## Favorites - Graphed in Excel - Section 2: Narrative

# Favorites Survey Part 3

Lesson 5 of 10

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

*37 minutes*

#### Introduction

*2 min*

Because this is the third day of this lesson, and my students are getting back into groups. I need to have an inclusion question ready to go. This activates prior knowledge and builds community.

*"Discuss at your tables why is it important to create a final copy or to publish your work?" *

My reasoning behind this question has a few layers. I have found it best to let the students know that everything they turn in does not need to be final copy quality, but when it is they need to show their personal best efforts. When they discuss the requirements they have "buy in" and strive hard to meet expectations.

I have the students share something about themselves or their thinking because the more they know about each other, and their reasoning, the more understanding and accepting they will be with each other - disagreements and behavior issues are greatly reduced. Students have also shared ideas with each other helping those who have a challenge getting started.

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#### Narrative

*30 min*

From past experiences of giving students graph paper to giving them a blank page, I have found it helpful for the students to create their own graphs as I create one using the original class survey data. The most common mistake is to miss label the x and y axis and to put incorrect titles on the two axis.

This lesson is also incredible for helping students learn how to follow step by step instructions. When I say "step by step" it means we are going to be working together at a pace that includes everyone. The next step will not be shown until everyone has completed it. Students begin helping each other to complete the step so the class can move to the next step. We have found the document camera to be a very useful tool for the lesson and it can be used to show every step in creating the graph.

In the first step, we walk through how to draw the x and y axis lines and discuss what the titles should be. My students will toss a kooshe ball from one to another to give suggestions for the titles. On the first day of the year, students learn about how to popcorn the kooshe - I toss it to one students and that students answers or reports to the class. That student then tosses the kooshe to another student. Procedures have been put in place since the first day where as many students as can be are included in the popcorn answers. The same people cannot always be tossed to and an equal number of boys ave already answered a question and request them to put their hands down - allowing for those who have not had a turn.

The next step is to mark of the place for five columns across the x-axis. To do this we measure the x-axis and discuss how to break it up evenly. Next I have them write in their survey choices across the x-axis and to write a title. Ex: Choices of favorite places to go in life.

Next we discuss as a class how we should decide which numbers to use on the y-axis. It is usually 10 because none of the totals for favorites are 10 or above. We measure and break the y-axis into equal spacing up to 10. Students label this axis as Number of Students.

The last direct teaching I do with this is to tell them to write their titles and I use the class examples of favorite sports from part one to show how to create a bar graph with the data.

Any time I have a final copy or published work, as I call it, the students have to use full color saturation and outline everything in marker. See the student examples.

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I keep a portfolio of student work that this assignment will go into. For assessment I am looking at the final copy for published quality work - full color saturation, outlined, titles for x and y axis, main survey title. I use this activity to assess where my incoming students are in organization, problem solving, neatness, perseverance and effort in completion of work.

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#### Student Reflection

*5 min*

Students should always reflect on their learning, how they were learning and their behavior during the activity.

When students reflect on their learning it doubles their retention rate.

When students reflect on how they were learning they findout about their own learning styles and what works best for them.

When they reflect on their behavior it helps them see how behavior effects their learning - positively.

I ask three questions after every lesson directed by these three subject - academic, social and personal.

*What did you learn about surveys?*

I learned that we can do math and have fun finding out about other people.

*Which of the Problem Solving Strategies did you use during this activity? Any day?*

I used make a table to keep track of everyone's choices.

I made a model with my graph.

*How were you helpful? *

I helped explain how to use the tally chart to my table.

I helped another student think of their question to ask about favorites.

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- 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