Advanced Preparation: You should write a quick survey question on the easel/board. They students will answer this question to start the lesson.
"I have written question on the board. Let me read it to you. I want to read you a question and then ask you to come up and fill in your answer by making a check mark. Did you have hot or cold lunch today?"
I want to use this quick survey question, to quickly review what we have worked on with collecting data and to model how to use data to analyze and write equations or expressions about the results.
As you can see from the photo, Warm Up Writing, I wanted to connect the use of equations to the results. You will have some students who don't understand the relationship and will need further explanation and/or a visual such as this.
During this warm up activity, I want to make sure the students can:
Advanced Preparation: You will need to make enough copies of Would You Rather? for each student or team of students. NOTE: This question relates to the geographical location of my students. You should create a question that relates to your own group of students.
"We are going to go swimming! I need your help deciding where the class would like to go. Today's survey question will ask you to decide of we should go swimming at a pool, the river, or the lake. I want you to listen as I read the problem to you."
I then read the problem out loud.
"What are you trying to find out? What do you need to do first (make a plan)? How will you organize your work?"
"I have included a class list. Why do you think that I have done that?"
(You are emphasizing the point that they need to make sure they interview each student and represent each vote.)
"Once you have collected your data, I want you to graph it and then answer the questions on the third page of the packet (Would You Rather?)."
"Remember, what are you trying to find out from your survey?"
Note; I have grouped some of the students by ability and allowed others to work by themselves. I am grouping by ability so that students teams don't have one student dominating the group and doing all of the work.
Students will now start working on the task. As students work, I will circulate amongst the groups. This unit is intended to review the data and analysis concepts that I taught earlier in the year. So, most students will be able to successfully collect and organize the data. However, I will help individuals or groups that run into trouble or need a little reteaching as they work.
I will also be looking for examples of who students organized their data collection to use in the next section of this lesson. I will want to find examples that demonstrate different ways students approached the task.
In this case the students are meeting the CCSS expectation of organizing, representing, and interpreting data with three categories; asking and answering 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).
This task presents students with a problem and asks them to design a way of solving the problem. They are making a plan and analyzing the results of the data (CCSS.MATH.PRACTICE.MP1).
I will call the students back to the carpet and ask them to face the Smart Board. I will focus on who students collected and organized the data. As noted int he previous section, I have already identified example of student work that will be used.
I will call each student up one at a time to share their approach.
"As you were working today, I saw a variety of ways that students were collecting and organizing their work. I will call a few of you up to share your work and explain the approach you used."
As this is being down, I will ask students to compare and contrast the different approaches. I want to emphasize that they are all excellent ways of collecting and organizing but that they each are a little different.
I have included an example of one of the shared pieces (Student Work).
After we have gone through the use of tables to collect and organize, I will point out the use of a title and labels on the graph and the analysis of the results not he last page (as time allows). Asking students to interpret the results and compare the categories to each other is allowing the students to make sense of the quantities and interpret their relationship (CCSS.MATH.PRACTICE.MP2).
I will ask the students to meet me on the carpet and hand out their sheet for today's Mad Minute exercise. This routine was introduced in a previous lesson. Please check out the link to get a full overview of this routine.
I want to really focus on fact fluency and build upon the students ability to solve within ten fluently (CCSS.MATH.CONTENT.1.OA.C.6). I am going to use the Mad Minute Routine. This is a very "old school" routine, but I truly feel students need practice in performing task for fluency in a timed fashion. Students need to obtain fact fluency in order to have success with multiplicative reasoning. Students who don't gain this addition fact fluency by the end of 2nd grade tend to struggle with the multiplicative reasoning in third. Having this fluency also allows them to work on more complex tasks because the have the fact recall to focus on the higher level concepts.