• Extend the Learning: Ask students to think about another way they could sort the objects. Ask what else they could do with the sort to better understand it or to show it more clearly. (e.g., count the objects and put the information in a graph) Pages 4–5 • Setting the Context: Read Dasha’s speech bubble. Ask students what is different about this information and the objects shown on the previous pages. (e.g., On the previous pages, the objects were only sorted, but this information is organized in a tally table.) • Ask students, “What do you see?” (e.g., tallies, the title ‘Favourite Fruits of Students in Our Class;’ four different kinds of fruit) • Say, “Now look again, what do you know? Tell me about the data.” Have students work together to figure out what the information is about, and how they can describe what it means. (e.g., The favourite fruit of the class is bananas with 8 tally marks.) • Ask how many students took the survey and how they know. Ask students how they could use this information to create a concrete graph. Provide concrete materials so students can build the graph. • Ask students how they could order the data from the most to the least favourite fruit. Ask whether they had to count the objects in their concrete graphs, or whether they had another way to order the data. Ask what comparisons they can make. (e.g., Only 3 students chose pineapple as their favourite fruit, which is 5 less than the students who chose bananas.) • Ask why the class may have taken this survey and what decisions could be made from the information. • Ask students whether they think the results would be the same if they did the survey in their classroom, polling the same number of people. Have them justify their reasoning. You may want to carry out the survey so students can confirm their predictions. • Extend the Learning: Ask students to think about what might happen if 4 more oranges were added. Ask how this would change the graph and the order of the categories from most favourite to least favourite. Ask students what they think the survey question was and why it might have been asked. Pages 6–7 • Setting the Context: Ask students what is different from pages 4–5. (e.g., This is a list of names and people put their name under one column or the other column, depending on their circumstances; there are no tallies.) • Read Dasha’s speech bubble. Ask students if they have seen a table like this before. • Have students look at the data. Ask, “What do you see?” continued on next page Data 181
• Ask students who the names represent and how they know. Ask how many students are in this class. Ask how they could use this information to build a concrete graph and what each object in the concrete graph would represent. You may decide to have students create the graph, either now or later as a follow-up activity. • Ask, “What do you know? What can we learn from the data?” • Ask students why the class may want to take a survey like this and what decisions could be made. (e.g., what kind of scissors to order for all students) • Ask students whether they think the results would be the same in their class if they polled the same number of people. You can carry out the survey later with the class so students can compare results. Ensure that you are polling the same number of students as was done in the story. Pages 8–9 • Setting the Context: Ask students to explain how these pages are different from pages 6–7. (e.g., The objects are sorted, but they are not organized.) • Read Dasha’s speech bubble, then ask students to tell you what they see. • Ask what each shape represents and how they know. Have students use objects to build a concrete graph from the information. • Have students work together to answer the second question, “What do you know?” (e.g., more people like circles) • Ask how many students are in this class. • Ask students how they could order the data from the most favourite to the least favourite shape. • Ask what else they know about the data. • Ask why the class may have done this survey and how it could help them make decisions. • Extend the Learning: Ask students how the concrete graph and results would change if Dasha adds the shape that she is holding. Ask how her shape would change what we know about the data and the order of the categories from most favourite to least favourite shape. Page 10–11 • Setting the Context: Ask students what animals they see on this page. Have them identify and describe the characteristics of these animals. Have students identify which animal they like the best. Talk about where we find these different animals. Ask what these animals may represent. Explain that these are the favourite animals of students in another grade one class. • Read Dasha’s speech bubble. Ask students what they are supposed to do. Give students some objects to help them sort the animals and create a concrete graph. You may decide to have them do this activity as a centre the next day. • Ask why the class might have done this survey and how it could help to make decisions. 182 Patterns & Relations/Data & Probability
• Ask students what other categories they might add if they were to do a similar survey in their class. • Have students predict what the results would be if they carried out the survey in their class, polling the same number of people. Have them justify their reasoning. You can do the survey later so students can make comparisons and confirm their predictions. Page 12 • S etting the Context: Ask students to explain how this page is different from the previous pages. • Read Dasha’s speech bubble. Ask students to explain how they will solve this problem. • Have students discuss what type of graph this is and what they know about it. (e.g., This is a concrete graph; each block represents one student.) • Ask what strategies they could use to order the eye colours from the most common to the least common. • Ask why the class may have done this survey. • A sk students whether they think the data would be the same if they carried out the survey in their class, polling the same number of people. You may decide to do this survey with the same number of students from the class, so students can make comparisons. Students could complete this the next day as a centre activity. Summary: If students are going to work on some of the problems independently in the next session [Centre 2], review which problems they will solve (from pages 10 through 12) and remind students how they can use the problem-solving model to help them answer the questions. Consolidation of Guided Math Lesson (15 minutes—after the last rotation) • Strategically select one problem that can be discussed with the entire class. For example, you may choose one that required students to order the categories from greatest to least frequency. Focus on all of the comparisons that students could make and how they made them. • Have students predict whether the results would be the same if they did the survey in their class. Ask what is important for making comparisons. (e.g., poll the same number of students) From a hat, randomly choose the names of the same number of students. Do the same survey as was done in the book. Compare results and discuss students’ predictions. • Help students make connections between the various representations of data. Data 183
First Peoples Building Growth Mindsets: Have students reflect back on the Data lessons. Principles of Ask which activities they enjoyed the most, and which ones they found most Learning challenging. Discuss what they think they have learned well, and what concepts they still find confusing and would like to improve at. Make a list of what they would like to practise, and some activities that they think might help them. Over the next couple of weeks, take 5–10 minutes per day to engage in one of the suggested activities. In this way, students can witness how setting goals for improvement also involves practising. Revisit and revise the chart so students can see that it is a working document that tracks progress. This supports the First Peoples Principles of Learning that learning involves patience and time. 184 Patterns & Relations/Data & Probability
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