## Student Work: Survey Data Collection - Section 2: Getting Started

*Student Work: Survey Data Collection*

# Favorites Survey Part 1

Lesson 3 of 10

## Objective: Students will be able to design, conduct, interpret and display surveys.

*35 minutes*

#### Getting Started

*30 min*

In this lesson, students will be doing research about our class as well as getting to know each other better, building a stronger collaborative community. They are also working on math practices such as making sense of problems and persevere in solving them by collecting, organizing and presenting data in a graph. Students also will address *MP5 - Use appropriate tools strategically* by measuring and drawing x and y axis lines as well as breaking up the y axis into appropriate numerical sections.

To get your students focused on academic target talk give them a question to discuss in their groups first.

*"In your group talk about some of your favorites. Ex: food, sport, movie"*

I have found that a share at the beginning activates prior knowledge and gives students an opportunity to talk to each other, while we stay on a topic related to content. Students are held accountable when I ask them to let the class know what another students at their table shared as their favorite topic.

Next, ask students to write their favorite sport on a slip of paper and collect them. I do this by asking one person at each table (ex: person in seat #1) collect the papers and put them on the stool in the front of the classroom. Each time I collect papers I ask a different seat number. This is to help establish my classroom procedures and it allows for every student to walk through the procedure by the first week’s end. Have a volunteer read the results and another student record the data on the board.

When the data has been recorded we discussed the following questions.

*What conclusions can we get from this data?*

*What conclusions can we not get from this data?*

*Would our results be different if we'd shared our opinion aloud rather than writing them down? Why?*

After the discussion I ask the students to brainstorm topics at their table that could be someone’s favorites (ex cars, food, pets, places) I list these on the board as the students popcorn the koosh.

The next discussion we have is what would happen if you just asked “What is your favorite kind of food?” I am leading the student to they may get to much information if they are sampling a large population or even just our class. Everyone might have a different answer. I then propose the question how they could limit the data and lead them to having students pick from specific favorites. "What is your favorite food on this list?" See the example under Survey Data Collection.

Then have your students pick one of the topics from the board or to use one of their own because they are going to be creating their own survey.

Once the students have opened their Math Journals they write their question using their topic. "What is your favorite car, food, place, etc?" at the top of the page.

We then walk through how to draw a chart to collect the data. To collect the data we need to make 5 columns labeling each of the choices at the bottom - x-axis. There also needs to be a title at the top with instructions under the title such as "Please put a tally mark above your choice."

At this point I check to see how much time is left and if there isn't enough time to move on I ask students to reflect on what they learned and how they as individuals helped the class or table be successful in this lesson.

This is a good stopping point if needed. If not continue on to the Favorite Survey Part 2.

*expand content*

Students should always reflect on their learning to increase comprehension and retention. Students should reflect on content, social/group behavior and personal behavior. The social and personal behavior helps students look at their own behavior and if it was helpful or not to the learning atmosphere of the class.

I find it helpful to use something I created called *Reflect 1, 2, 3*.

Students can either reflect verbally group or whole class or written in their journals. For this activity I had my students reflect verbally because I wanted to immediately reinforce positive social skills in group activities.

Reflect 1

*What did you learn today about surveys?*

Students commented that they learned how to collect, organize and display data. Last year my students continued to do surveys throughout the year on their own. We would post them in the classroom. I am hoping for this to happen again this year.

Reflect 2

*How well did your group work together during the discussions?*

Students commented on how well their group worked together, or if there was a problem, how they worked to get the group back on task - or each students staying on their own task.

Reflect 3

*What did you do to help another classmate?*

Students commenting about how they helped other students. This shows the class it is positive to help. There were a couple of issues where one student was disruptive to their table and this was a topic of discussion - without student names - on what should be done to change this.

*expand content*

##### Similar Lessons

###### Observable Properties Investigation

*Favorites(2)*

*Resources(12)*

Environment: Suburban

###### Making a Line Graph

*Favorites(1)*

*Resources(13)*

Environment: Urban

###### Wing Span

*Favorites(2)*

*Resources(11)*

Environment: Suburban

- LESSON 1: Sibling Statistics
- LESSON 2: The Math Curse
- LESSON 3: Favorites Survey Part 1
- LESSON 4: Favorites Survey Part 2
- LESSON 5: Favorites Survey Part 3
- LESSON 6: Palindrome Patterns (Part 1)
- LESSON 7: Palindrome Patterns (Part 2)
- LESSON 8: King's Chessboard
- LESSON 9: Problem Solving Strategies Introduction
- LESSON 10: Table Leaders