Use appropriate tools strategically. Attend to precision. Students make observations based on the data collected in the survey. Look for and make use of structure. Look for and express regularity in repeated reasoning. BACKGROUND KNOWLEDGE/COMMON MISCONCEPTIONS This standard calls for students to work with categorical data by organizing, representing and interpreting data. Students should have experiences posing a question with 3 possible responses and then work with the data that they collect. For example: Students pose a question and the 3 possible responses: is your favorite flavor of ice cream? Students collect their data by using tallies or another way of keeping Chocolate, vanilla or strawberry? track. Students organize their data by totaling each category in a chart or table. Picture and bar graphs are introduced in 2nd Grade. What is your favorite flavor of ice Chocolate 12 Vanilla 5 Strawberry 6 ESSENTIAL QUESTIONS How do tables help you organize your thinking? MATERIALS Snack size packs of Skittles or M&Ms, (one bag for each pair of students or small group) (may substitute buttons, or color tiles) and pencils GROUPING Whole class/small group/partners TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION Part I Let students know that they will be collecting data on the different colors in the bag of M&Ms/Skittles. Ask the students to name the colors that they may find in the bag. Write the list on the board. Take a survey asking the class to vote for their favorite color. Display the data in a table using numbers or tallies. Ask the students to identify the 3 colors that
Use appropriate tools strategically. Attend to precision. Students make observations based on the data collected in the survey. Look for and make use of structure. Look for and express regularity in repeated reasoning. BACKGROUND KNOWLEDGE/COMMON MISCONCEPTIONS This standard calls for students to work with categorical data by organizing, representing and interpreting data. Students should have experiences posing a question with 3 possible responses and then work with the data that they collect. For example: Students pose a question and the 3 possible responses: is your favorite flavor of ice cream? Chocolate, vanilla or strawberry? Students collect their data by using tallies or another way of keeping track. Students organize their data by totaling each category in a chart or table. Picture and bar graphs are introduced in 2nd Grade. What is your favorite flavor of ice Chocolate 12 Vanilla 5 Strawberry 6 ESSENTIAL QUESTIONS How do tables help you organize your thinking? MATERIALS Snack size packs of Skittles or M&Ms, (one bag for each pair of students or small group) (may substitute buttons, or color tiles) and pencils GROUPING Whole class/small group/partners TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION Part I Let students know that they will be collecting data on the different colors in the bag of M&Ms/Skittles. Ask the students to name the colors that they may find in the bag. Write the list on the board. Take a survey asking the class to vote for their favorite color. Display the data in a table using numbers or tallies. Ask the students to identify the 3 colors that
CCGPS_Math_1_Unit5Framework.docx