# Wiki-Teacher

## Crosswalk Safety-Data Analysis

Students will be able to observe, record data, and calculate traffic usage at school crossings to determine need for flashing crosswalk signals.

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#### Content Area

• Social Studies
• NVACS Mathematics
• NVACS English Language Arts

• Lesson Plan

#### Course(s)

• No Courses Identified

#### Standard(s)/Course Objective(s)

• W.4.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
• W.3.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons.
• W.5.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
• 3.OA.D.8 - Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conven­tional order when there are no parentheses to specify a particular order [Order of Operations.])
• 6.SP.B.4 - Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
• 6.SP.B.5c - Summarize numerical data sets in relation to their context by giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
• SMP #1 - Make sense of problems and persevere in solving them.
• SMP #2 - Reason abstractly and quantitatively.
• SMP #3 - Construct viable arguments and critique the reasoning of others.
• SMP #4 - Model with mathematics.
• SMP #5 - Use appropriate tools strategically.
• SMP #6 - Attend to precision.
• SMP #7 - Look for and make use of structure.
• SMP #8 - Look for and express regularity in repeated reasoning.
• 3.MD.B.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

#### Textbook Unit(s)

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