Illuminations: Eye to Eye

# Eye to Eye

 Students learn to pose mathematical questions about themselves and their surroundings through class. They gather data about eye color from their classmates and another class within their school. They organize this data to answer questions.

### Learning Objectives

 Students will: formulate questions that can be addressed with data collect, organize, and display relevant data to answer questions analyze data to answer questions develop an understanding of the purpose of data collection and the use of data

### Materials

 Several face shots from magazines (focusing on eyes) Chart paper Class-sized Eye Color Graph 3 glue sticks Blue, brown, and green crayons or markers Scissors (1 per child) Eye Color Activity Sheet Compact mirror A "buddy" classroom with cooperating teacher

### Questions for Students

 During the first part of this lesson: What did we find out from our data? The most common color for our class is blue. What questions could we not answer with the data collected? How many girls have green eyes? After the data has been collected from the other class: Did the data collected match the question asked? [Responses will depend upon the actual data.] What color was the most common for their class? [Responses will depend upon the actual data.] Does the data from our partner class match the data collected for the most common color from our class? [Responses will depend upon the actual data.] If there are (#) students in our school, how many students do you think have (the most common color) eyes? [Responses will depend upon the actual data.]

### Assessment Options

 Assessment should be ongoing during each lesson. The questions you ask will help you determine if the students understand the concepts. Checking for understanding by recording students’ responses during class discussions onto chart paper. As you record student-generated questions and summary statements, use a pencil to discreetly write student names next to their contributions. Also, make a note of students’ use of data to respond to questions. You may want to tape record the class discussions first and write this information in your records at a later time.

### Extensions

 Use the Anatomy of the Eye website with the entire class or in centers. This site contains an illustrated picture of the human eye. Click on the different terms to get more information about the parts of the eye. Have students visit the Twinkle and Eyenstein web page. Have them read and discuss the question there about the most common eye color. (Note: If that question is no longer prominent on the Web page, then the students can email that question to Twinkle and Eyenstein. Give students blank bar graphs or circle graphs (with appropriate labels) and ask them to represent the data collected in the alternate format. Have students compare the different types of graphs.

### Teacher Reflection

 Did students achieve the objectives for this lesson? What evidence supports this claim? What additional experiences do students need to be successful with this activity? Were students able to explain their reasoning in a clear and logical manner? What new vocabulary did students use that might need to be reinforced in the next lesson? Were directions in the lessons clear and usable by students? If not what adjustments would be appropriate for me to make? What additional extensions/experiences would be appropriate?

### NCTM Standards and Expectations

 Data Analysis & Probability Pre-K-2Describe parts of the data and the set of data as a whole to determine what the data show. Pose questions and gather data about themselves and their surroundings. Represent data using concrete objects, pictures, and graphs.

2 periods

### Web Sites

 More and Better Mathematics for All Students
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