KinderPrep
All things Kindergarten Math
Unit 5- Data Analysis with Numbers 0-10
During this unit, students extend their knowledge about counting and comparing numbers using graphing situations where numbers represent categorical data, meaning data that represents the attributes of a group of people, events, or objects. Data may be collected from posing a question and taking a survey or based on the attributes of a
collection of objects or pictures. Students sort and organize the data into two or three categories. The organized data is used to create real-object and picture graphs, and
these graphs are examined to understand the components of graphing (e.g., title, labels of categories, what each cell or picture represents, etc.). Both real-object and picture
graphs should be constructed side-by-side with horizontal and vertical orientations so that students are provided opportunities to compare and contrast both graphs, discussing their similarities and differences. Students use the data within the graphs to compare categories up to 10 and describe the data using comparative language. Students draw conclusions to answer questions and summarize the data represented in real-object and picture graphs.
Performance Assessment
There is NOT a District PA for this unit, but you are still expected to complete a PA for each unit. Here is the PA for Unit 5:
Provide a collection of 10 – 15 related objects (e.g., a collection of plastic animals, a collection of pattern blocks, a collection of different types of erasers, etc.). Assess students on the following tasks:
1) Select 8 – 10 items from a collection of related objects.
a) Observe the characteristics of the selected items and generate a question that could be asked in order to sort and classify the items.
b) Sort and organize the selected items into 2 or 3 categories based on the question generated. Orally explain how and why the items were sorted and organized.
c) Create a real-object graph using the sorted items.
2) Orally answer the following questions about the data represented in the real-object graph:
a) What title could describe the real-object graph?
b) What category labels could describe the real-object graph?
c) What is a reasonable estimate of the number of objects in each category?
d) How many objects are in each category? How do you know?
e) How can comparative language be used two different ways to describe the number of objects in two categories?
3) Use the real-object graph to create a picture graph using hand drawn pictures, printed pictures, or technology, as appropriate.
4) Orally explain how the real-object graph and picture graph are alike and different.
In the resources section of Forethought I have attached a recording document for this PA. I took what the original PA said above and I adjusted it to make it a little simpler and easy to understand with recording documents. There is even a technology suggestion for those that have iPads in their room.
I have also included a rubric that will be similar to the rubric for the District Performance Assessments.