Our Own Surveys
Lesson 3 of 8
Objective: SWBAT choose their own survey question. SWBAT make a plan to collect data. SWBAT collect and keep track of survey data.
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).
Advanced Preparation: You will need 5 sentence strips and each one will have a type of question that the students can use to develop their own survey question. The examples are: 1. Would you rather __________ or ________?, 2. Which do you like better _______ or _______?, 3. Do you _____ or _____?, 4. Which is harder for you ______ or _____?, or 5. Are you _____ or _____?
"Over the next two days, you are going to conduct your own survey. You will work with a partner and have to decide on a question that has only two possible responses. You will then ask your classmates to respond to your question and you will have to make a representation of what you found out. Before we start I want to go over types of questions that can be asked."
I then go over each question template (that you made in advance) and we come up with examples what those types of questions might sound like. For example, the first one (#1 from above) might sound like this: Would you rather play in the snow or on the beach?
As I go over each example, I will hang the card on the board so that they can refer back to each one when they are creating their own questions (see photo in section resource).
I also show them the class lists that I have available. Since everyone will be walking around and asking each other questions, the list will allow them to make sure they asked each student. I will not make students use this but only offer it as an option.
I then allow them to partner up and ask them to come up with their own question. "You must check in with me once you have your question." I want to do this, so that I can check that the question is reasonable and only has two possible responses. I have included a video of the questions that each team came up with.
It is important to empower students to come up with their own questions because you want students to apply skills in real world situations. Students will create a question, collect the data, organize it, and represent it (CCSS.Math.Content.1.MD.C.4)
"Once you have your question, I will hand you a survey plan for you and your partner to fill out. It is important that when you are working as a team you understand your roles and how you will go about collecting the data. Let's take a look at the plan together." I then display one on the easel. I have included a template of the plan and a photo of the blank template. This template comes from the Investigations Math Program.
"Let's go back to the question; Would You Rather Board or Ski? Let's pretend that Hannah (or choose anyone form your class) and I are going to ask the class this question. Let's fill out the first three questions together. I then go through each question and the class helps me fill in the answers for each one. Now let's take a look at the 4th question. What are some ways that we can record student responses. Before you answer that, I want you to stop and think about all of the different ways we have seen over the past couple of days." I will create a list of their responses on a separate piece of paper. I will then choose one of their responses and record it on the plan sheet. I will repeat this process for question 5 as well. Again, I will brainstorm ideas and create a list of ideas on a separate sheet. I will post the brainstorm ideas from questions 4 and 5, so that students can refer to them now and in future lessons. I have included a photo of the brainstorm list for ways of recording responses.
Once everyone is clear with this, I give each team one copy of the form and have them start. There is a video of two students working on part of the plan together.
As students start to ask their question and collect the results, I want to have out materials that they can use like paper, class lists, cubes, etc. It is important that students have the appropriate materials needed to create survey, conduct it, and collect survey data. I hope is by the end of the unit students can 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).
For the remainder of the class, the students collect responses to their question. As students are working, I will be circulating making sure that students:
*Understand the question they are asking and can they explain it to others?
*Are they using a system to collect the data?
*How are the students keeping track of who they have asked and who they haven't asked?
I have included two photos in this section's resources. The Conducting Survey photo is a picture of two groups asking each other their questions. The Grapes or Oranges photo demonstrates a group that used letters and a class list to record their data that they gathered.
As students collect their data, they will have to count their representations for each category and then write a numeral to represent the amount for each one. The Core standards expect 1st graders to count to 120, starting at any number less than 120, and in this range, read and write numerals and represent a number of objects with a written numeral (CCSS.Math.Content.1.NBT.A.1).