Data Day: The Five Objective To provide experiences with collecting, sorting, tallying, and graphing data. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards Curriculum Focal Points Interactive Teacher s Lesson Guide Teaching the Lesson Ongoing Learning & Practice Differentiation Options Key Concepts and Skills Generate whole numbers from sets of tally marks. [Number and Numeration Goal ] Collect data and tabulate it in a tally chart. [Data and Chance Goal 1] Use data in a tally chart to draw and interpret a bar graph. [Data and Chance Goal 1] Draw conclusions and answer questions from tally-chart and bar-graph data. [Data and Chance Goal 2] Key Activities Children are introduced to the basic food groups and the Food Guide Pyramid. Then they make a data-table tally of favorite class foods, analyze the data table, and make a bar graph of the favorite-food data. Ongoing Assessment: Informing Instruction See page 393. Ongoing Assessment: Recognizing Student Achievement Use an Exit Slip (Math Masters, page 4). [Data and Chance Goal 2] Key Vocabulary basic food groups data table bar graph Materials Math Journal 1, p. 137 Home Link 6 2 Math Masters, pp. 162 and 4 transparencies of Math Masters, pp. 162 and 163 (optional); p. 164 Class Data Pad (optional) crayons or colored pencils Comparing Lengths of Fish on the Fish Poster Math Journal 1, pp. 138 and 139 Children solve comparison number stories about lengths of fish on the Fish Poster. Math Boxes Math Journal 1, p. 14 Children practice and maintain skills through Math Box problems. Home Link Math Masters, p. 16 Children practice and maintain skills through Home Link activities. ENRICHMENT Collecting Favorite-Food Data Math Masters, p. 166 crayons Children survey adults about favorite foods, make a bar graph of the results, and compare this set of data to their data collected in Part 1. EXTRA PRACTICE Making a Listening Tally pennies can or other container slate Children use tally marks to keep track of the number of pennies dropped into a can one at a time. Advance Preparation For the teaching activities in Part 1, you might want to make overhead transparencies of Math Masters, pages 162 164. Teacher s Reference Manual, Grades 1 3 pp. 119 126 39 Unit 6 Whole-Number Operations and Number Stories
Getting Started Mental Math and Reflexes Pose comparison number stories like the following. Have children share their strategies: Ann s jump rope was 8 feet long. Melissa s jump rope was 6 feet long. How much longer was Ann s jump rope? 2 feet Maurice is 48 inches tall. Lisa is 6 inches tall. How much taller is Lisa than Maurice? 8 inches Mike s pet snake is 24 inches long. Marti s pet snake is 22 inches longer than Mike s snake. How long is Marti s snake? 46 inches You may wish to substitute the names of children in the class for the names given here. Math Message What is your favorite food? (Candy, soda, and pizza don t count!) Home Link 6 2 Follow-Up Review answers as necessary. As time permits, have children share the strategies they used to do the computation. 1 Teaching the Lesson Math Message Follow-Up (Math Masters, p. 162) Before talking about favorite foods, talk with children about good nutrition. People need to eat balanced diets to stay healthy. There are basic food groups: 1. Fruits 2. Vegetables 3. Grains 4. Meat & Beans. Milk NOTE Recent recommendations from the U.S. Department of Agriculture have split the old Fruits and Vegetables food group into two separate groups, making five food groups instead of four. One reason for this was to emphasize the importance of fruits and vegetables in a healthy diet. Name Date Grains Fruits Teaching Master Dietary Guidelines for Second Graders Eat 6 servings a day. Choose whole grain cereals, breads, crackers, or pasta. Eat 4 servings a day. The Dietary Guidelines for Second Graders (Math Masters, page 162) shows the recommended number of servings per day from each of the basic food groups. The guidelines are based on a 1,6 calorie/day diet, which is recommended for moderately active 4 8 year old boys and girls. More active children should eat more. Discuss the foods that a person should eat the most of: fruits, vegetables, and grains. Discuss the foods that a person should eat less of: dairy products, meat, poultry, fish, beans, eggs, and nuts. Discuss things to be eaten sparingly: fats, oils, and sweets. Vegetables Low-fat Dairy Meat and Beans Fats and Oils Eat 3 4 servings a day. Eat 2 servings a day. Choose low-fat or fat-free milk, cheese, and/or yogurt. Eat 1 2 servings a day. Choose lean meats. Eat more fish. Use sparingly. Sweets If you are eating lots of healthy foods, then you may have sweets a few times a week. Math Masters, p. 162 Lesson 391
Date What Is Your Favorite Food? 1. Make tally marks to show the number of children who chose a favorite food in each group. fruit/ bread/cereal/ dairy products meat/poultry/fish/ vegetables rice/pasta beans/eggs/nuts 2. Make a graph that shows how many children chose a favorite food in each group. Sample answer: Favorite Foods of Children Number of Children 2 2 fruit/vegetables bread/cereal/ rice/pasta Sample answer: ////\ // ////\ /// ////\ ////\ ////\ //// Math Journal 1, p. 137 dairy products meat/poultry/ fish/beans/ eggs/nuts NOTE Some teachers have reported that assigning a favorite food to a single group can be confusing and time-consuming. For example, are beef enchiladas in the bread, dairy, or meat groups? Other teachers have said that this activity has not been problematic and that children have come to a consensus about the primary ingredient in a food item and then assigned that favorite food to a food group based on that criterion. If you foresee having problems in your classroom, consider the following option: Display an overhead transparency of Math Masters, page 163. This master lists foods that belong in each of the food groups. Ask children to pick the group that they like best. The foods listed as belonging in that group may not be their favorite foods, but they do represent types of foods that children like. There is room on Math Masters, page 163 to tailor the list to include special foods that may be popular in your region or with children in your school. Collecting Data on Favorite Foods (Math Journal 1, p. 137; Math Masters, pp. 162 and 164) On the Class Data Pad, draw a table like the one shown in Problem 1 on the journal page or use an overhead transparency of Math Masters, page 164. Ask each child to name his or her favorite food. As a class, assign each food named to the most appropriate food group. Make a tally mark in the table on the Class Data Pad as children do the same on the journal page. Use the Dietary Guidelines for Second Graders on Math Masters, page 162 as a reference. (You might want to use an overhead transparency of this page during your discussion.) For the more problematic foods, you can make suggestions or act as the final authority. Continue until each child has named a favorite food and each food named has been assigned to one of the food groups. Discussing the Favorite-Food Data Table (Math Journal 1, p. 137) Ask children simple questions about the data table. Include questions that involve parts-and-total (putting together and taking apart), comparisons, and data landmarks. Which is the most popular food group among children in the class? Which is the least popular? Why do you think children prefer one food group over another? Do you think children in other parts of the world would have similar results on their data tables? Do you think adults prefer the same foods as children? Do more children prefer dairy products to fruit/vegetables? Or do more prefer fruit/vegetables to dairy? By how many? What is the total number of children whose favorite food comes from either the bread/cereal/rice/pasta group or the meat/poultry/fish/beans/eggs/nuts group? How many children in all participated in the survey? How many children said their favorite food was not part of the fruits/ vegetables group? NOTE You may want to have children use the information in Problem 1 on journal page 137 to create a pictograph. You may prefer that children use concrete objects to make their pictographs. 392 Unit 6 Whole-Number Operations and Number Stories
Teaching Master Adjusting the Activity If there are other second-grade classrooms in your school, share data-table results and make comparisons between the classrooms. For example, ask: Which is the most popular food group in Mr. Mazzuca s classroom? Is it the same food group as in our classroom? Do you think all children have similar tastes in food? A U D I T O R Y K I N E S T H E T I C T A C T I L E V I S U A L Name Date What Is Your Favorite Food? 1. Make tally marks to show the number of children who chose a favorite food in each group. Answers vary. fruit/ bread/cereal/ dairy meat/poultry/ vegetables rice/pasta products fish/beans/ eggs/nuts 2. Make a graph that shows how many children chose a favorite food in each group. Favorite Foods of Children Making a Bar Graph of the Favorite-Food Data (Math Journal 1, p. 137; Math Masters, p. 164) PROBLEM SOLVING Display an overhead transparency of Math Masters, page 164 as children follow along in their journals. Remind children how a bar graph is drawn using vertical or horizontal bars to represent data. Ask questions such as the following about the bar graph in their journals: NOTE You might want to show children how the graph would look if it were created with graphing software. Number of Children 2 2 fruit/ vegetables bread/cereal/ rice/pasta Math Masters, p. 164 dairy products meat/poultry/fish/ beans/eggs/nuts What do the labels at the bottom of the graph refer to? The food groups What do the numbers on the left side of the graph refer to? The number of children Suppose children chose a dairy product as their favorite food. How would you show this on the graph? Color the dairy products column up to the line for How would you show on the graph that 7 children had chosen a fruit or vegetable as their favorite food? Color the fruit/ vegetables column up to the line for 7 Show children how to graph the data for the fruit/vegetables group on the overhead transparency of Math Masters, page 164 or a Class Data Pad. Children can use crayons or color pencils to color the bars of the graphs in their journals. NOTE Graphing the data on a Class Data Pad will allow you to keep the graph posted to refer to later, if needed. Ongoing Assessment: Informing Instruction Watch for children who find it difficult to fill in the bar graph. It may be helpful to lay a straightedge or piece of paper across the vertical axis to help them determine how far up they should color each bar. This will be especially helpful for the bars that are farthest from the numbers. Favorite Foods of Children and Adults 2 Number of Children 2 fruit/ vegetables bread/cereal/ dairy rice/pasta products meat/poultry/fish/ beans/eggs/nuts Lesson 393
Date Comparing Fish Fish Lengths Fish B Fish C 14 in. 18 in. Partners should work together to complete the bar graph. Children who used Everyday Mathematics in first grade should be familiar with bar graphs. You might want to complete the graph as a whole-class activity. Fish D Fish H 24 in. in. Fish K 42 in. Fish L 72 in. 1. Fish C is inches 2. Fish H is inches longer than Fish B. shorter than Fish K. Fish B 14 in. 4 12 Fish C 18 in. Math Journal 1, p. 138 Fish H Fish K 42?? Ongoing Assessment: Recognizing Student Achievement Exit Slip Use an Exit Slip (Math Masters, page 4) to assess children s progress in reading graphs. Ask children to interpret the bar graph of favorite-food data. Children are making adequate progress if they can write one thing they learned from reading the graph. Some children may be able to write more than one thing. [Data and Chance Goal 2] 2 Ongoing Learning & Practice Comparing Lengths of Fish on the Fish Poster (Math Journal 1, pp. 138 and 139) PROBLEM SOLVING Guide children through Problem 1. Adjusting the Activity Have children use counters to match the quantities (see page 38). For larger numbers and measurements, have children use the numbers on 2 tape measures to represent the quantities. Date Comparing Fish continued 3. Fish L is inches 4. Fish B is inches longer than Fish H. shorter than Fish D.. Fish H is 6 inches longer 6. Fish L is inches longer than Fish D. than Fish K. 7. Fish C is 6 inches shorter 8. Fish B is 16 inches shorter than Fish D. than Fish H. 42 72 24? 6?? 14? 72 18 6 14?? Math Journal 1, p. 139 16 A U D I T O R Y K I N E S T H E T I C T A C T I L E V I S U A L Math Boxes (Math Journal 1, p. 14) Mixed Practice Math Boxes in this lesson are linked with Math Boxes in Lessons 6-1 and 6-. The skills in Problems and 6 preview Unit 7 content. Writing/Reasoning Have children draw, write, or verbalize their answers to the following: In Problem 2, how many more inches would you need to add to the line segment to make it inches long? Write a number model. Sample answer: 7 inches; - 3 = 7 Home Link (Math Masters, p. 16) Home Connection Children use survey data about favorite fruit to make a bar graph. They then use the information to draw conclusions about fruit preferences. 394 Unit 6 Whole-Number Operations and Number Stories
3 Differentiation Options ENRICHMENT Collecting Favorite-Food Data (Math Masters, p. 166) + Min To further explore collecting data, have children survey adults around school or at home, asking adults to name their favorite food. Children tally their data as they collect it, using the table at the top of Math Masters, page 166. They use their tallied data to make a bar graph, compare the adult data and the class data collected in this lesson, and report their findings to the class. EXTRA PRACTICE Making a Listening Tally SMALL-GROUP Min Date Math Boxes 1. Which of these is unlikely to happen? Circle the sentence. It is unlikely that... you will have lunch today. you will grow inches while you sleep tonight. you will see someone you recognize. 3. Denise picked 16 tulips and 4 daffodils. How many flowers did she pick in all? 2 flowers Fill in the diagram 2 and write a number model. 16 4 16 + 4 = 2. List the numbers in order.,, 4, 6, 4, 4, 6 4, 4, 4,, 6, 6, Which number occurs most often? 4 9 Math Journal 1, p. 14 2. Measure the line segment. about about 3 8 in. cm 4. How many dots are in this 3-by- array? 6. Continue. 312, 314, 316, 318, 32, 322, 324, 326, 328 To give children practice making and counting tally marks, drop a selected number of pennies into a container, one at a time. Make sure you do this out of the children s view. Tell them to make a tally mark on their slates each time they hear a penny drop. Then have them count the tally marks and write a total number of pennies on their slates. Check that children have grouped their tally marks by s. Repeat as time allows. Name Date HOME LINK Graphing Data Number of People Family Note Home Link Master The class has been collecting and graphing data about favorite foods. Ask your child about the graph he or she made in class. In the table below, help your child count the tally marks below the name of each fruit. To decide how high up to color each bar, your child could lay a straightedge across the columns. 44 4 Please return this Home Link to school tomorrow. In a survey, people were asked to name their favorite fruit. The table below shows the results. apple watermelon pear banana grapes ////\ ////\ /// /// //// ////\ ////\ 1. Make a bar graph that shows how many people chose each fruit. The first bar has been colored for you. Favorite Fruits apple watermelon pear banana grapes 2. Which fruit is the most popular? Which fruit is the least popular? What is your favorite kind of fruit? Math Masters, p. 16 Fruit grapes pear Answers vary. Number of People Name Date Adults: What s Your Favorite Food? 1. Make tally marks to show the number of adults who chose a favorite food in each group. Answers vary. fruit/ bread/cereal/ dairy meat/poultry/ vegetables rice/pasta products fish/beans/ eggs/nuts 2. Make a graph that shows how many adults chose a favorite food in each group. Favorite Foods of Adults 2 2 fruit/ vegetables Teaching Master bread/cereal/ rice/pasta Math Masters, p. 166 dairy products meat/poultry/fish/ beans/eggs/nuts Lesson 39