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 make sense of problems as they respond to questions based upon their data representations.  Based on the standard, students will use one to one correspondence in their graphs.  This unit will cover gathering, recording and representing data in Tally Charts, Pictographs, Bar Graphs, and Line Plots.  This GCG covers Tally Charts, and Line Plots.  Remember, Line Plots are only used to represent numerical data, NOT categorical data.

3. Day 1  Essential Question: How can I gather and understand data using tally marks?  Instruction will focus on using a tally chart to record information. Primary students are interested in data about themselves and their immediate environment. It is appropriate to have students collect data in response to their own questions.  Possible Engage:  Present the following scenario to the students in your classroom: Mr. Ratasky wanted to see how many siblings his students had. He created a survey with the following categories: 0, 1, 2, 3, 4, 5  Create a six-column chart  Label each column 0,1,2,3,4,5.  Have students write their name on a Post-it Note and have them place their name under the category that represents the number of siblings they have.  Tell students that Mr. Ratasky wants to share the information with the principal, but he is afraid that if he walks the chart down to the office he might lose some of the post-it notes. How can Mr. Ratasky share the information with the principal?

4. Day 1 continued  Facilitate a discussion about how the data could be recorded.  Steer the conversation towards using tallies to represent the students in the classroom.  Show students how to record every vote (post-it note) with a tally.  Record all the tallies (do NOT group them in fives yet) and ask questions such as:  How many students participated in the survey?  How many were only children? 1-2 siblings? 3 or more siblings?  How many had _________ than __________?  Students may have a difficult time counting the tallies because they are not grouped in an efficient manner. 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.  Group the tallies and then ask the same questions.  Discuss titles and labels which would support the reader in understanding the data collected.  The Tally Portion of “School Survey” can be used on Day 1. Later in the unit, students can use the same data to create Picture Graphs and Bar Graphs.  As students gather responses to the survey question, focus their understanding on how tally marks are used to record data.  Elements of Go Math Lesson 10.1 can also be used  Possible Daily Journal Questions: Line PlotsLine Plots  By the end of Day 1, students will be able to record data in a tally chart.

5. Day 2  Essential Question: How can I organize and understand data with 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.  Possible engage:  Use the data collected from Day 1 and ask students how they might organize it in a line plot. (Students used line plots in the Measurement Unit so it should be a review).  Students should label the Line Plot with the numbers 0, 1, 2, 3, 4, 5.  Refer back the the tally chart.  Every tally on the chart should represent an X on the line plot.

6. 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. Provide students with sets of data from tally charts and have students create various line plots. Some examples can include: length of pencils, number of M&M’s in a bag, etc. Possible Daily Journal Questions: Line PlotsLine Plots By the end of Day 2, students will be able to represent data from tally charts on a line plot.

7. Enrich/Reteach/Intervention Reteach  Students who need support may use toothpicks or popsicle sticks to use as representations 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 Enrich  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. Additional Reteach Task

8. Literature for your Classroom Library