Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

 Observing Student Representation
 Introduction | Representing Data | Problem Reflection #1 | Is This Circle Graph Correct? | Problem Reflection #2 | Classroom Practice | Observe a Classroom | Your Journal

Think about the student work and reflect on the following questions. After you've formulated an answer to each question, select "Show Answer" to see our response.

 Question: Why do you think the teacher chose this task? How was the critique of one student's work beneficial to the other students? Show Answer
 Sample Answer: The teacher may have selected this task to utilize communication and group work as important aspects of learning about representations. The students not only carefully consider Martina's work, they are also likely to reflect back on their own work and their understanding of representations. This is an opportunity for some students who may have struggled with their own projects to extend their knowledge by studying this familiar, relevant context. It also provides opportunities for voicing questions and discussing ideas with both the teacher and peers.
 Question: What forms of representation do the students discuss, and what underlying mathematical concepts emerge from that discussion? Show Answer
 Sample Answer: Students talk about important aspects of bar and circle graphs, which are visual representations. They also discuss the data ratios, and practice changing and comparing one form of symbolic representation to another, such as changing a decimal to a percent and to a fraction.
 Question: Since her percents added up to 99% on her 100-grid, why doesn't Martina have a single narrow sector -- a white space -- left on her circle graph? Show Answer
 Sample Answer: When making her earlier representation on a pre-made 100-grid, Martina rounded off her percents, and most were rounded down, resulting in a total of 99%. But in this graphic representation, she tried to make each sector equal to the exact percent. Since there were only five choices, there should only be five sectors in her circle graph.

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