Sarita Sheth

Mathematics Lesson Plan on Gathering Data in a Survey GRADE LEVEL: 1 Mathematics, English and Language Arts

TIME ALLOTMENT: 45 - 60 minutes SUBJECT AREA(S): GOAL: The overall goal of the lesson is to introduce children to using surveys as a form of data collection keeping in mind that it is based on the opinions of the subjects. The rationale for this goal is based in the curriculum frameworks below:
1.

2. 3.

4. 5.

Use interviews, surveys, and observations to gather data about themselves and their surroundings. 2.D.1 MA Math Curriculum Framework, November 2000 Organize, classify, represent, and interpret data using tallies. 2.D.2 MA Math Curriculum Framework, November 2000 Formlate inferences (draw conclusions) and make educated guesses about a situation based on information gained form data. 2.D.3 MA Math Curriculum Framework, November 2000 Contribute knowledge to class discussion in order to develop a topic for a class project. 2.1 MA ELA Curriculum Framework, June 2001 Relate themes in works of fictio to personal experience. 11.1 MA ELA Curriculum Framework, June 2001

WHEELOCK COLLEGE TEACHING STANDARDS 1. Advocacy for Social Justice- Lesson will discuss everyones right to their own opinion which will demonstrate: Establishing respectful relationships with children in the learning community. Planning for and teaching lessons in culturally responsive ways. 2. Understanding All Children in Their Many Dimensions- Lesson will involve all children through the use of a very simple picture book and discussion: Children of varying learning abilities will be able to access the idea of the lesson from the simple story. English language learners will also be able to access the idea of the lesson from the simple language in the story. 3. Knowledge of Content and Integrated Curriculum- Lesson will demonstrate: Understanding how to translate themes or concepts from standards into curriculum that is appropriate for the age/grade level Knowledge of understanding of issues of race and bias in developing the curriculum Making connections between content areas, and goal to teach for depth not breadth

Sarita Sheth

My role in designing curriculum and teaching that give children opportunities to develop a conceptual understanding 4. Educational practices that foster learning, development, and achievement for all of the nations children- Lesson will: Provide multiple ways for children to deepen their grasp of opinions and data gathering Allow children to stretch their thinking, and express their understanding. Be conducted in a caring, inclusive, stimulating, and safe learning community where they all feel their opinion is valid. 6. Assessment in a Multi-racial, Multicultural Democracy: Assessment in the lesson will: Inform my next days plan for the unit. Be open-ended so that children can bring to the lesson their own understanding in a bias free manner.

UNDERSTANDING

Students will understand 1. Terms opinion, data, and survey. 2. Collecting data for a survey is based on peoples opinions which are all valid. 3. To collect data, a strong question is required. 4. When collecting data, it must be organized. 5. How to use tally marks to record results. 6. How to make a chart with the data. 7. How data can be useful for us to learn about ourselves and others.

ESSENTIAL QUESTIONS
1. 2. 3. 4. What is an opinion? Do people all have the same ideas/opinions? Why is it helpful to know what peoples opinions are? What is data? 5. How can we collect data? 6. How can it be organized so we can understand and use it?

ACTIVATE PRIOR KNOWLEDGE

As this lesson is at the beginning of the unit on data and probability, I will begin the lesson by getting the children to relate to what an opinion is. I will ask them questions to elicit their opinions and illustrate how they are unique and valid. We will define opinion together. Then we will read the book which also illustrates this point.

OBJECTIVES
1. 2. 3. 4. Students will know that surveys are a way to collect data. Students will be able to compose a question for a survey and collect the data. Students will be able to organize the data in a way that is meaningful. Students will be able to find meaning in data they collect.

Sarita Sheth

DIFFERENTIATED INSTRUCTION I will preview the lesson with children with learning disabilities and ELL children. We will come up with his/her question for the survey before hand so that he/she is ready to collect data with the other children. For children who have issues organizing their ideas, I will help them organize their recording paper for the survey so that they are not lost during the exercise.

For children who are at a higher level, I will challenge them to answer the questions- what does this tell me about my class, and how could I use this data for the future?
ASSESSMENT 1. As students circulate throughout the room, I will watch and observe their interactions with each other as well as how they formulate their questions. I will look to see if they are recording responses effectively and it will tell me if they understand that surveys are a way to collect data. I will also note from our conclusion discussion students who are drawing meaning from the data.

2. I will see the surveys that they have created after giving them a chance to walk around the room asking each other their own survey question. I will evaluate their first attempt survey based on the following rubric. This summative assessment will guide my further lessons on this topic. Rubric based on a 1-3 scale:
1- Developing 2- Acceptable 3- Commendable

Has developed a meaningful question for the survey. Developed a way to organize the data. Illustrated the results of the survey. Found meaning in the data MATERIAL REQUIRED 1. Two Eggs, Please by Sarah Weeks and Betsy Lewin 2. Chart paper 3. Dry erase marker 4. Clipboards with paper on them for each child 5. Pencils for each child. IMPLEMENTATION PROCEDURES How the lesson will begin: (students seated on the rug in whole group; 10 minutes total) Ask the children: What do you like to play during recess? On the structure or tag?

Sarita Sheth

We will discuss the responses and develop a definition for opinion which will include that there is no right or wrong answer to an opinion; it is someones way of thinking. I will write their responses on chart paper. We will read: Two Eggs, Please by Sarah Weeks and Betsy Lewin and I will guide the discussion. Here is a brief summary of the story: o A waitress fox is waiting in a diner for customers at night. One by one different animal customers come in ordering, Two eggs, please. Each animal has a different way that they want the egg prepared (sunny side up, scrambled, over easy, hard boiled, soft boiled, raw, with roll, etc) o They all think to themselves as they wait for their food, Different. But dont say anything. In the end the waitress screams out all the different orders of eggs to the chef. He prepares them by cracking one white egg and one brown egg and thinks, Different. o The fox brings everyone their food and the book concludes with everyone eating and the line, Different, but the same. Discussion: All the animals had the same food, but they were all different. o They all acknowledged that they were different, but did not judge if it was right or wrong. It is their choice of how to eat their egg, their opinion. o There are also many ways to cook an egg- and many opinions that people can have no one is better than the other. Then we will talk about how if we wanted to record peoples opinions we could do it in a survey.

Discussion of Terminology/ Modeling (10-15 minutes) I will model a survey. Tell them each of them will conduct their own survey. First tell them that a good survey starts with a good question. Think of something that you want to know about our class. It must have choices. Here is something I want to know: What do you like better: apples or oranges? o Make sure that they realize it is not a race or a game- everyone is entitled to their own opinion. Also discourage competitive glances and comments. Write the question at the top of the board and make a dividing line with heading Apple and Orange on either side of the line. Explain the process to the kids. Explain that each persons response is a piece of data. At the end all of the data will tell us something about our class. As each student responds, use tally marks to record the data. Review how tally marks are used- that the 5th mark is a diagonal. After all the students have responded count by 5s to total the tally marks. Record at the bottom the total of each. Discuss how this could be useful information

Sarita Sheth

Practical: Children Conduct Survey (15 minutes) Now tell kids they are going to come up with their own question and conduct a survey. Tell them to write their question at the top, and make sure they have someway of keeping track of what others said. Also model good/bad ways of asking questions to each other- interrupting, pushing, politely waiting and asking. Make sure they put their name on top, and they try to ask everyone in the class. Pass out the clipboards and pencils. Give ELL and learning disabled kids their clipboards with the questions they have already made up. Let them walk around the room and ask each other their question and record their results. When you finish: write a response on the bottom or come tell me the answer to these questions: what does this tell me about my class, and how could I use this data for the future? Circulate around the room helping students formulate their questions and watch them record data. Note who is having trouble with question formation and organization on sticky notes (formative assessment.) Mention the words opinion, survey, data, record and organize while circulating. Conclusion (3-5 minutes) Ask the children what to report what they found. Look for volunteers. Ask what their question was and what do their results tell you about our class? Collect their surveys- make sure names are on top. Use as for summative assessment analysis based on the rubric above. Technology websites o http://www.internet4classrooms.com/skills_1st_math.htm#data website with links to everything from surveys with tally marks to instant graphs. Appropriate for K-2. o http://www1.center.k12.mo.us/Edtech/edm/1.htm this website has a lot of great interactive games on it for first graders, including one to practice tally marks! o http://nlvm.usu.edu/en/nav/category_g_1_t_5.html this website has Lots of interactive activities for K-12, on numbers & operations, geometry, algebra, measurement, data analysis and probability. o http://www.mathplayground.com/ A large collection of interactive word problems, math games and puzzles for elementary school students.