Organize categorical data | Students Compute like Computers to Solve Real Problems (Lesson 1 of 7) | K-2
Student Objective
Student will be able to:
1. Identify relevant data for a real-world situation
2. Organize categorical data into a table of numerical values using google slides (a digital tool)
Instructions
Materials Needed:
- Students will each require a computer
- Interactive Google Slides Activity
- Teacher review quick preview of activity
- Teacher review of how to make interactive activities in google slides
- Students will need a separate mini-lesson on how to manipulate objects in google slides.
- You can increase the rigor in this lesson by using larger numbers with more place values or add more categories of marble colors.
Step 1: Introduce the Essential Question that students will work to answer over the course of the week’s lessons split into 5 parts.
Say: “This week, scholars, we will answer the question, ‘What steps do computers take to analyze numerical information and find problems that we can solve?'”
Say: “Today, we will learn the first step computers take: collect and organize numerical information about a situation.”
Step 2: Define key terms.
- Numerical – made up of numbers only
- Situation – an event
- Data – information that is usually made up of numbers only (numerical)
- Bar Graph – a picture that represents our numerical data
Step 3: Introduce students to and provide students with a raw (non-organized) dataset that represents what type of marble students.
- Whatever data you select, it must be a “raw” dataset that has not yet been organized or aggregated (summed, averaged, etc). In this example, we want students to think of counting marbles by different colors.
- Say: “Last year, I collected some data from my students. I wanted to know what color marble they wanted for an activity at the end of the year. They had the option to choose 4 different colors: Blue, Red, Purple, and Green. I wrote their name on a list and beside their name, I wrote down what color marble they wanted. Here’s my data that I collected.”
For example:
Student Name |
Color of Marble Wanted |
Marvin | Blue |
Devon | Red |
Savannah | Green |
Ahmed | Red |
Dorrian | Red |
Joe | Green |
Step 4: Have students organize the information in a table by marble color and quantity of marble color wanted
Say: “Now, when a computer gets data without any numbers, it turns it into numerical data–data with numbers. This is called, organizing data. I need your help to turn our data into numerical data, in other words, to organize my data.”
- Have students open this activity on google slides (slide 1)
- Have them independently move the marbles to the “organize” section of the google slide
- You will need to model this for students first, how to move the objects
Say: [After the rounds, do a check for understanding:] “What does it mean to organize my data?”
- How do I know when I have organized data?
- What did the data look like before we organized it?
- What does the data look like after I organized it?
Model for students:
- how to type in the number of marbles for each color in the “Organized Data” section of the google slide activity by counting the marbles by within a color type in section “Organize” in the google slide activity with the following results:
Student Name |
Color of Marbles Wanted |
Blue |
1 |
Green | 2 |
Red | 3 |
Purple | 1 |
- Say: “Now that we have organized our data numerically, I can see how many students wanted blue marbles, how many wanted green marbles, how many wanted red marbles, and how many wanted purple marbles.”
[Ask comprehension questions at this point about number of marbles in specific categories. Ask how we got that number.”
- Exemplar answer:
- I moved the marble next to each name and put them in a group by color
- I counted how many marbles were in each group of the same color
- I put that number in the box next to a color of marble
Step 5: Visualize data using educational technology website for simple bar graphs
- Say: “Now that we have organized our data, we have to turn it into a bar graph. That helps computers understand the data better!”
- Model for students how to grab colored rectangles in google slide #3 and change their size
- Have students independently:
- drag and manipulate the rectangles to match the data from the organizing activity (look at exemplar on google slide #2)
Step 6: Provide students with sample raw datasets and walk through another exercise with them. Then allow them independent practice time organizing their data.
- [Students should be stopping at the point before they visually represent their organized data]
- Make more copies of google slide #1 and change it to different colors and quantities of color for more practice for students
Step 7: Stamp and summarize what students did today in class
- Say: “Today we introduced the question, ‘What steps do computers take to analyze numerical information and find problems that we can solve?’
- We took the first step that computers take by
- 1) collecting our data
- 2) organizing our data
- We took the first step that computers take by
- Say: “Tomorrow, we will take the next step! You will make a bar graph out of our marble data to understand it better!”