Data Management

## Which is your favourite?

Halloween is a great time to gather some data and manage it. There’s so much candy to sort!

Because I was asking which candy they liked, they could answer more than once. Only voting once is always tricky for kids with a question like this because they like so many things. And, I explained, I actually don’t like liquorice but am willing to accept that some people might.

Here are our results, tallied and then graphed:

We counted the chocolate tallies. As I tallied the gummy votes, someone pointed out that gummy and chocolate were the same. We talked about how we could tell without counting, which was actually a revelation to several students. However, they noticed it on their own for hard candy and gum. I’m glad we could talk about this one-to-one correspondence because it will come up again when we start talking about multiplication.

Since we have 22 students, and only one was away, we had to figure out who didn’t like some of the candies. We talked about how many people were not voting for each candy categories. Finally, we talked about how just because I don’t like liquorice doesn’t mean I shouldn’t buy it for them. (Nice of me, right?)

I’m going to add this to our math walk tomorrow. I want it up to remind everyone about organized data, and how it’s so much easier to follow along with than the other kind (haphazard tallied scattered abroad.). By the end of the month I want everyone to be able to come up with a good question and gather data. We’ll mostly be doing this during social studies as we begin our study of world communities.

## Candy Math

If one buys a bag of Sour Patch Kids, will there be an equal distribution of the good colours and the gross colours?  Because if I could buy a bag of just red and avoid the gastly green, and blue, I’d be happy about that!  The children in my class disagreed and hoped that there would be an abundance of blue.  But we all agreed that it should be equal.  Time to test it out!

I put a bag of Sour Patch kids on every table, and told the students they could pick their own groups.  This doesn’t happen often for us, but I wanted to see if they would distribute themselves evenly. One group of 3 got a whole bag to themselves because nobody else wanted to work with them. That left one big group of 6 to share a bag.  I think the kids in that group will think twice before they settle on a group next time (cause you know there will be a next time!)

I was very interested in the strategies students would use.  I had predicted that there would be some organizing into groups by colour, and I was right for all but one table.  It took them a few minutes of debate before they all agreed to do this.  At first, each was starting his/her own groups, stealing from the others to try and create one pile for each colour, except they were all trying to create the pile right in front of themselves.  They had 4 red piles, 4 blue, etc. Finally they realized, with a tiny bit of prompting, that one pile for each colour would suffice.

Since September, we have been talking about how organizing into groups of 5 makes counting a lot easier.  But…still…lots of kids were counting by 1’s.  *sigh*

Over time, however, they switched to grouping, usually by 2’s, but at least it was grouping.  One group, the group I would least expect to struggle with this, organized each colour by a different number.  Then they couldn’t figure out how to make that into a graph.  We had a very interesting conversation about this, so I’m counting it as a win.

The graphing was fun to watch too.  We’d talked about how we don’t always have to count by ones on a graph, but we clearly have some growth to do in this  understanding.  Though I’d given them a task that required more than the number of rows I had given them on the graph template, they still thought they could just fudge it.

Let me interpret this for you:  this group had 21 Red, 17 Green, 15 Orange, 13 yellow, 22 Blue, and 1 split (I have no idea why, but one child was obsessed with the possibility that 2 colours might have melted together and therefore 1 SP kid fell in to 2 categories AT THE SAME TIME! This did not actually happen, but this student really wanted me to believe it was not only a possibility, but an inevitability!)    I have just one picture of this to share, but it happened all over the place.  I eventually pulled them together and reminded them about choosing a scale.  The grade 3’s got it after that, but the grade 2’s not so much.  It’s not one of their expectations anyway, so I’m not worrying about it. They could read the graphs the grade 3’s created, so we’re good!

This week, assuming the one day I have to do some actual teaching actually doesn’t get interrupted by the unexpected, we are going to find out if we get more caramel popcorn or more cheese popcorn in a bag of Chicago Mix.  We are going to compare the store brand to the Orville Redenbacher brand and see if one is more even than the other.  We are also going to compare the Humpty Dumpty brand “party mix” and the Doritos brand “party mix” to see if I am truly being ripped of, as I suspect, and getting more than half a bag of pretzels.  I firmly believe there should be a “No Pretzels!” option here, just like there is a “No peanuts!” option for a can of mixed nuts.  Am I alone in this?

I used to do food math all the time.  Froot Loops, Smarties, M & Ms – they all make great math manipulative.  But for several years I have had students with food allergies and bring any sort of food into class was so stressful for me that I avoided it at all costs.  This year I have very little of that to contend with, so I’ve been going for it.

Oh…almost forgot!  One group got two half Sour Patch Kids.  They weren’t sure what to do about it.  We had a great conversation about the 2 halves making a whole.  They were reluctant to believe me, which just shows that I didn’t do quite enough with fractions this year.  I’ll have to rectify that next year.