*April 28th, 2010*

## Daily Data Practice

Hernando county has partnered with the North East Florida Educational Consortium (NEFEC) and adopted the Florida SUMS (Students Understanding Math and Science) program. The goal of NEFEC and SUMS is to provide teachers with the strategies and resources for implementing inquiry-based instruction of mathematics. One of the key concepts in the SUMS program is the collecting and recording of data. In order to ensure teachers and students have the opportunity to work with data, SUMS has created the idea of *Daily Data*.

*Daily Data* is the idea of setting aside time (10 – 15 min.) each day to have students participate in collecting, analyzing, interpreting, and representing data that is meaningful to the student (*Principals and Standards for School of Mathematics*).The goals of daily data is to provide math practice through problem solving, reinforce mathematical vocabulary, and provide opportunities for students to communicate mathematically – speaking, listening, and writing.

“Organizing data into categories should begin with informal sorting experiences, such as helping to put away groceries…young children should continue activities that focus on attributes of objects and data so that by the second grade, they can sort and classify simultaneously, using more than one attribute.” (NCTM)

In working with data, students should have the opportunity to work with two different types of data, categorical and numerical. Categorical data is focused on gathering information (i.e. favorite food, animal, flavor of ice cream, etc.). Numerical data is focused on gathering numbers (i.e. how many books, pieces of candy, how tall are you, how old are you, etc.)

Creating a bank of different questions may help in planning what type of data you want to collect.

Check these out!

There is no right or wrong way to implement this strategy, but SUMS has come up with a way to help keep the task minimal and doable for daily practice.

Here is *Daily Data* at a week’s glance:

**Monday **– A question is presented to the students. Students respond on a class chart (T-chart, Venn Diagram{single, double, triple}, balance {yes/no questions}, glyphs, pictograph, etc.) and discuss the outcomes.

**Tuesday** – Students are to take the information collected and represent it using a different graphic organizer (bar graph, tally table, pie chart, line plot, etc.)

**Wednesday **– “3-2-1” Students write about the data collected in the format of 3 observations, 2 inferences, and 1 changed variable. Observations include factual information: “There are 5 boys who like chocolate ice cream and 10 girls that like vanilla.” Student may choose to write their observations in sentence form or in a paragraph. Inferences (just like in Reading) include information that goes beyond what is “right there”. Students are to take the information collected and form a judgement or reason why they think the data appears the way is does (eg. “Sally placed her name outside of the Venn Diagram, because she may not like ice cream or she may like a different flavor not given.”) A changed variable means, if something were to change in the data (i.e. another students were to vote, one student were absent, a third flavor were added, etc.), how would that affect the outcome?

**Thursday**: Students then use the data to make number sentences or a story problem. (eg. 10 + 3 + 5 + 1 = 19; “19 students selected their favorite ice cream flavor. 10 students liked vanilla, and 5 liked chocolate. How many students are left?”)

**Friday**: Students will represent the data in a different way, using a different type of graphic organizer than was used on Tuesday (i.e. bar graph, line graph, pictograph, tally chart, etc.)

*Daily Data* is a great way to implement the Math journal as well. Students should keep track of the information collected and use past data collections for reference.

Daily Data Math Journal Formats:

3-5 Daily Data Journal Entry Format

K-2 DailyData Journal Entry Format

For more information about *Daily Data*, refer to the Resources page.