Skiing or Boarding?
Lesson 1 of 8
Objective: SWBAT record answers to a survey question. SWBAT make a representation to communicate the results of a survey. SWBAT use equations to show that the sum of responses in each category equals the total number of responses collected.
I place the 31-60 number cards (section resource) in an envelope. "I would like someone to come up and pull two cards out of the envelope." I then call on a student and write their numbers on the whiteboard. "I would like you to each write an expression with the < or > sign. When you are down hold up your board so I can see it." I write down different expressions that are shown and check each one with the class. I continue to do this as time allows. By having the students hold their boards in front of them, I can see what they wrote with out others really notching. This way I can write down correct and incorrect examples without tying them to one particular child.
Some common mistakes would be:
- to use the wrong sign, i.e. 62<31
- to assume that it is correct if the bigger number is written first.
During this unit, I want to revisit the use of the < and > signs because they will be using them to wrote I notice statements from their surveys.
First grade students are expected to compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and < (CCSS.Math.Content.1.NBT.B.3).
There are two videos in this section. The one titled Warm Up shows how the two numbers were introduced. The other video shows who the students showed their < or > expressions.
"What is a survey? We are going to conduct a survey as a class today. We have been doing surveys during our Morning Meetings and will use the next couple of weeks to dive deeper into surveys and then information they give us. Today, we are going to do a survey and after we collect the data, you are going to work with a partner and find a way to show your classmates' responses to the question."
I then show them a picture of a skier and a boarder (see section resources - you can always adapt these categories to activities that students typically engage in around your neck of the woods). "Our Winter Sports Program is starting next week. Which would you rather do ski or board? We are going to collect data about whether you would rather be a skier or a boarder. How could we use connecting cubes to keep track of our survey data? (There is a video in the resource section that is an example of two student ideas for how to keep track)." It is important that I focus on the students coming up with ideas and not just telling them how to use the cubes. This way they are learning to use the tools appropriately through their own ideas.
There will be several different suggestions in regards to using one color for skier and one color for boarder. You should have a container that has cubes of two different colors. Designate one of the colors for skiers and one for boarders. Then pass the container around and have each kid pick one cube for their preference. Then collect all of the skier cubes and snap them into a tower and then do the same for the boarder cubes. Then place each tower on the edge of the whiteboard and label each one (skier and boarder). There is a picture of this in the resource section.
"What do these tower tell us?"
If it is not mentioned, point out how many children voted for each one. Then count each tower and write the number above them.
Starting with this section, the entire lesson has students organizing, representing, and interpreting data. The activity is asking students to 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).
Discussion of Data
The focus of this discussion is the use of equations to to show that the sum of the responses in each category equals the total responses collected and the ability to describe what the data tells us.
"How many people responded to the story? How could we figure that out?" Kids will most likely refer to the total number of kids in the class. My expectation, in accordance with the Common Core practice standards, is that 1st graders use quantitative reasoning, which 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/flexibly using different properties of operations and objects (CCSS.Math.Practice.MP2)
Use each suggestion to represent an equation that demonstrates the total number of skiers + boarders = total number of people who responded to the survey.
Keep the cube representation visible so that the students can refer to it as they make their own representations in the next section.
The students will now work in groups of two and find a way to represent the skiing.boarding data.
"I am going to partner you up and ask that you make your own representation of the 'Skiing or Boarding' data. You are going to show in some way on your paper what we found out from our survey. You want to represent the data in a way that someone from outside the room could come in and learn from what we found out."
"You can use any of the materials that I have put out but what ever you use must be down in a clear way and easy for others to read."
I lay out paper, cubes, colored pencils, and pencils. You can remind the students that they can look at the towers or in the information written on the board to help them remember how many people want to ski and how many want to board.
Let students know that they will start this today and will have time to finish it during tomorrow's math class. There is a video int he resource section that shows a student working on their representation.
As students are working you should circulate and look at:
- Are students making representations of the data that clearly communicates the results?
- Are students creating clear categories?
- Are they accurately counting?
I will end today's session with students working on their Doubles Facts. See a previous lesson for an overview of this activity. You will need to look in the warm up section of the linked lesson. There is also a video in this section that has two students modeling how to play. It is a little hard to hear them but you can see how they split the deck between the two of them and then ask each other the facts. The answers are written on the back so that answers can be checked.
I am continuing to develop the students fact fluency. The doubles facts are the next progression in that development. The cards are in the resource section.
This fact fluency development builds upon the knowledge for students to be able to add within 20, demonstrating fluency for addition by creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13) (CCSS.Math.Content.1.OA.C.6).