Lesson+Strategies

 The lesson objective is an introduction into data sampling and statistical analysis. The outcome is an understanding of sampling size and how larger samples may change the freqency of the data. The class will work in groups to allow for open sharing, collaborative investigation and discussion.  The choice of reading material to bring to class encourages students to share something unique, special or personal with the group. The selection of reading is going to be used for data collection (count of letters and count of words), while creating an opportunity for the student to show something of their interest outside of math class. By sharing something they are familiar with, students will take pleasure in sharing the choice they made. They will actually be gaining insight into each other through this activity. For the teacher, this is a little peak into funds of knowledge that the students add to the classroom.  Group work and investigation around the text choices stimulates discussion about the math concepts and the reading choices at the same time. Would the top four letters be the same if they had added a text sample from a school book instead of fiction? This arouses curiosity. Even more so, if one or more of the selections is in another language, how does it compare to English. Is it the same or different? The variety in material makes the analysis much more interesting. An unintended outcome is that students will be exposed to reading material they would not have considered before and now may want to read. With the criteria of unique, unusual or special, students will be intrigued at what their classmates bring in.  Making a presentation to share their findings with the class induces academic language and creativity in how to present the findings/materials. Students can make a drawing, a table, a chart, a diagram. Having fun with wordle adds a technological creativity that most students would find unexpected. It makes a statement about their text by counting their words.  All these strategies fit under the sociocultural learning theory. A lot of the activity is enjoyable and will be like play for the students, however the structure of the data gathering and entry tables and analysis will require support from the teacher as they have not done this before. Also doubtful that they have created a secret code for a cryptic message using an equation. Urging them to proceed as far as they can go until they really get stuck will vary depending on how much support they get from each other. They will enjoy making the secret messages and solving them as well as making their own wordles.