1. Organizing Data Unit of Study: Data Global Concept Guide: 1 of 3

2. Content Development  Students should be provided with opportunities to generate questions and collect answers to those questions as authentic experiences in data collection/analysis. How data is organized should be directly related to the question asked. Ideas for data collection can include attributes of a set of objects, student preferences, quantities of a given object, etc.  Throughout this unit of study students will be engaged in making sense of problems as they respond to questions based upon their data representations.  At this time, students use one to one correspondence in their graphs.

3. Day 1  Instruction will focus on using a tally chart to gather information. Primary students are interested in data about themselves and their immediate environment. It is appropriate to have students generate a question to which they seek information.  The “School Survey” lesson listed in the GCGs could help facilitate this learning. ONLY use tally portion now and save the pictograph and bar graphs portions for the next two GCGs.  As students gather responses to the survey question, focus their understanding on how tally marks are used to record data.  Understanding the use of a diagonal line across four tally marks to represent a grouping of five is a necessary content component. Classroom discussion can foster the use of counting by 5’s as a strategy for efficiency in data recording.  Discuss titles and labels which would support the reader in understanding the data collected.

4. Day 2  The lesson idea “Measurement Line Plot” would be a great way to allow students to generate authentic data and then organize the data onto a line plot.  Connections should be made between line plots and tally marks. For many students, the concept of counting with tally marks is an easy transition from the line plots; however, some students will need additional experiences with the concept of one tally mark representing one item related to the question.  Students can be asked to compare different sized data sets within the line plot and verify their results with a tally chart.

5. Connecting Line Plots with Tally Charts Sample questions: How many more children have 2 brothers & sisters compared to children who have 4 brothers & sisters? How many children answered the survey question? Explain how you know. Juan added his information to the data. Now there are two categories which are equal. Where did James add his information? Why do you think that? Mrs. Fritz noticed Juan added his information to the line plot. Draw the tally chart after Juan adds his information. Explain your thinking.

6. Enrich/Reteach/Intervention Students who need support may use toothpicks or popsicle sticks to use as a representation for tally marks to develop the one to one correspondence. Model for students how to record a grouping of five and review decomposing of numbers as groupings of 5. e.g. 7 is the same as 5 + 2 and would be represented as Students may be challenged by collecting data from other classes to compare with their homeroom class. Comparing and contrasting data between two classes will set the stage for students to understand the purpose of data analysis.

7. Literature for your Classroom Library