“Standing Jumps” Data
Artifact 2.2
Teaching Scenario
Part of the students’ math unit focused on measurement of length and
distance using inches and centimeters as units, and rulers,
yardsticks, and meter sticks as measuring tools. Students were also
required to generate, represent, and interpret data. For this particular
artifact, I combined the two concepts of measurement and data
analysis into one cohesive lesson. Students generated data by
performing standing jumps and measuring the distance of the jumps,
represented the data in the forms of a line plot and frequency table,
and interpreted the data by answering questions.
2
Standards and Objectives
I used standards [Link].1 and
[Link].1 to support the “Standing
Jumps” activity. I also wrote the
following objectives for the
lesson, as the primary
objectives for the “Standing
Jumps” activity was for students
to be able to generate and
represent data.
3
“Standing Jumps” Activity
For the activity, students jumped from
a line of blue tape on the carpet. After
the jump, other students in their small
group identified the landing point and
measured the distance of the jump in
both inches and centimeters. All
students took turns taking jumps and
measuring the distances, until all
students had data.
4
Line Plot
After completing the “Standing
Jumps” activity, I had each of the
students share their jump
distance with the class, and
completed this line plot in front of
the class using their data. After
completing the line plot, I asked
the class a few questions, making
sure they also understood how to
interpret the data in the graph.
5
Frequency Table
After completing the line plot, I completed
this frequency table in front of the class
using their data from the line plot. I kept the
line plot displayed on the board for students
to reference as we were completing the
frequency table together. I modeled how to
use the information from the line plot to
complete the frequency table, then had the
rest of the class help me complete it. After
completing the frequency table, I asked the
class a few questions about the table,
making sure they also understood how to
interpret the data in the table.
6
Student Practice
Here are the worksheets
students were required to
complete at the end of the
lesson as the assessment.
Using the data we generated
as a class, students completed
the line plot and the frequency
table of the class’ data.
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Rationale
I used standards to design the lesson, created objectives to focus on
the essentials of what I wanted students to learn, and created the
activities with built-in assessment directly related to the learning
objectives (2.5). By making the learning engaging through physical
activities like the standing jumps, cooperative activities like small
groups and discussions, and visual activities like creating
representations of data, all students were able to access the content
and have meaningful experiences according to their individual
learning needs (2.2, 2.4). The combination of the alignment in the
planning of the lesson as well as the design of the activities
demonstrates my ability to not only understand the content that I am
teaching, but also how to align the standards and curriculum to
student needs and learning theory (2.1, 2.3).
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Domain Indicators
• 2.1 The candidate understands the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teaches. (I-4)
• 2.2 The candidate creates learning experiences that make the
discipline accessible and meaningful for learners to promote
mastery of the content. (I-4)
• 2.3 The candidate can explain the rationale for each unit/lesson,
aligning student needs, community, standards, curriculum, and
learning theory.
• 2.4 The candidate uses multiple resources, perspectives, and ways
of knowing to construct learning experiences. (IDS 7)
• 2.5 The candidate’s lesson and unit plans outline a logical sequence
that aligns objectives, learning activities, and assessment.