If you use Option 2, and feel like 100 questions is too much for your students, you can absolutely reduce the number of questions! It’s just important to keep the number consistent, so that graph accurately displays the data. Once a week, every other week, once a month, or any set time period, give students a 100 question multiplication or division quiz. I have students complete this graph independently and don’t display the graphs, so students do not compare their results with each other. This is not a one time graphing assignment, but rather a graphing tool that students can use to monitor their own learning. This is a great way to have students track their progress in learning multiplication or division facts. (If you did this later in the year, you could use multiplication.) I like to give my students a one minute time limit for each number, and depending on the group and their need for a challenge, I may add rules such as: you can only use each digit once or you have to use 2-digit numbers.Īfter students have played five rounds, they complete a line plot that indicates how many number sentences they were able to generate during each round. In this task, students think of as many addition and subtraction number sentences as possible that equal a given number. To incorporate graphing, have students create a bar graph to either show the total number of ones, tens, hundreds, and thousands blocks in their Place Value Tower, or create a bar graph to show the total value of ones, tens, hundreds, and thousands in their Place Value Tower. Then, they determine the total value of the base-ten blocks, as well as graph the number of one, tens, hundreds, and thousands blocks used to build the tower.
Students build a “Place Value Tower” out of base-ten blocks. One way to incorporate place value and teaching data analysis is through the Place Value Tower activity. It’s helpful for students to create their line plots on graph paper, because it helps them keep their Xs lined up correctly. Then, students make a line plot to represent the information. In this graph, we list how many hours a week, books a week, or even hours a month students read. While I do teach these lessons, all names and student work are made outside my actual classroom.) (BTW-These names, as always, are totally made-up. Line plots are most likely to be new to students, so this is one introductory lesson I don’t skip. Then, students use that information to create a bar graph. Once again, students interview peers and/or adults to determine their favorite pet. Then, students use their tally chart to create a picture graph of the top ice cream flavors.Īnother introductory lesson is the My Favorite Pet survey. Students survey classmates and teachers on their favorite flavor of ice cream. If you feel the need to teach more basic graphic skills as a quick review, you can do something short and easy like this Favorite Flavor of Ice Cream lesson. Most of these are taught in the primary grades, so that aren’t completely new to students. I do make sure students know general graphing terms. In this post, I’ll share some of the ways I teach data analysis through other math units. This often results in me adding an additional lesson to each of my math units or embedding a lesson or two into our math centers. I’ve found that the best way for me to teach data analysis and graphing is to integrate it in my other math units. Instead, it’s simply because I don’t have time for an isolated math unit. Instead, I try to incorporate the graphing lessons within my other math units. The reason I do this isn’t because of some profound revelation in teaching math. Technically, I do have one ( here it is), but I don’t teach it lesson by lesson. I kind of don’t have a unit for teaching data analysis and graphing.
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