Daily+Data+ideas

 = **__Daily Data Ideas__** = Many of these statements are written to be used in a Single Venn, Two Column Chart, or Yes/No chart format. However, many of these can also be combined for a Double Venn, Triple Venn, Bar Graph, or Line Plot format. Also don't forget the power of stretching one topic over a week's time (see more regarding this below). Special thanks to Kellie Smithson, 4th grade teacher and AMSTI trainer, for sharing this list. =Daily Data Collection = (Time allotment should be no more than 5-10 minutes daily.)
 * How many minutes do you read each night? (more than 30, less than 30)
 * The date of my birthday is a: (single digit number, double digit number)
 * Are you able to count by tens to 100? (yes, no)
 * How many brothers and sisters do you have? (1-3, more than 3)
 * How many hours of sleep do you usually get each night? (more than 8, less than 8)
 * Are you able to count by fives to 100? (yes, no)
 * My telephone number ends with a number less than 6. (yes, no)
 * How long is your foot? (0-7 inches, longer than 7 inches)
 * Does your shirt have a pattern? (yes, no)
 * I am the oldest child in my family. (yes, no)
 * With which hand do you write? (left, right)
 * How many shoes are there in our classroom today? (more than 25, less than 25)
 * Count the letters in your first name. Double that number. The sum is: (greater than 10, less than 10)
 * I have more than one brother or sister.
 * If each pocket on my clothing was worth 10 cents, my clothing would be more than 50 cents.
 * The month of my birthday has less than 5 letters.
 * If I add 5 to the last digit of my telephone number it is greater than 9.
 * My house number is odd.
 * My house number is even.
 * If each button on my clothing was worth 5 cents, my clothing would be worth more than 50 cents.
 * The total of the last three digits of my telephone number is less than 18.
 * I have at least one pet.
 * The last three digits in my phone number would make a number that is greater than 500.
 * The number of people living with me is greater than four.
 * If I double the last digit of my telephone number it is less than 13.
 * My house has a garage.
 * I can name the 7 days of the week.
 * My birth day is greater than 15.
 * My age is odd.
 * My age is even.
 * My birth day is an even number.
 * I am wearing a shirt that has an odd number of buttons.
 * I can name the 12 months of the year.
 * I am wearing a shirt without a collar.
 * I was born in a month that comes before June.
 * My pants have at least 2 pockets.
 * I have more buttons than pockets.
 * The digit in the ten's place of my address is greater than 4.
 * The number of letters in my first name is less than 5.
 * I do not have any pennies in my pockets.
 * More than half of the letters in my name are consonants.
 * The digit in the one's place of my address is less than 8.
 * I have more quarters than dimes in my pockets.
 * My name has more consonants than vowels.
 * My first name is longer than my last name.
 * The month of my birthday is after June.
 * My first and last names have more than 15 letters.
 * My birthday is in the summer.
 * I am the oldest child in my family.
 * I have a brother and a sister.
 * I am an only child.
 * My first name has more than 6 letters.
 * My first name has less than 6 letters.
 * My first name has less than 8 letters.
 * The number of letters in my first name is greater than 5.
 * My last name has less than 10 letters.
 * What month were you born? (Jan.-April, May-Aug., Sept.-Dec.)
 * The number of buttons plus the number of pockets on your clothes: (0-7, 8-14, more than 14)
 * My age is _: (less than, exactly, more than)
 * Take 1 away from the number of people living in your house: (1-3, 4-5, more than 5)
 * Add 1 to the number of people living in your house: (2-4, 5-6, more than 6)
 * The number of times you can jump in a minute: (more than 30, exactly 30, less than 30)
 * Number of cubes it takes to go around your foot. (0-10, 11-20, more than 20)
 * If we counted all of the fingers in our classroom today, how many would there be? (less than 100, 100-200, more than 200)
 * On what day of the month is your birthday? (1st-10th, 11th-20th, 21st-31st)
 * Pick a number 0-9. Double it. The sum would be: (0-6, 7-12, 13-18)
 * Write a number. Double it. The sum would be: even, odd
 * Write a number. Double it. The sum would be: (0-6, 7-12, 13-18)
 * Choose an odd number between 1-10. Add 5. The sum is: (0-8, 9-10, 11-15)
 * Choose an odd number between 1-10. Add 4. The sum is: (0-5, 6-10, 11-13)
 * Choose an even number between 1-10. Add 4. The sum is: (0-5, 6-10, 11-14)
 * Which coin do you like best? (penny, nickel, dime, quarter)
 * Find the difference between the number of letters in your first and last name: (0-3, 4-6, 7-9, more than 9)
 * The total number of letters in your first and last name: (1-7, 8-14, 15-21, greater than 21)
 * Double the number of letters in your first and last names. The sum is: (less than 20, greater than 20)
 * Number I can count up to in one minute: (up to 30, up to 60, up to 100, more than 100)
 * Which season is your favorite? (Summer, fall, winter, spring)
 * Trace around your hand. How many cubes does it take to fill the inside of your hand drawing? (5-10, 11-15, 15-20, more than 20)
 * Add the last 2 digits of your telephone number. The sum is: (1-4, 5-9, 10-14, greater than 14)
 * What time did you go to bed last night? (Before 7:00, 7:00-8:00, 8:00-9:00, after 9:00)
 * What is the length of your pencil? (0-5 cm, 6-10 cm, 11-15 cm, more than 15 cm)
 * The last two digits of your telephone number make a two digit number that belongs to: (1-30, 31-60, 61-90, more than 90)
 * The last digit in my telephone number is: (even, odd, 0)
 * The number of students in my classroom is: (a multiple of 2, a multiple of 3)
 * My age is a multiple of 2. My age is a multiple of 3. My age is a multiple of 6.
 * My house number is a multiple of 10.
 * Write a number. Double it. The sum is divisible by 3.
 * The number of letters in my first name is a factor of 12.
 * The number of letter in the month I was born in is a factor of 10.
 * The number of cubes it takes to fill the container: (less than 5, 5-7, 8 or more)
 * Estimate the number of steps it takes to get from the teacher's desk to the classroom door: (less than 10, 10-20, more than 20)
 * Pick an amount of money from 1 to 25 cents. Double it. How much money do you have: (less than 15, 16-34, 15-50)

Daily data is very important to your daily classroom routines. Students learn a variety of skills collecting and analyzing data. They increase their vocabulary, learn how to record data and talk about it, and see how others have different preferences and may make different choices from them. Data collection shouldn't take up a lot of time in your classroom. Use the ideas below or make up your own routine to make data collection a little easier and more efficient. In the beginning, this process will be teacher intensive because you will have to model extensively. However, soon your children will know the routine and will not need to have your direction! Just be certain that you place the emphasis on oral or written analysis and discussion of the data collected. Always find a few minutes to allow students to share their work. (Ex: Venn diagram to bar graph.) ||
 * =  Monday ||=  Tuesday  ||=  Wednesday  ||=  Thursday  ||=  Friday  ||
 * =  Post a question and have students respond by moving markers, clips, or icons to show their choice. Find a few minutes sometime during the day to discuss the data. ||=  Have students write observations or inferences from Monday's data.  ||=  Have students draw a graphic representation of the data.  ||=  Write a story problem or number sentences to express the data.  ||=  Show the data in a different form.

=<span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">Suggested Weekly Data Extensions: = <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">(Special thanks to AMSTI specialists from around the state for this information.) ||= <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">Tuesday ||= <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">Wednesday ||= <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">Thursday ||= <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">Friday || Children predict how data will look when collected. ||= <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">Collect data and copy into Math Journal. ||= <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">Use a different type of graph to interpret the data. (Ex. Venn diagram becomes a bar graph.) ||= <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">Who in the "real world" would be interested in the data on our graph this week? ||= <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">What would be a good topic for next week's graph? || ||= <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">Write a number sentence that matches this data. ||= <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">Describe this graph using only words in your Math Journal. ||= <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">Where else might we find data using this type of graph? How is it used in a real life situation? ||= <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">How might this same topic look if we surveyed students in another grade, school, state, or community? || ||= <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">Write a story problem to match this data. ||= <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">Create a pictograph where your symbol represents 2 people. ||= <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">Write as many number sentences as possible to match this data. ||= <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">Work with a partner to interpret this week's data in a different way. ||
 * = <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">Monday
 * = <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">Place blank graph and topic up.
 * = <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">What type of graph will we use to show this data?
 * = <span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">Write a math story using words, pictures, and numbers to interpret this topic.

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<span style="display: block; font-family: 'Comic Sans MS', cursive; text-align: center;">Clip art licensed from the Clip Art Gallery on [|DiscoverySchool.com]