Mid-Term+Proposal

Template for Mid-Term Proposal Use this template as well as the guideline for mid-term proposal. They will help you organize your information analyzed. 400-500 words long. Alright, here is what I typed up, I'm not sure why the formatting is different but we will have to copy it back into a word document anyway when we are ready to turn it it. This is 291 words. It looks so short to me, like nothing was elaborated on very much but maybe that is the point for our midterm. I wouldn't worry about going over on the word count as long as it isn't super long! Please let me know if you get stuck or need help on your part!

**I. Topic ** The fundamentals of graphing will be taught to seventh grade math students. Learners will engage in activities allowing them to visualize the parts of a graph, use data to create their own graph, and understand the basic definition of each type of graph.

**II. Instructional Goal ** The purpose of the lesson is to teach students the fundamentals to graphing. Students will work to understand three basic types of graphs, a line graph, a bar graph, and a pie chart. They will also learn about the attributes of a graph including title, x and y axis labels, and a legend. **III. Objectives ** The seventh grade math students will be able to illustrate the three types of graphs previously discussed and be able to describe the purpose for using each type of graph without the use of the textbook or handouts with 80% accuracy. In addition, the students will be able to list, from memory, the basic attributes required when creating a graph with 95% accuracy. **IV. Audience Analysis ** The graphing lesson has been designed for seventh grade math students. Students are of mixed gender, with about 25 students total in the classroom. They are in the class because math is required for all seventh grade students. The majority of learner’s enjoy school because it is a time to socialize with their friends. Thankfully, many in this class do excel at math which makes it more enjoyable for them. The learners for this lesson have some prior knowledge of the information being discussed. In previous grades, students have practiced reading graphs and even creating them. However, they have not had any formal instruction in the meaning of each graph and the attributes that need to be included in each graph created.

V. Description of the Learning Task The teachers who are providing this lesson enjoy technology-based instruction and innovative teaching methods and have an academic background in teaching math to students. They possess undergraduate degrees in education and feel that math is fundamental to a seventh-grader’s education. The teachers have extensive experience using the internet and using technology in the classroom. They have been teaching for five years and have always taught seventh grade, so they are familiar with the attributes of seventh-graders. The type of hardware available to the classroom includes a computer lab equipped with the internet and enough computers for the number of students in the class; a television and DVD player, and a SMART board.

Appendix A Detailed Analysis of the Learning Task: Topic Analysis I. Line Graphs a. Record individual data values b. Show trends in data c. Uses a range of values d. Useful for displaying data or information that changes over time e. Contains i. A title ii. “X” and “Y” axis labels iii. A legend <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 2in; text-indent: -0.25in;">1. Tells what each line represents <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 0.75in; text-indent: -0.5in;">II. Bar Graphs <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">a. Graph frequencies or amounts of data in groups <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">b. Make generalizations about data quickly <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">c. Useful for showing results that are not continuous <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">d. Contains <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 1.5in; text-indent: -1.5in;">i. A title <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 1.5in; text-indent: -1.5in;">ii. “X” and “Y” axis labels <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 1.5in; text-indent: -1.5in;">iii. Scales <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 0.75in; text-indent: -0.5in;">III. Pie Charts <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">a. Circular chart divided into sectors <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">b. Named after its resemblance to a pie <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">c. The length of each sector is proportional to the quantity it represents <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">d. Usually uses percentages to describe the percentages in each section <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">e. Contains <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 1.5in; text-indent: -1.5in;">i. A title <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 1.5in; text-indent: -1.5in;">ii. Percentage labels in or next to each “slice” of the pie <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt 1.5in; text-indent: -1.5in;">iii. A legend <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Tell what each sector of the pie chart represents

<span style="display: block; margin: 0in 0in 0pt 56pt; mso-list: l0 level1 lfo3; tab-stops: list 56.0pt; text-indent: -0.5in;"> ** V. **** Tasks Analysis ** (refer to Smith and Ragan ch. 5 and Kem ch. 4) I would think this would be a short paragraph just explaining our lesson: present the visual of the three types of graphs to students (being sure to point out the labels on the graph), discuss why we use each one, have them practice identifying when to use each one (like with a worksheet), and then giving them sample data to practice creating graphs with. <span style="display: block; margin: 0in 0in 0pt 58pt; mso-list: l1 level1 lfo2; tab-stops: list 58.0pt; text-indent: -0.25in;"><span style="color: black; font-family: 'Gulim','sans-serif';">• General Description <span style="display: block; margin: 0in 0in 0pt 58pt; mso-list: l1 level1 lfo2; tab-stops: list 58.0pt; text-indent: -0.25in;"><span style="color: black; font-family: 'Gulim','sans-serif';">• Types of Knowledge focused <span style="display: block; margin: 0in 0in 0pt 58pt; mso-list: l1 level1 lfo2; tab-stops: list 58.0pt; text-indent: -0.25in;"><span style="color: black; font-family: 'Gulim','sans-serif';">• Task Analysis Method you used

<span style="display: block; margin: 0in 0in 0pt 56pt; mso-list: l0 level1 lfo3; tab-stops: list 56.0pt; text-indent: -0.5in;"> ** VI. **** Context **

<span style="display: block; margin: 0in 0in 0pt 56pt; mso-list: l0 level1 lfo3; tab-stops: list 56.0pt; text-indent: -0.5in;"> ** VII. **** Appendix **

<span style="display: block; margin: 0in 0in 0pt 58pt; mso-list: l1 level1 lfo2; tab-stops: list 58.0pt; text-indent: -0.25in;"><span style="color: black; font-family: 'Gulim','sans-serif';">• Detailed task analysis <span style="display: block; margin: 0in 0in 0pt 86pt; mso-list: l1 level4 lfo2; tab-stops: list 86.0pt; text-indent: -20pt;"> l Descriptive format in Kemp, pp.82-83, 97-105 **OR/AND** <span style="display: block; margin: 0in 0in 0pt 86pt; mso-list: l1 level4 lfo2; tab-stops: list 86.0pt; text-indent: -20pt;"> l Graphical presentation as the figures in Smith and Ragan, pp. 87-96