Collecting Data
Summary:Through this lesson students will learn to use tally marks and to take that information and create a bar graph and a pie chart. Students will also learn to create their own grid with coordinates then learn to find a specific coordinate on their grid.
Main Curriculum Tie:
Mathematics - 3rd Grade
Standard 5
Objective 1
Collect, organize, and display data to make predictions.
Materials:
Snacks Survey
Dice
Journal
Additional Resources Attachments·
snacks_survey.pdf Sites·
Create a graph website Background For Teachers:
Students should be taught specific vocabulary relating to the lesson before you begin, which should include: tally marks, bar graphs, pie charts. It would be very helpful if you could show them pictures or examples of each of the vocabulary words listed above. They should be taught and understand how data is used in the world and why it is important we learn to collect data and make predictions. Through this lesson students will learn to use tally marks and to take that information and create a bar graph and a pie chart.
Intended Learning Outcomes:
3. Reason logically, using inductive and deductive strategies and justify conclusions.
4. Communicate mathematical ideas and arguments coherently to peers, teachers, and others using the precise language and notation of mathematics.
5. Connect mathematical ideas within mathematics, to other disciplines, and to everyday experiences.
Instructional Procedures:
Invitation to Learn This activity is called “Roll the Dice.” Each pair of students should have two dice and a journal. Students will roll the dice and add the two dice together. The answer to the addition problem is then recorded in a journal using a bar graph. At the end of 12 rolls the students can see what the most popular sum and least popular sum were by examining their bar graph. They can then share their results with another group.
Instructional Procedures for making graphs on-line
Snacks Survey
1. Each student should receive a Snacks Survey Chart.
2. As a class, come up with five different snacks to go on the chart. (This can change each time you do this activity.)
3. Students then walk around the room, a table at a time, and ask their classmates which of these snacks are their favorites.
4. Fill in the tally table to show their answers.
5. Once they have completed the tally chart then they can then fill in the bar graph on the “Create a Graph” website to show the results of their snack survey.
Design tab: Bar Graph Data tab: Title= snack survey X-axis= snacks y-axis= students source= (leave blank). Items= 5 Groups=1 (Fill in their information on item label and value with the snack name and # of students who chose it.
6. As a table—or class—you can then have students answer the questions on the Snacks Survey Chart to find out what they have learned from their graph.
7. They then can share their results with another table.
8. To extend this activity, have students form a pie graph with the results of their survey.
9. Have the students create a pie chart on the “Create a Graph” website. They can go to the design tab and switch the design to pie graph. No need to enter the data twice.
10. Ask questions about the graph such as: Which snack is most liked by the class? Which snack does the class least like?
Family Connections
· Students can survey their family and friends outside of the classroom and have them complete the tally chart and bar graph. They can ask them about their favorite snacks, food, restaurants, games, or toys.
· Students can come up with their own original survey and share it with the class.
Assessment Plan:
· Teacher should walk around and assess each student’s bar graphs on the computer and their tally marks to see if they have completed them correctly.
· Another way to assess is to have the students work together and to assess each other’s tally marks and bar graphs.
· Have each student hand in their Snacks Survey Chart and print off their Bar Graph and Pie Chart with the questions answered. This will be a great way to see if they really understood how to make a bar graph from tally marks and also help the teacher assess if they understood the results by how they answered the questions.
Bibliography:
Research Basis Suydam, M. N., (1985). Recent Research on Mathematics Instruction. ERIC/SMEAC Mathematics Education Digest No. 2. ERIC Digests (ERIC Identifier: ED266019). Retrieved November 24, 2006. What have we learned from research about how to teach mathematics more effectively? By the early 1980s, a number of publications designed for teachers discussed research finding which have implications for classroom practice. They found that better teacher questioning practices lead to better learning by all students. The foundation of good questioning is strong content knowledge, which is critical factor in enabling teachers to understand and respond appropriately to students’ questions.
Klein, K., Jones, R., (2003). How Teachers Phrase Discussion Questions. Studies of Teaching 2003 Research Digest, Wake Forest University Leah P. McCoy, Editor. Classroom discussion is one of the most important teaching techniques used to help students learn and understand the information they are being taught. Discussion allows the students to become engaged with the material by formulating their own opinions, listening to other students’ opinions, and applying specific information to a broader situation.
Author:
Utah LessonPlans, revised by Hollie Downs
Created Date:
Jul 09 2007 13:00 PM, revised October 3, 2009
