instructions for Implementing the Task
      1. The teacher gives the student a pencil and a worksheet (see Attachments section) that says, "Students in two classes were surveyed. They were asked to report their favorite type of movies. The results of the survey are listed in the following chart."

      2. The teacher asks the student to construct a bar graph on the worksheet showing how many survey participants preferred each type of movie.
      Vocabulary Associated with the Assessment bar graph
      construct
      data

  • Task Rubric
    • Level I
      The student does not begin the task or identify a strategy to begin solving the problem. The student may guess an answer or copy what another student is doing without demonstrating understanding. The student appears not to understand the problem the task is asking him or her to solve.
      Misconception / Error
      The student is unable to organize the data from the chart into a bar graph.
      Examples of Student Work at this Level
      The student knows the data in the chart needs to be put into a bar graph but is unable to begin organizing the number of respondents who selected each movie type.
      Questions Eliciting Thinking
      How many children selected Romance as their favorite movie type?

      What does a bar graph look like?
      Instructional Implications
      Give the student experience organizing data from a table into a bar graph.

      Level II
      The student demonstrates errors in reasoning or fundamental misconceptions related to the learning goal. The student may not understand key mathematical terms in the problem and/or may be unable to describe or justify the strategy he or she uses.
      Misconception / Error
      The student attempts to organize the data, but the graph has a major error, such as an inconsistent scale or unlabeled axes.
      Examples of Student Work at this Level
      The student shows some organization and attempts to create a bar graph.
      Questions Eliciting Thinking
      What do the numbers along the side mean?
       
      Should these numbers be evenly spaced?
      Instructional Implications
      Have the student look at various types of graphs and study the scales. Discuss his or her findings.

      Level III
      The student selects an appropriate strategy for solving the problem but may make an error(s) in computation. The student is unable to clearly articulate his or her thinking and/or to justify the strategy used to solve the problem.
      Misconception / Error
      The student accurately graphs the data, but he or she fails to title the graph or makes a minor error in placing one of the bars.
      Examples of Student Work at this Level
      The student has the data organized in the graph but forgets to include a title or makes a minor error in the graph.
      Questions Eliciting Thinking
      What are the parts of a graph? Look over your graph and see if you are missing anything.
       
      Do all of your bars match the numbers in the table?
      Instructional Implications
      Have the student look at various types of graphs and locate and name all the parts of the graphs.

      Level IV
      The student solves the problem, uses formal mathematical terms correctly to explain how he or she arrived at the solution, and justifies why the solution is correct.
      Misconception / Error
      There are no misconceptions or errors.
      Examples of Student Work at this Level
      The student is able to graph the favorite movie types accurately.

      The student may make a single bar for each movie type, or he or she may create a double-bar graph or a bar that somehow depicts the parts associated with Ms. Cornwell's class and Ms. Lewis' class.
      Questions Eliciting Thinking
      Do you think we could combine these two graphs to make one graph?
      Instructional Implications

      Invite the student to survey the class about something and to create a bar graph depicting the survey results.






  • SOURCE & ACCESS INFORMATION
    • Name of Author/Source: MFAS FSU
      E-Mail of Author/Source: mfas@lsi.fsu.edu
      Is this Resource freely Available? Yes
      Access Privileges: Public
      License:
      CC Attribution Non-Commercial Share Alike

* Please note that examples of resources are not intended as complete curriculum.

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