Unit 1.10: Organizing Data

Big Idea:

Organizing data can make it easier to collect and interpret.

Teacher-facing pages are green

Student-facing pages are white

notes for teachers are in the speaker notes

Core Math to Emphasize:

• There are different ways to organize data (information).
• Organization can obscure or make clear answers to questions about data.
• Data can be gathered and organized into a picture graph to help us understand the data.

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New Learning & Re-engagement:

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Some of the lessons in this unit have been integrated into the Daily Routines and in Units 1.2, 1.7 and 1.8. As a result, the lessons in this unit have been adapted for First Grade from Unit 2.11 Data and Graphs.

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• Students collect data in up to 3 categories and organized it in a variety of ways.
• They answer questions about data that involve addition and comparison of numbers.

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Technology Resources & Independent Practice

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• Fuzz Bugs Students sort “fuzz bugs” into different categories and then answer quantitative questions based on the pictograph created by the sorting.
• Balloon Pop Line Plot Game Students pop balloons and keep track of their score on a line plot.
• Fruit Fall Students catch falling fruit and then graph the number they caught in a pictograph and answer questions about the graph.
• These tools allow you to make a bar graph online:
• Create a Graph and Bar Graph Maker
• They may be challenging for 2nd graders to use, but could be used for a whole class demonstration.
• YouCubed Data Talks are math talks about data with K-16 samples. They can inspire us to use real world data. Some sources include the NY Times Learning Network especially What’s Going on with this Graph?
• These videos contain general information about the three types of graphs in this unit:
• Picture Graph
• Bar Graphs
• Line Plots

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Suggested Lesson Sequence: 4 lessons to be taught over 2 weeks (May 17 - 28)

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Description:

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• Lesson 1: - Favorite Fruit Jamboard.(Spanish), Seesaw Lesson 1 (Spanish) - Favorite Fruit

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• Lesson 2: Pets Jamboard (Spanish), Seesaw Lesson 2 (Spanish) - Pets

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• Lesson 3: Ice Cream Flavors Jamboard (Spanish), Seesaw Lesson 3 (Spanish)- Favorite Ice Cream

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• Lesson 4: Seesaw Lesson 4 (Spanish)- Dice Sums Data

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Synchronous and Asynchronous Teaching Options:

Use a combination of Synchronous and Asynchronous approaches

Optional Routines

• Continue the “Number of Days in School” routine. See Number of Days in School (Spanish) for ideas.
• Continue the “Skip Counting” routines. See Counting Routines for further instructions
• Continue Clock Routines: The Math Clock can be used by the teacher for time review, Daily Schedule or Skip Counting Routines. Review the sequence of activities of the day and the time each one starts.
• Data Routines. See the Data Routine slides for a description of how to incorporate this routine into your lessons.

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Student PDFs

1.10 Classwork S.. C

1.10 HomeworkS C

* .S. = Spanish Student Page .C. = Chinese Student Page

Daily Routine: Number of Days in School

Objective: To build one-to-one correspondence, lay the foundation for an understanding of place value, and give students a concrete sense of the magnitude of numbers up to 180 and their relationship to the passage of time.

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See the Number of Days in School (Spanish) slides for a description of how to incorporate this routine into your lessons.

Skip Counting Routine: Counting Routine

Objective: To practice counting in groups. This builds number sense by elucidating patterns such as odd/even; it brings out patterns in addition and subtraction.

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Skip counting has been an important routine since the beginning of the year. Your class may have already ventured past 100 during this routine. If not, you will do so now.

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In this unit, students formally go beyond 100. This routine is used as a warm-up for a number of lessons in this unit.

See the Skip Counting Routine Teacher page for the skip counting emphasized in this unit.

Materials: Interactive 1000 Chart base-10 blocks, Completed Thousand Chart BLM, a class number line (see Number Talks.)

Use the slider to make the board go beyond 100.

Daily Schedule

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Description: In 2nd grade, students learn to tell time to the nearest 5 minutes. The Daily Schedule will help students see how the events of the day align with these times. The Daily Schedule should be proportional, so that students begin to notice that the length of time spent on an activity can be seen on the schedule.

Objective: To provide opportunities for students to develop their sense of time. This important routine has helped build students’ sense of time and clock literacy since the beginning of the year

Half Hour Schedule BLM .S. .C

Daily Schedule Activity Cards BLM .S. .C

Routine: Review the sequence of activities of the day and the time each one starts. Note that in 1st grade, students read time to the half hour.

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Reading time to the nearest 5 minutes is new in 2nd grade

Number of the Day Routine

Objective: To focus attention on a single number to build understanding and recognition, and to help students grow in the ways they think about numbers and operations by sharing ideas with their peers about how to represent numbers.

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Present students with a number. They generate a variety of representations of the number, including drawings, equations, and visual models. This can be done mentally, with paper and pencil, or on virtual white boards or the provided Jamboard. Work does not have to be limited to equations, but can include:

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• Composition/decomposition
• Relationships to other numbers
• Real-world examples
• Using drawings and/or visual models

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Types of numbers can be adapted to the grade level and unit content.

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Reflections questions may include “What do you notice/wonder?” or “What is similar/different between representations?

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Use Jamboard Number of the Day (Spanish) to record or have students record representations.

Jamboard Number of the Day TEMPLATE

Make a copy and write your number of the day

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Number of the Day

This routine was introduced in Unit 2.3 and has been part of the Math Routines since then. Until now, students focused on 2-digit numbers. In this unit, you will extend the routine to numbers greater than 100.

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Frequency: Daily or Weekly

Objective: To help students grow in the ways they think about numbers and operations.

Materials: Base-10 blocks, Completed Thousand Chart BLM, a class number line

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Directions:

Present students with a number. They generate a variety of representations of the number, including drawings, equations, and examples. This can be done mentally or with paper and pencil. Work can include:

• Composition/decomposition
• Relationships to other numbers
• Real-world examples
• Using models

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Variations for this routine can be found here. Start with friendly numbers (multiples of 10, then 5 and/or 2) greater than 100. Gradually make the numbers more challenging.

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Questions to ask:

• Is it odd or even?
• Can you put it into groups?
• Can you skip count to it?
• What number is 10 more? 10 less? 5 more? 5 less?

125

Número del dia

2

Muestra el número con bloques de base 10

1 centana + 2 decenas + 5 unidades

12 decenas + 5 unidades

Muestra el número en la tabla de 1,000

Routine: Data Routine

Objective: The Data Routine has both social and a math objectives:

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Social

• Students build community by sharing about themselves - their person, lives, interests, & preferences - learning about their classmate’s, finding and celebrating their similarities and differences
• Students build community by recognizing their shared environment (e.g. weather)

Math

• Students develop their understanding of categorical and measurement data (see progression of standards in the following slides and here) as they:
• Formulate questions
• Collect data
• Organize and display the data
• Analyze the data, and
• Interpret the results
• Students apply other important math ideas from all domains

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See the Data Routine slides for a description of how to incorporate this routine into your lessons.

1.10 Lesson 1

Whole Class or Groups: Optional Video: Cars Going By

• Students describe and define data.
• Collect data from their class about their favorite fruit on Favorite Fruit Jamboard.(Spanish)
• Discuss how to organize the data to make it easier to notice things.

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Independent work: Seesaw Lesson 1(Spanish) - Favorite Fruit

• Organize the data in a way that makes it easier to notice things about the class' favorite fruits.

There are different ways to organize data (information). Organization can obscure or make clear answers to questions about data. Data can be gathered and organized to help us understand the data.

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Whole Class or Groups: Look at student work or premade samples and discuss.

Core Math to Emphasize:

• There are different ways to organize data (information).
• Organization can obscure or make clear answers to questions about data.
• Data can be gathered and organized to help us understand the data.

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Normas matemáticas

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Los errores son regalos que promueven el debate.

Las respuestas son importantes pero no representan las Matemáticas.

Hablemos de lo que cada uno piensa.

Haz preguntas hasta que las ideas tengan sentido.

Haz uso de múltiples estrategias y múltiples representaciones.

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Carros que van pasando

¿Que es data?

Enoch: Bus

Angelly: Car

Helene: Car

Andrew: Walk

Milo: Bike

Chelsea: Car

Kei: Bus

Amaya: Walk

Vinh: Car

Yongjie: Bus

Data es una colección de información sobre nuestro mundo.

Podemos colectar data sobre nuestra clase.

¿Cual es tu fruta preferida?

Favorite Fruit Jamboard (Spanish)

Aqui hay data de otra clase.

¿Que notas?

¿Como podemos organizar esta data para que sea más facil de entender?

Aquí hay algunas maneras de organizar la data:

¿Que notas?

1.10 Lesson 2

Whole Class or Groups: Math Talk

• Collect data from their class about pets they have or want and organize it on Pets Jamboard (Spanish)
• Show data from another class, show how to make it a bar graph.

Independent work: Seesaw Lesson 2 (Spanish)- Pets

• Use the data to answer each question about this class’s pets.

Picture graphs can show categorical data. The graphs can be used to answer questions about the data.

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Whole Class or Groups:

Look at student work or premade samples and discuss.

Core Math to Emphasize:

• Items can be sorted and categorized by their attributes. Items in those categories can be counted and compared.
• Data can be collected, recorded, and organized into picture graphs The graphs can help answer questions about the data.

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Normas matemáticas

24

Los errores son regalos que promueven el debate.

Las respuestas son importantes pero no representan las Matemáticas.

Hablemos de lo que cada uno piensa.

Haz preguntas hasta que las ideas tengan sentido.

Haz uso de múltiples estrategias y múltiples representaciones.

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Charla de matemáticas

¿Que notas? ¿Que te preguntas?

Mascota

Conteo

Numero

Mascotas favoritas

Podemos colectar data sobre nuestra clase.

¿Que tipo de mascota tienes o quieres? (Escoge 1)

Pets Jamboard (Spanish)

Aqui hay data de otra clase.

¿Que notas?

Nuestras mascota

perro gato pez

¿A que te recuerda esto?

¿Cuantos más estudiantes tienen o quieren un perro que un pez?

4

1

[--How many more--]

Podemos usar diagramas lineales para contestar preguntas sobre comprar data en una gráfica.

Cuantos mas

¿Cuántos estudiantes tienen o quieren una mascota?

4

1

2

1

2

[------------------Total

Podemos usar diagramas lineales para contestar preguntas sobre comprar data en una gráfica.

1.10 Lesson 3

Whole Class or Groups: Math Talk

• Collect data from their class about favorite ice cream flavors and organize it on Ice Cream Flavors Jamboard (Spanish).
• Show data from another class as a tally table.
• What do you notice? What questions could you ask that use comparing or putting together?

Independent work: Seesaw Lesson 3 (Spanish)- Favorite Ice Cream

• Create a picture graph and a bar graph using information from the tally chart about this class’ favorite ice cream flavors.
• Write a statement about about the data (I notice…) and a question about the data that can be answered by comparing or putting together.

Categorical data can be gathered using tally marks in a table. Tally tables, picture graphs, and bar graphs can show the same information in different ways.

Whole Class or Groups:

Look at student work or premade samples and discuss.

Core Math to Emphasize:

• Collecting, organizing and analyzing data helps us know more about people.

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Normas matemáticas

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Los errores son regalos que promueven el debate.

Las respuestas son importantes pero no representan las Matemáticas.

Hablemos de lo que cada uno piensa.

Haz preguntas hasta que las ideas tengan sentido.

Haz uso de múltiples estrategias y múltiples representaciones.

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Charla matematica

¿Cuántos puntos ves y cómo los ves? ¿Cuántos más necesitamos para hacer 10 (o 20)? ¿Cómo lo sabes? ¿Cuántos menos para hacer 10? ¿Cómo lo sabes?

Podemos coleccionar data sobre nuestra clase

¿Cual es tu sabor de helado favorito?

Favorite Ice Cream Jamboard (Spanish)

Aqui hay data de otra clase:

¿Que notas?

¿Qué preguntas podrías hacer sobre comparar o juntar?

En la página 3 escribe:

- al menos una declaración sobre los datos (noto ...), y

- al menos una pregunta sobre los datos que se puede responder comparando o juntando (¿Cuántos estudiantes más / menos ...? ¿Cuántos estudiantes ... en total?)

¿Que era difícil sobre organizar la data?

¿Como puedes comprobar estas ideas usando la gráfica.

A 6 personas les gusta más el helado de chocolate.

A la menor cantidad de personas les gusta más el helado con chispas de chocolate.

A más gente le gusta el helado de vainilla que el de fresa.

¿Como puedes contestar estas preguntas usando la gráfica?

¿A cuántas personas menos les gusta la fresa que la vainilla?

¿Cuántos estudiantes respondieron la pregunta?

2.11 Lesson 4: Expert Task

Whole Class or Groups: Math Talk

• Review how students have organized and displayed data in the previous lessons
• Tell students that you have always wondered which sum comes up the most when you roll 2 dice. Ask: Which sums are possible?
• Ask the students how they might keep track of the sums as they roll them.
• Demonstrate as needed using https://www.didax.com/apps/dice/

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Independent work: Seesaw Lesson 4 (Spanish)-- Dice Sums Data

Read the directions for the task. Use the tools to represent and organize the Dice Sums Data.

Students play the Add Two Dice game and keep track of their data.

Whole Class or Groups: Bring the class together and discuss the different ways students organized their data. Compare the results from your class. How are they similar? How are they different? Ask and answer questions about the data…

• What sum was rolled the most? Least?
• How many more...than…?
• How many times were the dice rolled?

Core Math to Emphasize:

• Some types of organization can make comparisons of the data clear.

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Charla matematica

¿Cuántos puntos ves y cómo los ves? ¿Cuántos más necesitamos para hacer 10 (o 20)? ¿Cómo lo sabes? ¿Cuántos menos para hacer 10? ¿Cómo lo sabes?

¿Que te acuerdas sobre organizar data?

perro gato pez nada

perro gato pez nada

Nada

Nada

¿Qué recuerdas sobre el uso de una gráfica para hacer y responder preguntas?

¿Cuántos estudiantes más / menos…?

Yo noto...

¿Cuántos estudiantes ... en total?

¿Qué recuerdas sobre el uso de marcas de conteo para hacer graficas?

¿Cuales sumas son posibles?

¿Cual suma sale más?

¿Como podemos ir organizando las sumas de los dados?

Data sobre la suma de los datos

Haga clic en el enlace para lanzar 2 dados.

Suma los 2 números para encontrar la suma.

Escribe los datos de suma de dados de forma organizada.

Lanza 2 dados al menos 10 veces más y colecciona los datos.

¿Como es similar la data? ¿Cómo es diferente?

Haz y contesta preguntas