# Data Detectives

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```					Data Detectives

Timeframe: On-going throughout the school year

Maryland standards require that students be able to represent and
interpret graphic data. Early and frequent exposure to these standards
through fun and creative activities leads to true mastery of these
essential skills.

4.0 Mathematics: Students will collect, organize, display, analyze, or
interpret data to make decisions and predictions.
7.0 Mathematics: Students demonstrate the process of mathematics
by making connections and applying reasoning to solve and to
communicate their findings
4.0 Writing: Students will compose effective expressive, informational
and persuasive writing.

Brain Target #1
Emotional Connection:
Students love counting objects, quantifying the world around them and
solving problems. They will form an emotional connection with
graphing by searching for data to complete various graphs. They will
enjoy becoming “detectives” who search for data in order to earn their
graphing badge. Student will have a personal connection and choice in
the themes of the monthly graphs.

Brain Target #2
Physical Environment
 Teacher/Student created displays of related work
 Manipulatives displayed for various activities
 Classroom and outdoor learning environments
 Cooperative and small group learning opportunities
 “Student as teacher” led discussions
 Movement and human graphing

Brain Target #3

Introductory “Big Picture” Activity/Assessment of Prior Knowledge
 As a class we will read the story The Greatest Trip Ever. We will
discuss how the storybook characters used data collection
graphing to make a decision.
 Brainstorm: “What would be the best field trip ever.”
   Discuss: “How could the class decide where to go on this field
trip?”

Standards
4.0 Mathematics: Students will collect, organize, display, analyze, or
interpret data to make decisions and predictions.
7.0 Mathematics: Students demonstrate the process of mathematics
by making connections and applying reasoning to solve and to
communicate their findings
4.0 Writing: Students will compose effective expressive, informational
and persuasive writing.

Learning Goals
Students will use numbers to represent and compare quantity and
will use various graphs to display data.

Instructional Objectives
 Students will know graphing elements and be able to create
class and individual graphs.
 Students will know data collection methods and be able to sort,
tally, survey, and group information to create graphs.
 Students will know how to analyze and interpret data and be
able to compare quantities using written analysis.
 Students will know a variety of graphs and be able to collect and
display data using the appropriate techniques.
 Students will know how to utilize graphing skills and be able to
collect and analyze data in various content areas.

Brain Target #4
Activities for Mastery of Content, Skills and Concepts (Teaching
Declarative/Procedural Knowledge)

Data Collection
 Students will maintain daily tallies for 100 days of school (click
here for picture).
 Students will maintain monthly tooth tally and weather charts
(continued throughout the year).
 Students will be given a target question and chart. They will
work in teams to collect survey results from adults around the
school.
 Students will sort groups of objects by attributes.
Types of Graphs
 As a class we will discus glyphs as a method of pictorially
representing information. Students will complete a “Baby Block
Glyph” about themselves and share the information with
classmates.
 Each student will draw a picture of him/herself. We will create a
class pictograph of girls and boys on the board using their
drawings.
 As a class we will read the story of Johnny Appleseed. Students
will be given a sample of red and green apples. After tasting
each type of apple, the students will decide which color apple
they prefer. We will create a bar graph of the class’ apple
preferences.

Data Analysis
 As a class we will create a floor graph of shoe types (tennis,
dress, etc.). We will discuss the concepts of more, less, equal
to, greater than, less than, and total quantity. We will
review the elements of a graph as well as types of graphs.
 Students will be able to complete a prompted data analysis
assignment based on the floor graph.

Brain Target #5
Activities for Extension and Application of Knowledge
 Students will complete the survey, “Do you like pizza?” In small
groups, they will survey ten adults within the school building.
Using the data they collected, each individual will create a bar
graph and will respond in writing to prompted analysis questions.
 Students will be given a bag filled with various shapes. They will
sort the shapes according to a specified attribute. Using the
collected data, they will complete a tally chart and a pictograph.
Each student will analyze his/her data for more, less, equal to,
and total quantity.
 The class will take a nature walk. During the walk, they will
collect leaves. In small groups, students will sort the leaves by
color and create a bar graph. As a class, we will compare all
graphs and analyze the data.
 Students will be divided into four teams to play the game “Data
elements, data collection, types of graphs or data analysis. (Ex.
This graph uses pictures to display its data).
 As a class, we will play a floor graph game. Each student will
select an information card from a bag. Each team will take a
turn providing a piece of the graph. When each child has had a
turn, a completion of each, students will earn a piece of the
   Students will be given a bowl of cereal to sort. After completing
a tally chart, students will create a graph and provide a written
analysis of their findings.
will count the number of letters in their first names. We will
create a floor-sized graph of the students’ names. We will then
use the graph to complete addition and subtraction data analysis
questions. (Ex. “How many students had 6 letter and 7 letter
names?”)
   Home-School Connection: We will read the story I Go with my
Family to Grandma’s. Students will be given a family pictograph
to complete and analyze at home.
   We will have a class president vote. After discussing how the
nation decides on our president, we will hold our own election.
Students will vote for a candidate. We will tally and graph the
results to determine a winner. The winner will get to be the
class president for the day. This activity will provide the
students with a real world idea about the importance of data
collection and analysis.
   Students will eat lunch in the classroom. As a class, we will
create a graph of sandwiches, desserts, chips, juice and cookies.
   Students will participate in a bake sale. They will survey
students from various classes to determine the eight most-
enjoyed treats. Students will then graph the results and create
poster advertising for the bake. They must include a written
analysis explaining why those eight treats were selected to sell.

Brain Target #6
Evaluating Learning
 Rubric for evaluating the appropriate labels for a graph.
 Rubric for completing detective badge activity.
 Rubric for written analysis of bake sale activity.
Enrichment
Activities

June
Ice cream
M ay             grap h      Sep tember
Favorite                       Johnny
M ay M art                     Ap p leseed
game

October
Favorite
Ap ril
candy
M oney
grap h
M ont hly
grap hing
activities
M arch
Lucky
November
Charms                                                 Thanksgiving
Grap h
foods
February                    December
Candy                       Shap e
Hearts tally   January
sorting
Winter
activies
grap h

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 views: 7 posted: 4/28/2011 language: English pages: 7