##
* *Reflection: Performance Tasks
Survey Skills: Assessment - Section 3: Jay Peak or Great Escape?

When you are looking at how students did with the creation of a representation, you want to specifically look at:

1. Did students create representations that accurately represent the set of data? Do their representations clearly communicate what the data shows?

2. How did the students represent the data?

3. Are students' categories clear and labeled?

4. Can students make statements about their data and representations? In other words, do they refer to what the data tells the about the people surveyed?

In order to met the standard, students must have accurately represented the data in an organized way. However, a variety of ways can be used to represent it. The examples in the section resource are the different ways that my students represented the data. Each example is an example that meets the benchmark.

When you are looking at the I notice statements and the question about what surprised or interested you, take note of the following:

In order to meet the benchmark, students must use their representation to interpret what they found out from the data, and use it to interpret the data by stating what surprised them about the data. There is an example of a student meeting the standard int he section resource.

# Survey Skills: Assessment

Lesson 5 of 8

## Objective: SWBAT make a representation to communicate the results of a survey. SWBAT interpret results of a survey.

### Thomas Young

## Big Idea: Today we become Gallup Poll central as students take a set of collected data and create a visual representation using the skills that have been taught over the past few lessons.

#### Warm Up

*5 min*

Advanced preparation: You will need to print out both sets of number cards from the resource section. Cut out the 31-60 cards and put them into one envelope and do the same with the 61-90 and put them in their own envelope.

I start this part of the lesson by asking the kids to sit in front of the classroom number line.

**"Today we are going to change up our Start At/Stop At routine. We are going to add the numbers 61-90." I will pull one card out of the 31-60 envelope and we will use that as our start at number. I will then pull out a card from our 61-90 envelope and use that as our Stop At number. We will then coutn as a class from our starting num,her to our ending number."**

I will ask a student to point to each number as we count as a whole group. I will continue this process as time allows. I will also mix in counting backwards by starting at the higher number and counting to the lower number. The Core Standards expect 1st graders to be able to count to 120, starting at any number, by the end of 1st grade. This routine is the process in which I can assure that the students are continuously working toward that standard (CCSS.Math.Content.1.NBT.A.1).

The cards for this activity can be found in the resource section of the linked lesson.

*expand content*

#### Presenting Our Own Surveys

*30 min*

The students will now share their survey results and representations from the past two lessons. The first day the students created the question and collected the data and the second day they created a representation of the data. If you haven't done those two lessons, then you will want to skip this part of today's lesson.

"Today you are going to share your survey and representations with each other. I will post one groups representation at a time. The team members will come up and present how they collected the data, how the represented it, and what did they notice about the results."

I have included three video clips that demonstrate the presentations, probing questions that I ask, and the student work. The one titled ER and CR is the full presentation. The other two are clips of the presentations.

The CCSS expect first graders to be able to organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another (CCSS.Math.Content.1.MD.C.4). This activity will give you a clear understanding of how students are doing as the progress toward this goal.

The students are presenting data representations and responding to questions about the data through the use of referents on their representations. It is expected that mathematically proficient students reason inductively about data, making plausible arguments that take into account the context from which the data arose (CCSS.Math.Practice.MP3).

*expand content*

#### Jay Peak or Great Escape?

*30 min*

Advanced Preparation: Prior to teaching this lesson, you will have to survey your class by asking them a question that has two distinct answers. I chose to use the question Would you rather go to Jay Peak Water Park or The Great Escape Amusement Park? You will then have to create a printed version of the results for each student to use as part of the assessment.

I start by having everyone sit in a circle not he carpet.

*"Yesterday, I asked if you would rather go to Jay Peak or the Great Escape. I recorded each of your answers on a class list. Then I typed them up and printed the results off for you (see section resource). I want you to use this data to create your own representation on a piece of blank paper. Make sure that your representation is clear and easy for anyone to read. When yoga re finished making your representation, I will ask that you answer some questions about what you found out."*

*"I want you to find a spot int he classroom where you can work and not be distracted by someone else. Remember to think about the different ways that we have represented data over the past few days."*

This assessment has students using quantitative reasoning. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects (**CCSS.Math.Practice.MP2**).

*expand content*

As students finish, I will have them continue to play the three addend game that I introduced during yesterday's lesson. You can find the explanation and resources in the section titled As They Finish.

*expand content*

##### Similar Lessons

###### Counting by ones to 120

*Favorites(15)*

*Resources(13)*

Environment: Urban

###### Missing Numbers

*Favorites(10)*

*Resources(15)*

Environment: Urban

###### Kicking Off the Year With Counting

*Favorites(3)*

*Resources(12)*

Environment: Urban

- UNIT 1: Counting Quantities
- UNIT 2: Working with Numbers, Operations, and Story Problems
- UNIT 3: Counting & Comparing
- UNIT 4: Blending
- UNIT 5: Building Numbers
- UNIT 6: Shapes Within Shapes
- UNIT 7: Data and Analysis
- UNIT 8: Non Standard Measuring
- UNIT 9: Shapes Within Shapes
- UNIT 10: Working with Numbers, Operations, and Story Problems
- UNIT 11: The Number 10 and the Addition and Subtraction Concept
- UNIT 12: The Ten Concept: Counting On and Off the Decade and Knowing 10 More/ 10 Less
- UNIT 13: Fraction Action Lessons
- UNIT 14: Counting by Groups
- UNIT 15: Complements of 10 and 20
- UNIT 16: Money!
- UNIT 17: Shapes, Blocks, and Attributes
- UNIT 18: Reviewing Data Collecting and Graphing