Favorite Summer Activity

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Objective

SWBAT independently conduct a survey, collect data, represent it, and analyze the results.

Big Idea

Summer is here, and the students need to let you now what their favorite summer activity is. Students will interview their classmates and organize the results. Then they will answer questions about their findings.

Warm Up

10 minutes

I start by having the students face the 1-200 class number grid.  

"I want to practice counting numbers between 90 and 120 today.  I will place a green dot on one number and a red dot on another number.  We will start with the green dot and count to the red dot. Sometimes we will count forwards and sometimes we will count backwards.  Who can give me a number between 90-120?  Who can give me another? " 

I then mark both numbers with the dots and then rote count as a class.  I will repeat the activity several times.

The CCSS expect that students can 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). This counting activity allows students to practice this standard.

Assessment: Independent Survey

45 minutes

Advanced Preparation:  You will need to make enough copies of Favorite Summer Activity for each student or team of students.

"Mr. Young wants to know what your favorite summer activity is.  Today's survey question will ask you to decide if you rather go camping, kayaking, or the hiking.  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 (Favorite Summer Activity)."

"Remember, what are you trying t find out from your survey?"

I have also included a video of a student interviewing his peers and collecting his data (Student Conducting Survey).

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). 

NOTE:  This is the 2nd to last math class of the year.  As students finish, I will allow them to choose a math activity of their choice (from ones that we have down throughout the year).  I recommend that you have some choices available to accommodate students as they finish.  

Continued Practice

5 minutes

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.