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Strand: MEASUREMENT AND DATA (K.MD) Standard K.MD.3
Strand: COUNTING AND CARDINALITY (K.CC) Standard K.CC.4.
Strand: COUNTING AND CARDINALITY (K.CC) Standard K.CC.5.
Strand: COUNTING AND CARDINALITY (K.CC) Standard K.CC.6.
Strand: COUNTING AND CARDINALITY (K.CC) Standard K.CC.7
Completing a daily classroom graphs helps students classify, analyze and interpret information in a fun and engaging way.
Daily graphing activities include using a personal item that would be of interest to children. The everyday activity of classifying, analyzing and interpreting classifications and drawing conclusions are some of the essential intellectual tasks that people perform. These lifetime skills begin well before kindergarten. Graphing is an extension of a students natural interest in sorting objects. It is a powerful tool that young children can use to arrange information and establish order.
I have a math bulletin board in my room that is used strictly for the graph of the day. On top of the board, I place the question for the day. On the rim of the chalk tray below the bulletin board, I place the categories for the graph. Each student has a square wood block with their copied black and white picture that has been decorated by the student. (The block also could be decorated and just have their name on it) When the A.M. kindergarten students arrive in the morning or the P.M. kindergarten students arrive in the afternoon, they read the question on the board (or ask the teacher or a classmate to read it) and place their block accordingly. This is just one way of recording the data, using a wide assortment of materials and a variety of organizational methods. This encourages flexible thinking and enables the children to experience many different ways of arranging information which are equally valid. During our calendar time, we discuss our graphing using vocabulary like: how many, most, least, etc. A teacher can ask graphing questions that correlate with the time of year. For example: How do you get to school. (Bus, Walk, Car)
1. Demonstrate a positive learning attitude.
2. Understand and use basic concepts and skills.
3. Communicate clearly in oral, artistic, written, and nonverbal form.
Invitation to Learn
Collecting data as the children arrive is a great attention getter. Collecting data can be done in a variety of ways, using as many different methods and materials as possible help build a lot of curiosity and interest on a daily basis.
Before starting the class daily graph read the childrens book Just Graph it! By CTP Creative Teaching Press. This is a fun short story that is telling the children if there is something they want to know, just graph it.
Additional classroom graph suggestions:
Cover the oil pan with the clear contact paper. Draw a simple grid. Six rows going horizontally work great. Leave about three or four inches open at one end to write in the answers to the questions. If you leave the right end open, this allows 14 votes in any one row. Cut circles to fit inside the lids. Prepare the Kerr lids by attaching the magnets on the back. Have the children draw their faces and write their name inside the bottom arch to make it special identification badge. (If you have student pictures, these could be used instead.) Make a clear slot by taping with colored masking tape around heavy-duty plastic, leaving one end open for a sentence strip. When posting a graphing question, write it on a sentence strip and slide it into the slot provided at the top of the oil pan. The children will use the juice lid to place their vote on the graph. On the bottom of the graph will be smaller clear slots to put the categories in. You could write the category or have a picture to represent the category.
A. Two Group Graphs:
B. More than two groups:
C. Yes or No Graph
Holiday, season, pizza, sport fruit, vegetable, meat, dessert, movie, cookie, pie, juice, cereal, book, TV show, cartoon, super hero, center, dinosaur, game, ice cream flavor, story character, music, pet, toothpaste, transportation, etc. (When you are doing favorites, narrow it down to three choices and then make a class graph.)
Other materials the students could use daily in their graphing:
A. If your graphing space is a dry erase board the students could have their name or picture laminated and a magnet backing could be put on each picture, or they could write their name on the dry erase board under the category graphed.
B. You could have a graph taped on the floor in your classroom and they could graph real objects. Are you wearing boots or shoes? (They would each take off a shoe and put it on the graph.) Are the soles of your shoes smooth or bumpy (Once again they would take off a shoe and put it on the graph.)
C. The graph could be a heavy cardboard and the children could use clothespins with their name on. They would graph by clipping the clothespin on the cardboard (In order to use this you would only be using a two group graph).
D. For yes and no questions you could have the words written in large block form and the students could write their name inside the letters in the words.
E. The students could also use links. A hook is at the bottom of the graph and the first student hooks their link on the hook and the others link theirs on the link.
Alex Bogomolny (1999). Cut the knot! Where to start? MAA online, the Mathematical Association of America. Retrieved December 27, 2006, from www.maa.org/ editorial/knot/reform.html
Research findings from psychology indicate that learning does not occur by passive absorption alone. Instead, in many situations, individuals approach a new task with prior knowledge, assimilate new information, and construct their own meanings.
Teachers need to create an environment that encourages children to explore, develop, test, discuss, and apply ideas. They need to listen carefully to children and to guide the development of their ideas.
Hurst C. O., and Otis R. (1996), Data gathering and analyzing, picturing math pre- kindergarten through 2nd grade, chapter 1, sec.3. Retrieved December 30, 2006, from www.carolhurst.com/subjets/math/datagather.html.
Gathering data is a frequent part of solving problems and satisfying curiosity. When we conduct surveys and draw conclusions from them, we are gathering and analyzing data. This includes a lot of work with graphs and leads to mathematical tools like averaging and other computations.