ED 520 Using Assessment to Guide Instruction
Professor Speziale
Grade 3 Data Analysis/Probability Unit
(based on teacher-created unit aligning with
state and district standards)
Kelli Reisinger
November 2009
This unit is designed for students to understand basic data analysis and
probability concepts. It is created for third grade students and is to be taught in
the spring. The students will be able to use probability terms, identify outcomes,
differentiate between fair and unfair, and read and create graphs.
Part 1 – Goals, Standards, Instructional Activities, and Learning Targets
Goals and Academic Standards
The goal of this unit is for students to be able to identify specific outcomes
related to given situations. The students will be able to write outcomes in the
form of general terms as well as fractions. Students will be able to determine
the difference between fair and unfair spinners and state the reason why. The
students will also be able to read and create pictographs and bar graphs using
given information. These goals align with the state and district standards.
Learning Targets
 Learning Target 1: The students will be able to correctly use the terms
likely, unlikely, certain, and impossible by identifying the outcome of a
given situation on student whiteboards. Students will also be able to
correctly write each term in a sentence based on a student-created
situation.
 Learning Target 2: The students will be able to analyze a spinner and
recognize it as fair or unfair. The students will also be able to create their
own fair and unfair spinners.
 Learning Target 3: The students will be able to write the probability as a
fraction of pulling a certain color Froot Loop from a bag. Students will be
able to keep a tally of how many times each color is pulled from a bag.
 Learning Target 4: The students will be able to name all parts of and
read a pictograph.
 Learning Target 5: The students will be able to name all parts of and
read a bar graph.
 Learning Target 6: The students will be able to work in small groups,
choose a topic, find the outcomes, and create a bar graph and pictograph
to represent the outcomes and a fair and unfair spinner to represent their
topic on large paper to display and present to the class.
Instructional Activities
 For Learning Target 1, the students will use student whiteboards to write
the words likely, unlikely, certain, or impossible as a response to teachergiven statements. The teacher will informally assess student progress by
noting students who are not choosing the correct term. The students will
also write a sentence using each term correctly. They will choose one
sentence and illustrate a picture. The teacher will check the sentences for
understanding.
 For Learning Target 2, the students will analyze a given spinner. They will
be able to name the spinner as fair or unfair and explain why. When given




a blank spinner, students will create one fair spinner and one unfair
spinner and be able to explain why it is fair or unfair. With a partner,
students will test their spinners to see if they are correct.
For Learning Target 3, students will be given a bag of Froot Loops. By
tallying and recording the total number of Froot Loops in the bag and the
total number of each color, the students will be able to write the probability
of pulling each color. The students will then test their probabilities by
blindly pulling Froot Loops from the bag and recording the color pulled by
using a tally chart. The students will blindly pull 30 Froot Loops and put
each Froot Loop back in the bag before pulling the next.
For Learning Target 4, the students will be given a completed pictograph.
After a teacher-guided lesson, the students will be able to name the parts
of a pictograph – title, key, and labels.
For Learning Target 5, the students will be given a completed bar graph.
After a teacher-guided lesson, the students will be able to name the parts
of a bar graph – title, labels, and scale.
For Learning Target 6, in groups of 3, the students will choose an object
that can be used with probability. They will find the total number of that
object, the total number of each different part of the object, and find the
probability of each different part being pulled. The students will show the
number of each different object in the form of a pictograph and bar graph.
The students will also show the probability of each different object being
pulled from the bag. The students will then create a fair and unfair spinner
to represent the information. The students will complete this project on
large butcher paper. When completed, the students will present their
results to the class.
Part 2 – Assessment Plan
Learning Target 1 will be assessed informally. To begin, the teacher will
read statements that can have an outcome of likely, unlikely, certain, or
impossible. An example of a statement is “It will rain today.” If rain is in the
forecast, then the students would write the word “likely” on their whiteboard. If it
is sunny outside, the students will write “unlikely” on their whiteboard. If it is
raining at the time, students will write “certain” on their whiteboard. In this
situation, there would be not possible reason to answer “impossible.” The
teacher will informally assess the students’ answers by keeping track of those
students who are continuing to answer incorrectly. During independent practice
that day, the teacher will pull those students in a small group to have more
practice.
The second part of Learning Target 1 will be a constructed response
assessment. The students are responsible for writing a statement using each of
the four vocabulary terms. When the students are finished, they will switch
papers with a partner to check the content. If there is a mistake, the partners will
fix the statement together to make it true. These two assessments will both take
place on day one.
On the second day of the unit, Learning Target 2 will be introduced. After
a guided lesson on fair and unfair spinners, the students will be creating their
own fair and unfair spinners. The students will be responsible for dividing their
spinner into equal or unequal parts and coloring each part to create a fair or
unfair spinner. In this assessment, the students will self-assess. Each student
will be given a paper clip. By holding the paper clip on the center of the circle
using their pencil, the students will spin the spinner ten times and record each
outcome. The students will then analyze their outcomes to see if they have
created a fair or unfair spinner.
On day three of the unit, Learning Target 3 will be completed. In this
learning target, the students are learning how to create a table using tally marks
and will be assessed as a performance assessment. The students will each be
given a bag of a varied number of Froot Loops. The students will first count the
total number of Froot Loops in the bag and record their score. The students will
then add to their table the total number of each color of Froot Loops in their bag.
Using this information, the students will be able to write the probability of
choosing each color of Froot Loop. This performance assessment will be graded
using a rating scale of 1 to 5. One meaning the table contained incorrect
information and the tallying was not correct, and five meaning the table was
correct as were all of the tallies.
On the fourth day of the unit, Learning Target 4 will be assessed. In
Learning Target 4, the students are responsible for being able to read and label
all parts of a pictograph. To begin, the students will practice by naming and
describing the parts – title, key, and label. They will then practice using the key
to figure out how many of each different kind there are. Together with the
teacher, the students will create a class pictograph for practice. The students will
then be creating a pictograph for their own Froot Loop counts. They will create a
part for each color of Froot Loop found in their bag. The students will find a scale
and picture to use for their key and draw the picture for the appropriate number
of each color. Their pictograph must have a title, labels, key, and accurate
information for full credit. The students will be graded using a rubric.
On day 5 of the unit, Learning Target 5 will be assessed. Learning Target
5 is very similar to Learning Target 4 except that the students will be reading and
creating a bar graph instead of a pictograph. Again, the students will begin by
analyzing a bar graph and creating one together as a class. The students will
then use their data from Learning Target 3 create a bar graph representing their
information. The students must decide on an appropriate scale for their
numbers, create labels, a title, and correctly draw the bars. The students will
again be graded using a rubric.
On the final two days of the unit, the students will be completing Learning
Target 6. In groups of 3 they will be using what they have learned to create a bar
graph, pictograph, and spinner. The students will be assessed by themselves,
their group members, and the teacher in this learning target. The students will fill
out a reflection sheet based on how they feel they worked in a group, and will fill
out a reflection sheet on each of their group members. These reflections will be
factored into their final rubric score. In order to receive full credit from the
teacher, the group members will need all three parts of the assessment. With the
bar graph, the students must correctly represent their topic with an appropriate
scale, title, labels, and correct use of the bars. For the pictograph, the students
must choose an appropriate key and picture, have the correct number of pictures
for each topic, labels, and a title. The students will also write the probability of
each part of their topic being pulled from a bag. The students must create on fair
spinner and one unfair spinner. If all parts of each section are correctly
completed and the group members gave positive feed back, the students will
receive full credit. The final project will be graded using a rubric.
The second part of Learning Target 6 is for the students to present their
information to the class. The students will be graded on volume, eye contact,
and content using a rubric.
As a final wrap-up of the unit on the eighth day, the students will take a
cumulative assessment on all concepts learned. The assessment will consist of
constructed response, selected response, and performance based questions and
answers.
Part 3 - Assessments
Learning Target 1 Assessment
Name ___________________________________
Date ________________
Directions: Use each of the following words in a sentence. Each sentence
must have six or more words, appropriate capital letters, and ending
punctuation.
Impossible - ______________________________________________________
________________________________________________________________
Unlikely - ________________________________________________________
________________________________________________________________
Likely - __________________________________________________________
________________________________________________________________
Certain - ________________________________________________________
________________________________________________________________
Directions: Choose one sentence and draw a picture of it in the box below.
Learning Target 2 Assessment
Name ___________________________________
Date ________________
Directions: Using the blank circles, create one fair and one unfair spinner.
Write the word fair or unfair under your spinner. Write one to two
sentences explaining why the spinner is fair or unfair.
_______________
________________________________________________________________
________________________________________________________________.
_______________
________________________________________________________________
________________________________________________________________.
Learning Target 3 Assessment
Name ___________________________________
Date ________________
Write the total number of Froot Loops in your bag.
_______________ Froot Loops in my bag
Tally the number of each color of Froot Loops in your bag.
Tally chart of Froot Loop Colors
Color of Froot Loop
Number of Froot Loops
Purple
Blue
Orange
Yellow
Red
Green
Write the probability of pulling each color of Froot Loops from your bag.
Purple
____/____
Blue
____/____
Orange ____/____
Yellow
____/____
Red
____/____
Green
____/____
Learning Target 4 Assessment
Name ___________________________________
Date ________________
Directions: Using your tally chart from Day 3, create a pictograph
representing the number of Froot Loops of each color in your bag.
Remember to have all parts of a pictograph: title, key, and labels.
________________ = ________________
Learning Target 5 Assessment
Name ___________________________________
Date ________________
Directions: Using your tally chart from Day 3, create a bar graph
representing the number of Froot Loops of each color in your bag.
Remember to have all parts of a pictograph: title, labels, scale, and
accurate bars.
Learning Target 6 Assessment
Name ___________________________________
Date ________________
Directions: Using a piece of pre-cut butcher paper, and information from
your group’s topic, create a bar graph, pictograph, and one fair and one
unfair spinner. Be sure to include the probability of choosing each object
in your topic from a bag.
Self Reflection
Rate yourself with a 3 (you always did this), 2 (you did this sometimes), or 1
(you did not do this).
Name __________________________
I worked well with my group members.
3
2
1
I added my input to my group’s ideas.
3
2
1
I helped record data.
3
2
1
Group Member Reflection
Rate each of your group members with a 3 (they always did this), 2 (they
sometimes did this), or 1 (they did not do this).
Name _________________________
Group Member’s Name ____________________________
He/she worked well with all group members.
3
2
1
He/she added input to our group’s ideas.
3
2
1
He/she helped record data.
3
2
1
Name ___________________________
Date _____________________
Probability Unit Test
Use the information below to answer questions 1.
James went to the park with his dog. When he was there, he saw:
4 Poodles
6 Labradors
5 Golden Retrievers
3 Bull Dogs
1. Using your information, complete the blank pictograph below.
Remember to label all parts of the pictograph.
Title:
Key:
Choose the best answer for questions 2 and 3.
2. Which of these statements describes an unlikely event?
a. It will snow in Orlando, Florida.
b. There are seven days in this week.
c. You will have math class everyday this week.
d. You will grow to be 50 feet tall.
3. If you have 6 marbles in a bag: 1 black, 2 red, 2 green, and 1 blue,
what is the probability that you will choose a green marble?
a. 5/6
b. 1/6
c. 3/6
d. 2/6
Use the bar graph below to answer questions 4 and 5.
Number of Marbles Earned in One Day for Four Students
6
5
4
3
Number of Marbles
2
1
0
Johnny
Sammy
Molly
Annie
Students
4. How many more marbles does Molly need to have the same amount
as Johnny?
a. 4
b. 1
c. 3
d. 2
5. How many more marbles does Annie have than Sammie?
a. 4
b. 1
c. 3
d. 2
Use the information below to choose the best answer for questions 6 - 9.
(4 parts blue, 3 parts red, 1 part green)
6. It is likely that the spinner will land on the color ________.
a. red
b. blue
c. green
7. True (T) or False (O): This is a fair spinner. ______________
8. Which color is the spinner least likely to land on?
a. red
b. blue
c. green
9. What is the probability that the spinner will land on blue?
a. 3/8
b. 2/8
c. 5/8
d. 4/8
Compare the two bar graphs to answer questions 10 - 12.
Number of Students in 3rd Grade who got an A on the Math Test in
November
9
8
7
6
5
4
3
2
1
0
3-D Column 1
Class 1
Class 2
Class 3
Class 4
3rd Grade Classrooms
Number of Students in 3rd Grade who got an A on the Math Test in
March
9
8
7
6
5
4
3
2
1
0
3-D Column 1
Class 1
Class 2
Class 3
Class 4
3rd Grade Classrooms
10. In which classroom did the students do better on the math test in
March than November?
a. Classroom 1
b. Classroom 2
c. Classroom 3
d. Classroom 4
11.Which classroom had 6 students who got an A on the math test in
March?
a. Classroom 1
b. Classroom 2
c. Classroom 3
d. Classroom 4
12. After totaling each classroom’s amount of students who got an A for
November and March, which classroom had the most amount of
students with an A?
a. Classroom 1
b. Classroom 2
c. Classroom 3
d. Classroom 4
ANSWER KEYS
Learning Target 1 Assessment:
Answers will vary, but here are some possibilities.
Pictures will vary as well.
Impossible – It is impossible that a real dinosaur will appear in your backyard.
Unlikely - It is unlikely that it will snow in November.
Likely – It is likely that we will go on vacation this summer.
Certain – It is certain that you go to third grade at Hayshire Elementary School.
Learning Target 2 Assessment
For a fair spinner, all parts are equal and the odds of spinning each color/number
are equal.
For an unfair spinner, the parts may not be equal and/or the odds of spinning
each color/number may not be equal.
Learning Target 3 Assessment
Answers will vary. Students need to correctly tally the number of each color of
Froot Loops in their bag. They must then use those numbers to write the correct
probability of pulling each color from the bag.
Total number of Froot Loops: 31
Blue – 5
Probability – 5/31
Red – 7
Probability – 7/31
Orange – 8 Probability – 8/31
Green – 3
Probability – 3/31
Yellow – 2 Probability – 2/31
Purple – 6 Probability – 6/31
Rating Scale: 5 (all information correct) 4
information)
3
2
1(incorrect/lacking
Learning Target 4 Assessment
Answers will vary. Students must select an appropriate object to use for their
key. They will decide how many Froot Loops that object will be worth. They will
draw the appropriate number of that object for each color of Froot Loops.
Category
Title
4
Rubric for Pictograph
3
Title is creative
and clearly
relates to the
problem being
graphed.
Units are
described with
accurate key.
Units
Graph is
completed
neatly and
clearly.
Neatness/
Attractiveness
2
1
Title clearly
relates to the
problem being
graphed.
A title is present
at the top of the
graph.
A title is not
present.
One unit is
described with
an accurate key
.
Graph is
completed
clearly.
Units are
described with a
key.
Units are not
described with a
key.
Graph is
completed
somewhat clear,
but not neat.
Graph is not
clear or neat.
Learning Target 5 Assessment
Again, answers will vary. Students must select an appropriate scale and label for
the y-axis. They must also write the colors on the x-axis with an appropriate
label. Bars must not be touching, a consistent width, and the correct height
matching their tally chart.
Category
Title
Units
Labeling X
Axis
Labeling Y
Axis
4
Rubric for Bar Graph
3
2
Title is creative
and clearly
relates to the
problem being
graphed.
Both units are
described with
accurate labels.
The X axis has a
clear, neat label
that describes
the units.
The Y axis has a
clear, neat label
that describes
the units.
1
Title clearly
relates to the
problem being
graphed.
A title is present
at the top of the
graph.
A title is not
present.
One unit is
described with
accurate labels.
The X axis has a
clear label that
describes the
units.
The Y axis has a
clear label that
describes the
units.
Units are
described with
labels.
The X axis has a
label.
Units are not
described with
labels.
The X axis is not
labeled.
The Y axis has a
label.
The Y axis is not
labeled.
Learning Target 6 Assessment
Answers will vary. Students must select an appropriate topic to find the
probability of, such as candy, toy cars, other cereal, etc. They must find the total
number of that topic, the total number of each kind, find the probability of pulling
each kind, create a bar graph and a pictograph representing the information, and
create a fair and unfair spinner using their selected topic.
Students will self and peer assess using the reflection sheets. The students will
be teacher-assessed by a rubric when they are presenting their information to the
rest of the class.
Rubric for assessing Oral Presentation of Learning Target 6
Category
4
3
2
1
Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or
Speaking
Posture and
Eye Contact
Volume
Content
distinctly all (10095%) the time, and
mispronounces no
words.
distinctly all (10095%) the time, but
mispronounces
one word.
distinctly most ( 9485%) of the time.
Mispronounces no
more than one
word.
cannot be
understood OR
mispronounces
more than one
word.
Stands up straight,
looks relaxed and
confident.
Establishes eye
contact with
everyone in the
room during the
presentation.
Volume is loud
enough to be
heard by all
audience members
throughout the
presentation.
Stands up straight
and establishes
eye contact with
everyone in the
room during the
presentation.
Sometimes stands
up straight and
establishes eye
contact.
Slouches and/or
does not look at
people during the
presentation.
Volume is loud
enough to be
heard by all
audience members
at least 90% of the
time.
Volume is loud
enough to be
heard by all
audience members
at least 80% of the
time.
Volume often too
soft to be heard by
all audience
members.
Shows a full
understanding of
the topic.
Shows a good
understanding of
the topic.
Shows a good
understanding of
parts of the topic.
Does not seem to
understand the
topic very well.
Unit Assessment
1. Answers will vary. Key must be
appropriate for graph and
accurate for each type of dog.
2. a
3. d
4. c
5. d
6. b
7. O
8. c
9. d
10. a
11. c
12. b