Collecting Data

Data must be represented in order to be interpreted, and how data are gathered and organized depends on the question. 

-Erikson Institute’s Early Math Collaborative

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The tallest tree on the block can be found in our backyard. This massive Yellow Poplar (aka. Tulip Poplar) is just beginning to show signs of life. Every year the tree goes through noticeable changes as it blooms large yellow and orange flowers in Spring, bright green leaves in Summer and drops scaly cones in Fall. The abundance of gifts from our tree inspires hours of loose parts play.  Each season we are grateful for the beauty the tree brings to our small piece of land.  

By exploring in a way that brings children in contact with different natural materials and seasonal changes, they look more closely at their surroundings and what they have to offer. -Keith, 2018

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 This playful invitation is all about noticing the signs of spring while gathering data. 

 How to Use the Blog Posts

 PLAYFUL INVITATION 

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1.    Prepare: Draw or print a piece of graph paper. Notice your surroundings, and based on what you see decide which colors the child will look for. (rainbow colors, shades of green, etc.) Color one box with each color. Attach the graph paper to a piece of cardboard, an old book or clipboard.

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 Observe the child throughout the interaction. Use the Invitation to Play Documentation Tool to collect data.

2.    Invite: Talk to the child about Spring and the colors you noticed on trees, flowers, and plants. Ask if they would like to search for colors too.

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3.    Play: Give the child the prepared graph paper and pencil. Encourage the child to document the colors they see. Say: Every time you see a color from your sheet mark the box next to it.  At the end we will see which has the most!  An alternative is for the child to hunt and the adult marks the box. 

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Walk around and observe. Ask open-ended questions about which colors you see many times and which you see less. Near the end of your walk sit down and look at the sheet.  Ask: Which had the most and which had the fewest? Which column is the longest or shortest?

Marking a piece of graph paper with your findings helps the child to begin to see how data can be collected and represented. (i.e. bar graph)

4.    Reflect and Assess: What colors did the child notice? Did the child use vocabulary: a lot, many, less, not as many, big or small?  What other math words did you use. How did the child gather data? Did the child do something different from what you anticipated?

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My first attempt at this activity- the child searched for colors on everything (including signs, cars, trash, etc.) until she filled the entire page.  That’s ok! When children are in control of their learning they are more motivated. I continued to ask questions about how many more we needed and then celebrated when the sheet was full!

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Ready: This activity would be most meaningful for older preschool children with some experience gathering data using physical objects or using pictures to represent data.  

(I also did the activity with a 3yr old and there were benefits derived from merely noticing surroundings, practicing making marks on paper, and talking using math language and vocabulary.)

Extend: Listen to children’s questions about the world and think of ways to support them as they gather data to find answers.  

RESOURCES

Erikson Institute’s Early Math Collaborative (2014). Big Ideas of Early Mathematics. Pearson Education.

Keith, Lynda. (2017). Developing Young Children's Mathematical Learning Outdoors: Linking Pedagogy and Practice. Routledge

 *The drawing of the Yellow Poplar Tree was from the book: Important Forest Trees of the Eastern United States From: Trees of North America a Golden Field Guide by C. Frank Brookman. Copyright 1968 by Western Publishing Company, Inc.