MTM III  (Measurement Recording Tool- MRT)

Strengths:
· Has an option that allows you to go through the program to see what it can do and gives examples and practice time to orient you with the program.  This feature is called “Learn About the Tool.”
· Allows you to create three types of graphs:  a table, single bar graph, and a double bar graph instead of just one type.
· Gives the totals for the data by hitting a key.
· Gives the averages for the data by hitting a key.
· Converts the data you enter for one type of graph into the representation of another type of graph.

Weaknesses:
· No directions!  You have to explore the program to figure out what is going on and how to use it.  The “Learn About the Tool” is a nice option but not very helpful when you are trying to enter data and produce graphs.
· Lots of pictures for non-readers but for readers there are very few words or directions.
· Have to come up with your own data to make a graph.  It would be helpful if it provided data or stories with data in them.

Goals:
My portrait student has not worked with graphs yet.  She is a fourth grader and part of the NC Standard Course of Study is to work with graphs and data.  Since she does not have much background knowledge that is my goal for this lesson.  The information I will cover includes the following:
· Title
· Giving a title to the two objects we are comparing
· Unit consistency
· Lay-out of a table and graph (axis, titles, etc.)

Activity:
First, I will introduce her to the three types of graphs the programs makes by going through the “Learn About the Tool” and working the examples they give.  Then, I will go to the option where you enter data on a table.  It is the big icon on the first page on the right.  It has a picture of a table and a graph on it.  (The data I will use is below since the program does not come with any in case she cannot think of something to use off the top of her head.)  We will talk about the need to title a graph, where the title goes, the need to title the two types of information to be compared so that you know what it is you are looking at, the reason we keep units consistent for comparing, and how you enter all this information on this particular computer program.  While I am explaining all of this, we will be doing it.  (For example- When I talk about the title, I will show her where she can type it in.)  After we finish entering all the data into the table, I will show her the options she has including totals, averages, and converting the information into a single bar graph and a double bar graph.  I will allow her the opportunity to play with the different options while I am asking her review questions.  After she finishes making a graph, I will have her print it out so I can check for her ability to use the computer to create a graph and display the data in the correct format.

Data:
Total Classmates During the Week
Monday-
Boys  9 Girls 10
Tuesday-
Boys 10 Girls 11
Wednesday-
Boys 10 Girls 11
Thursday-
Boys 8 Girls 11
Friday-
Boys 10 Girls 9
Saturday-
Boys 0 Girls 0
Sunday-
Boys 0  Girls 0