# ETA Scoop and Sort- Sorting and Classifying Pattern Blocks

**Projected Time Allotment:**9 days

**Global Concept Guides:**Organizing Data, Understanding Picture Graphs, Understanding Bar Graphs

Prior Learning: MACC.1.MD.4, MACC.2.MD.9

**Show What You Know Task:**Use Go Math Ch. 10Show What You Know

**Common Core State Standards for Mathematical Content :**

Measurement and Data

MACC.2.MD.9Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot where the horizontal scale is marked off in whole number units.

MACC.2.MD.10Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems using information presented in a bar graph. / Comments:

Students had experience with line plots in the Unit of Study 9–Length and Customary Measurement.

**Notes on Assessment:**

Use Unit 12 Assessment- Go Math Ch. 10

See common performance task link below.

**Unpacking the Standards for this Unit:**Within this unit students collect information about categorical and numerical data and construct organized displays of data in formats such as tally charts, line plots, picture graphs and bar graphs which may go up to four categories. Beginning in second grade, students are expected to

**generate the data and construct**the graphical representation.Critical thinking skills are developed as students make decisions about how information should be collected and organized. As students are constructing their data displays, they should be aware of how the data display is interpreted by persons not involved in the actual development of the graph. Students should be familiar with both horizontal and vertical graph orientations.Students will encounter problems which require data interpretation and be asked to make inferences from the data. Classroom discussion on analyzing data and solving problems with data is vital.Students whose experiences are limited to interpreting pre-prepared data displays (e.g. workbook pages) are missing key components of this standard. At this time, students will utilize a one to one correspondence with data representations (

*e.g. one item within a category is represented by one tally mark, one picture, or one unit on a bar graph*). For additional information about the data standards, click!

**Common Performance Task with Rubric for this Unit:**InThe Zoo, students organize data by creating a tally chart and bar graph then answer questions about the data.

Click herefor performance task and rubric.

**Future learning:**Collecting, classifying, representing data, and interpreting data supports students in understanding information about the world around them. Students should understand the graphed data involves asking and answering questions and the representation has an impacton the reader. Students utilize categorical and numerical data within informational text and throughout science standards.

2nd /

**Global Concept 1 of 3 for this**Unit of Study:Organizing Data

This GCG focuses on connecting the use of tally marks with recording information from line plots and from survey questions. /

**Projected Time Allotment:**

2 days

**Sample Essential Questions:**

Day 1: How can I gather and understand data using tally marks?

Day 2: How can I organize and understand data with a line plot?

**Related Unit 12 Assessment: Go Math Ch. 10 #**9, 10, 11, 12, 21, 22, 23, 24

**Instructional Resources**

Manipulatives:

- Any set of manipulatives may be used to sort and classify based upon attributes or numerical value to generate data for students. e.g. pattern blocks, anglegs, stacking counters, snap cubes.

- Go Math Lesson 10.1 TE p. 469A
- School Survey–
**[When you click on link, a website will come up select “School Survey” under Labs]**Open ended performance task that includes gathering data, creating a tally table, pictograph, and bar graph. Use tally table portion and some of the data analysis questions in this GCG. - ETA Scoop and Sort- Sorting and classifying pattern blocks.
- Eat Your Veggies - NCTM Illuminations lesson constructing a tally chart in response to a survey question.

**Interactive Online Resources:**

- iTools - line plots

**For more information about integrating the content within this GCG, click**herefor the PowerPoint.

Sample HOT Questions: Use these to facilitate student discussion. (SMP 1,3)

- How does a diagonal mark across four tally marks help us count in groups?
- Explain the attributes you used to sort ______.
- How can you use the information in the tally chart?
- How does a line plot compare with a tally chart?
- What statement can you make about the data that was collected?
- What do the tally marks represent from our survey question?

Our students are better able to…

- Classify information in response to survey questions. (SMP 2, 5)
- Use tally marks to represent data from a survey question. ( SMP 2, 5)
- Make connections between a line plot and a tally chart. (SMP 7)
- Decontextualize information from a survey question. (SMP 2)

- Support students in asking real world questions and organizing the information gathered. (SMP 1)
- Provide authentic experiences for students to attend to precision in recording data. (SMP 6)
- Scaffold students’ experiences to make connections between line plots and tally charts. (SMP 7)
- Emphasize precise vocabulary: survey, line plots, tally marks, tally charts, diagonal, data, classify, attributes, record, represent. (SMP 6)

2nd / Global Concept 2 of 3 for this Unit of Study: Understanding Picture Graphs

This GCG focuses on interpreting data into picture graphs and using the information to solve problems. / Projected Time Allotment:

3 days

Sample Essential Questions:

Day 1: How do you use a picture graph to show data?

Day 2: How do you create apicture graph to show data from a tally chart?

Day 3: How do you solve problems using data from a picture graph?

Related Unit 12 Assessment: Go Math Ch. 10# 5, 6, 7, 8, 17, 18, 19, 20

Instructional Resources

Manipulatives:

- Any set of manipulatives may be used to sort and classify based upon attributes or numerical value to generate data for students. e.g. pattern blocks, Ang-legs, stacking counters, snap cubes, graph paper for students with title, x-axis, y-axis

- Go Math Lessons 10.2 TE p. 473A and 10.3 TE p. 477A
- Pictograph Problem Solving -–[When you click on link, a website will come up select “Data Classwork Homework” under Homework] 12 pages of pictographs with problems and 8 pages of bar graphs.
- Picture This Voyages Excursions lesson on transitions from tally chart to picture graph.
- Illuminations: Amazing Attributes -series of lessons developing a survey question to a graph- correlates with The Button Boxby Margarette Reid.
- Zoo Favorites -transitions a tally chart to a picture graph.

- iTools - pictographs

Sample HOT Questions: Use these to facilitate student discussion. (SMP 1, 3)

- How do you know your data is correct?
- Why did you need ____ columns for your data?
- How do you know the number of people who answered your survey question?
- What other questions could you ask about or answer from your graph?
- Look at the column that has the most. How does it compare to the column that has the least?

Our students are better able to…

- Classify and organize information in response to survey questions. (SMP 2, 5)
- Decontextualize information from a survey question. (SMP 2)
- Make connections between a counting process and representations on a picture graph. (SMP 4)
- Construct and implement a plan to convey information from survey question(s). (SMP 1)
- Label and identify information within a graph. (SMP 6)

- Support students in asking real world questions and organizing the information gathered. (SMP 1, 4)
- Facilitate meaningful discussions of the mathematics. (SMP3)
- Provide authentic experiences for students to attend to precision in recording data. (SMP 6)
- Emphasize precise vocabulary: survey, line plots, tally marks, tally charts, diagonal, data, classify, attributes, record, represent, picture graph,key, title, labels. (SMP 6)

2nd / Global Concept 3 of 3 for this Unit of Study: Understanding Bar Graphs

This GCG focuses on interpreting data into bar graphs and using the information to solve problems. / Projected Time Allotment:

3 days

Sample Essential Questions:

Day 1: How do you use a bar graph to show data?

Day 2: How do you create and display data on a bar graph?

Day 3: How do you solve problems using data from a bar graph?

Related Unit 12 Assessment: Go Math Ch. 10# 1, 2, 3, 4, 13, 14, 15, 16,

Instructional Resources

Manipulatives:

- Any set of manipulatives may be used to sort and classify based upon attributes or numerical value to generate data for students. e.g. pattern blocks, Ang-legs, stacking counters, snap cubes, graph paper with title, x-axis, y-axis

- Go Math Lessons 10.4, 10.5, 10.6
- Teeth Task -bar graph lesson plan includes student page with a bar graph and questions to guide data analysis.
- Reading Books -performance task students complete a frequency table and bar graph and then answer questions about the data.
- Bar Graph Problem Solving -–[When you click on link, a website will come up select “Data Classwork Homework” under Homework] Use last 8 pages are of bar graphs and questions about the data.
- What’s Your Response? Voyages Excursions lesson transitioning to bar graphs.
- Block Graphs Voyages Anchor lesson on comprehending and solving problems with bar graphs.
- Real World PodCast: Designing Sunglasses video for real world connection for why we collect data.

- iTools- making a bar graph
- Destination Math: Tables and Graphs - reviews tally charts, picture graphs, and bar graphs.

Sample HOT Questions: Use these to facilitate student discussion. (SMP 1, 3)

- How do you know your data is correct?
- Why did you need ____ columns for your data?
- How do you know the number of people who answered your survey question?
- What other questions could you ask about or answer from your graph?
- How does a bar graph compare to a picture graph? To a tally chart? To a line plot?
- What type of graph would best display your data?
- Why do you think data are often displayed in charts and graphs?

Our students are better able to…

- Decontextualize and organize information from a survey question into a bar graph. (SMP 2, 5 )
- Make connections between a counting process and representations on a bar graph. (SMP 4)
- Construct and implement a plan to convey information from survey question(s). (SMP 1)
- Label and identify information within a graph.

For more info on SMP’s click here. / Because as teachers we…

- Support students in asking real world questions and organizing the information gathered. (SMP 1, 4)
- Facilitate meaningful discussions of the mathematics. (SMP3)
- Provide authentic experiences for students to attend to precision in recording data. (SMP 6)
- Emphasize precise vocabulary : survey, line plots, tally marks, tally charts, diagonal, data, classify, attributes, record, represent, picture graph, key, title, labels, bar graph, columns. (SMP 6)