## Loading...

# 100 Students Project: Tallying Data and Brainstorming about Presentations

Lesson 5 of 22

## Objective: SWBAT: • Tally and record survey data. • Brainstorm ideas for the presentation.

## Big Idea: How will you tally and record the survey data? Why is it important that we are precise during this process? Students work in partners to tally and record the survey data. Then students work in groups to brainstorm ideas for creating a presentation.

*65 minutes*

#### Do Now

*10 min*

See the **Do Now **video in my strategy folder to see my beginning of class routines. Often, I create do nows that have problems that connect to the task that students will be working on that day. Today I want students to think about how well it went to conduct the surveys with other classes.

I ask students to raise their hand and share one of their observations or questions. We go back and forth so that students who conducted the survey can share about their experience and the other students can ask their questions.

*expand content*

#### Tallying Data Procedures

*10 min*

We review the tallying data procedures together. I have these posted on the board while students are working so they can regularly reference them. I stress to students the importance of accurately tallying and recording data. They have worked so hard to create an interesting survey, and this step is crucial! In order for students to make accurate conclusions about our student population, the data *must *be accurate. I tell students that if they are unsure about something during this process to talk it over with their partner. If they still have a question they should check in with me and we can trouble shoot together.

I ask students to take a minute to jot down things they need to keep in mind while they are tallying and recording the data. Students participate in a **Think Write Pair Share. **I call on students to share out their ideas.

*expand content*

Notes:

- Before this lesson, I update the Sample Data Recording Sheet to include the survey questions and the exact answer choices.
- Before this lesson, I create a Google Doc for partners to record their tallied data.
- Before this lesson, I put students into groups of 2 for tallying and recording data. For each partner pair, I give them a folder with the Data Recording Sheet and surveys. Because of the number of students at my school, each partner pair will be responsible for tallying and recording 6 surveys.

Students move to work with their partner and they collect their materials. As students work, I walk around and monitor student progress and behavior. Students are engaging in **MP6: Attend to precision.**

Once partner pairs have finished tallying their data they go to a computer and enter their data on the Google spreadsheet. I have partner pairs check in with me when they are finished entering their data, so I can check over their work. They put their Data Recording Sheet back into the folder with their tallied surveys and turn it in.

If students finish this task early, they can choose a Card Game to play with their partner.

*expand content*

Notes:

- Before this lesson, I put students into groups of 3-4 students. Each group will present on the data from 2-3 survey questions.
- For each group I fill out a “Brainstorming for the Presentations” sheet with their names and the questions they will be focusing on.
- Each group will need 1-2 blank copies of the survey so they can review their questions.

Once students are finished tallying and recording their data I explain that they will spend the next chunk of time brainstorming for how they want to present the data on their group’s questions. I explain that although they don’t have the data yet (they will receive it in the next lesson), they can think about *how *they want to present their data. Do they want to write and act out a script? Do they want to create powerpoint slides as visuals and have group members talk over them? Are there any visuals they want to use? What role is each group member going to play?

Students move into their groups and start brainstorming. Each group is responsible for recording their ideas on the “Brainstorming for Presentations” sheet. At the end of the time, I will collect these sheets to review and keep for the following lesson.

#### Resources

*expand content*

#### Closure

*5 min*

See the video **100 Students Concept Map**. Also I will spend the last few minutes giving students the opportunity to record their questions on post-its and put them on the 100 Students **Project Parking Lot** Poster.

#### Resources

*expand content*

##### Similar Lessons

###### Appropriate Measure of Central Tendency

*Favorites(7)*

*Resources(17)*

Environment: Urban

###### Stem and Leaf Plots_Activity

*Favorites(3)*

*Resources(15)*

Environment: Suburban

###### Blame it on the Carbon

*Favorites(46)*

*Resources(14)*

Environment: Suburban

- UNIT 1: Intro to 6th Grade Math & Number Characteristics
- UNIT 2: The College Project - Working with Decimals
- UNIT 3: Integers and Rational Numbers
- UNIT 4: Fraction Operations
- UNIT 5: Proportional Reasoning: Ratios and Rates
- UNIT 6: Expressions, Equations, & Inequalities
- UNIT 7: Geometry
- UNIT 8: Geometry
- UNIT 9: Statistics
- UNIT 10: Review Unit

- LESSON 1: 100 Students Project: What If The World Were 100 People?
- LESSON 2: 100 Students Project: What do we want to know about our students?
- LESSON 3: 100 Students Project: Revising Questions & Planning the Survey
- LESSON 4: 100 Students Project: Conducting the Survey
- LESSON 5: 100 Students Project: Tallying Data and Brainstorming about Presentations
- LESSON 6: 100 Students Project: Analyzing Survey Results
- LESSON 7: 100 Students Project: Presenting Your Findings
- LESSON 8: 100 Students Project: Project Reflection
- LESSON 9: Median, Mode, and Range
- LESSON 10: Mean
- LESSON 11: Playing with Measures of Central Tendency
- LESSON 12: Choosing the Best Measure of Center
- LESSON 13: Show what you know
- LESSON 14: Introduction to Box Plots
- LESSON 15: Box Plots and Interquartile Range
- LESSON 16: Arm Span Day 1
- LESSON 17: Arm Span Day 2
- LESSON 18: Mean Absolute Deviation
- LESSON 19: Comparing Mean Absolute Deviation
- LESSON 20: Selecting Measures of Center and Variability
- LESSON 21: Statistics Jeopardy
- LESSON 22: Unit Test