Grade 2
Tips for Helping at Home
•
Questions to ask:
What is it that you don’t understand (have
the student be specific)?
What information do you need?
What strategies are you going to use?
Can you guess and check?
Does this make sense?
What can you do to explain your answer to
show others what you are thinking?
Does your answer seem reasonable?
•
For homework your child will be collecting information
about how many teeth older or younger siblings have
lost. (Children with no siblings can ask a friend.) As
your child collects and records this information, you
can ask him or her to predict how many teeth an older
(or younger) sibling has. Some children may be inter-
ested in further investigation about the number of teeth
different animals have. Your library can be a resource
for this information.
•
As you are reading the newspaper or a magazine,
point out various graphs and charts to your child and
talk about how you make sense of them, what they
mean, and why you’re interested in them. This is an
opportunity for you to show your child how graphs
communicate important information to you and your
family.
Mathematical Emphasis
Investigation 1—Exploring Numerical Data
•
Collecting data
•
Keeping track of data
•
Organizing numerical data
•
Creating representations
•
Describing and interpreting representations
Investigation 2—Teeth Data
•
Collecting numerical data
•
Organizing and describing numerical data
•
Focusing on important features of the data
(range, unusual pieces of data)
•
Representing the same data set using differ-
ent materials
•
Comparing data sets
•
Interpreting data and making hypotheses
based on data
Investigation 3: Data Projects
•
Planning a data analysis project
•
Engaging in all phases of data analysis, in-
cluding collecting, organizing, representing,
and interpreting data
•
Describing and inter-
preting data
Website
http://www.everett.k12.wa.us/math/Second%20Grade
Collecting and
Representing
Data
About the Mathematics In This Unit
This unit introduces children to collecting, organizing
and representing numerical information about a
group of people. Children will collect and represent
data about how many pockets they have on, how
many siblings they have, how old they are, and how
many letters are in their name. Throughout the unit,
children will be introduced to a variety of ways of rep-
resenting the data they collect. They will also be en-
couraged to develop their own representations of
data.
Since loosing teeth is such an important subject for
second graders, the focus of one investigation is to
collect data about the number of teeth lost. Children
will use this information as well as data collected
from their older and younger siblings to predict how
many teeth they expect children in older and younger
grades to have lost. They will investigate this ques-
tion further by collecting teeth data from other class-
rooms in the school and comparing the real data with
their hypotheses.
In the final project of the unit, students will design
their own data collection project based on a question
they are interested in investigating.
Economopoulos, K. Investigations in Number, Data and Space:
How Many Pockets? How Many Teeth?. Dale Seymour Publica-
tions, 1998.
Vocabulary
numerical data - information collected
through measurement (time, distance,
weight) or through counting.
representation - organizing the infor-
mation in graphs, line plots, charts,
other visual organization
range - highest and lowest data val-
ues.
Glossary
http://www.amathsdictionaryforkids.com/
Game
Tens Go Fish
Materials:
Deck of Number Cards 0 - 10 (four of
each) with the wild cards removed
Players:
3 to 4
How to Play
The object of the game is to get two cards that total
10.
1. Each player is dealt five cards. The rest of the
cards are placed face down in the center of the
table.
2. If you have any pairs of cards that total 10, put
them down in front of you and replace those
cards from the deck.
3. Take turns. On a turn, ask one other player for a
card that will go with a card in your hand to
make 10.
If you get a card that makes 10, put the pair of cards
down. Take one card from the deck. Your turn is
over.
If you do not get a card that makes 10, take the top
card from the deck. Your turn is over.
If the card you take from the deck makes 10 with a
card in your hand, put the pair down and take an-
other card.
5. If there are no cards left in your hand but still
cards in the deck, you take two cards.
6. The game is over when there are no more cards.
7. At the end of the game, make a list of the number
pairs you made.
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