Representing Our Own Surveys

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SWBAT collect and keep track of survey data. SWBAT represent and interpret survey data.

Big Idea

After developing a survey questions and polling their classmates (in yesterday's lesson), students will now find a way to represent their findings and write a statement about what they noticed.

Warm Up

10 minutes

I start today's lesson with a game POP!  This game focuses on a determined number sequence and requires that the students practice that sequence through rote counting.  Today I am choosing the range of 98-115.  I am choosing this sequence because at the end of the lesson, I will ask students to complete number tapes that require the century and decade crossovers.

"Today we are going to play Pop (see video in the resources). We will start at 98 and count until we get to 115.  However, instead of saying 115, we will say Pop! and then sit down. We will then start the sequence again until no one is left standing.  Even if you're out, I still want you to say the numbers in your head, to see if you are getting them correct."

Note:  When you get to 115 (pop), the next person in line is the one to start the sequence over.

The Core expects 1st graders to count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral (CCSS.Math.Content.1.NBT.A.1).  This activity allows students the opportunity to work toward obtaining this standard.  


5 minutes

I wanted to add this section into today's lesson.  In October, I asked our custodian and music teacher if they would be willing to give me 5-10 minutes of their time at the start of my math class.  Our custodian comes in every day and the music teacher comes in once a week.  I use a State Department of Education Number and Operations Assessment to determine what N&O skills each student needs to work on.  I give this assessment three times a year.  I then create activities or quick games that focus on identified skills.  

Joe (custodian) and Jeremy (Music Teacher) then come in and pull kids during the warm up activity and conduct the activity with the identified student(s).  There are two quick videos demonstrating this intervention. Again the idea is that the students spend a few minutes directly focusing on one specific skill.

Due to copy right protection, I can not post the assessment with this lesson.  However, I suggest you use your local assessments and find volunteers that can help you set up something like this.

Picking Up Where We Left Off

10 minutes

I quickly review the plans that each team filled out during yesterday's lesson.  I remind them that they have to make sure they ask each member of the class and that they follow the plan they created.  I ask for a few students to share how they started collecting information and keeping track of who they asked (see video in resource section).  

To help with this conversation I might ask:

  • How did you keep track of your classmates' responses?
  • How did you make sure that you asked everyone?

I then ask students to finish collecting their data.  

"I now want you to finish collecting your data.  When you are finished, I want you to bring it to me and I will show you the next step."  

Note:  The next step is outlined in the next section.  I know that kids will work at different paces and I will introduce the next section as teams finish instead of waiting for the whole group.

Creating Representations of Our Survey Data

20 minutes

NOTE:  This is done as teams finish the previous section of data collecting.

"Now you are going to make a representation of the responses you got from your survey question. It will be very much like the representation that you made for our Skier or Boarder? survey (previous lesson).  Do you remember how you represented that data?"  If they don't show them examples of the survey work that you have collected during this unit. 

"You can choose to represent your data the way you represented the Skier or Boarder data or you can choose another way.  What are some other ways that we have discussed?" 

I am looking for ideas like:

  • tally marks
  • t-tables
  • symbols
  • pictures

I want them to understand that the idea is that the representation is visual and using words to support the visual representation.  

"I need you to make sure that you represent your data clearly and that anyone else from the class could easily read your representation and talk about the information presented."  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 a survey, conduct it, collect survey data and represent it.  This activity requires students to organize, represent, and interpret data with two 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).  

It is important that they can do this because mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions (CCSS.Math.Practice.MP4). 

There is a video, in the resource section, of two students explaining how they are going to represent their data.

As students are working, I will circulate and help those who are struggling to create a clear representation or need guidance with it.  I will ask all groups questions like:

  • What did you find out form your survey?
  • What were the results?
  • What can I learn from your representation? 

"When you are finished with your representation, I want you to see it."

Once I look at each groups finished work, I will ask them (the two members of each team) to each write their own I notice statement about their information.  I will instruct them to write the statements right on the representation itself.

NOTE:  The representations will be shared at the beginning of tomorrow's lesson.

The section resource has a example called Skating or Hockey.  The I notice statements were cut off when scanning the document but it is a clear example of a created representation.   

As They Finish

10 minutes

The student teams will finish at different times.  I will have the students play a game called FIve In A Row With 3 Addends.  I am choosing this activity because it will reinforce the addition skills and fact fluency that we have been working on throughout the year.  There is a picture of the game in the resource section.  From this picture you can see that the kids play in teams of two and each person need their own game board and a recording sheet. The partners will share three 6 sided dice and the counters needed to cover their game board.

"This game is very much like the Bingo games we have played throughout the year.  You will play in pairs and each need a game board and a recording sheet (section resource).  The first person will roll the three dice and then add up the total of the dots.  You should try to use a strategy that doesn't involve you counting all of the dots by 1's.  Remember you can use counting on and known or similar facts to get the total. Once you have the total, you should cover that number on your game board.  Then you write down your three addend equation on your recording sheet."  You alternate turns and keep playing until someone gets 5 in a row."

The recording sheet allows students to record equations with three addends.  The Core Standards expect that students add and subtract within 20, demonstrating fluency for addition within 10 (CCSS.Math.Content.1.OA.C.6).

Continued Practice

5 minutes

Connecting to the Warm Up activity of Pop, I will ask the students to fill in the missing numbers from the number tape sheets.  There are 4 different sheets.  This way I can differentiate for each student.  

  1. The first sheet allows students to fill in two digit numbers with a variety of decade transitions.
  2. The second sheet allows students to work with two and three digit numbers but focuses on the common error of 100-109 and the 109-110 transition.
  3. The third sheet offers a challenge of a variety of three digit numbers and also requires them to find numbers before and after.  By placing the starting number in the middle of the strip or below the first space offers a separate challenge and skill.
  4. The fourth sheet is for my student who fluently and correctly writes all of his three digit numbers and knows the sequence of them.  

 I have included all of these sheets in the section resource.