Data Project Mathematics: Data Analysis

2nd Grade-Whole Group & Individual

Standard Materials
(2) 5.2: It is expected that students will collect, organize, tally, display, and interpret - White board and dry erase markers
data in charts, tables, and graphs. - Projector
Objectives - Glue Sticks
- Printer, Ink, and Copy Paper
Students will be able to: - Pencils, markers, crayons, and colored pencils
- Compose a survey question - Make and analyze predictions about data - Assembled Data Foldables, one per student and
- Collect data in the form of tally marks - Identify the process to collect data teacher, consisting of:
- Identify, describe, and construct bar graphs, line plots, pictographs, and frequency - Large construction paper (18 x 12 in)
tables - Printed worksheets of the front cover
(My Data Project and Name), center
Procedures (Survey Question, My Prediction, and
Steps 1 – 3 are to be completed on Day 1. Have students keep their projects in their Frequency Table outline), left (Bar
desk after the completion of Step 3. Steps 4 and 5 are to be completed on Day 2. Graph outline and Line Plot outline),
Step 1 – Handout Foldable: Pass out an assembled construction paper Data Project right (pictograph outline, and final
Foldable to each student. Students will work independently on their foldable project, questions)
with the guidance of the teacher. Instruct students to write their name on the front, - Grading Rubric
bottom of the foldable on the line provided for their name. Inform students that they
Assessment
are not allowed to move onto the next section until instructed to do so. Encourage
students to be colorful and creative while working on each section. (2 minutes) A combination of embedded and authentic
assessments will be used to determine how
Step 2 – Center Section of Foldable: Quickly discuss the steps on how to collect
students are performing. The questions asked
data with students: Create a survey question, decide on choices, and then survey
throughout the lesson are a form of embedded
other students. Begin by asking students what they think the first step might be, how
assessment to evaluate students each step of the
many choices they think are appropriate, and how they can ask other students their
way. The actual assignment to create a survey
question. Have students open the foldable to the inside, center section labeled
question and collect, organize, and display the
“Survey Question”. Give students time to come up with and write their own survey
results is the authentic assessment.
question with four choices. Then, have students write their prediction as to what
When the project is completed, a rubric will be
choice they think will have the largest outcome under the corresponding category.
used to grade the assignment. The categories on
Allow students to write their choices on the frequency table before asking other
the rubric will be for each section on the
students their question. (10-15 minutes)
foldable, with a point awarded for each part of
Step 3 – Collect Results: Students will go throughout the classroom to ask fifteen
the sections. The survey question will be worth 2
other students their question. They must record their results in the corresponding
points: one for the question and one for the four
frequency table categories as tally marks. Instruct students to return to their seats
choices. “My Prediction” will be worth 2 points
once they have a total of fifteen tally marks. Then, have students total each section
for a complete sentence making a prediction. The
of their choices on the frequency table. (15-20 minutes)
frequency table will be worth 3 points for a
Step 4 – Displaying Results: Have students move to the inside, left section of their completed table. A properly labeled and
foldable for the “Bar Graph” section. Ask students what the parts of a bar graph are. complete bar graph is worth 5 points. The line
Make sure the title, labels, and scale are identified. Create an example on the board plot can receive a maximum of 3 points. The
while discussing for all students to reference. Then, allow them to create their own pictograph is worth 4 points. 3 points will be
bar graph with the data from their frequency table in the provided area. Repeat this awarded for the final interpretation questions.
step for the line plot, having students mention the title, labels, and what the “X” Lastly, an extra category will be added for the
represents. Repeat this step one last time for the pictograph, having students identify overall appearance of the project (5 points). This
the title, categories, symbols, and key. (30 minutes) will include the project being neat and colorful,
Step 5 – Interpretation: Discuss the final questions and the students’ results in the proper sentences, and correct spelling and
bottom, right corner of the foldable as a class. Ask students, “What do your results grammar. The maximum score a student may
show”, “Did it match your prediction”, and “How do you feel about your findings”. receive on the project is 27 points.
Lastly, have students write their answers in the provided space before turning in the
foldable. (15 minutes)