Party Packs

Expectations: Collection and Organization of Data

• D1.2 collect data through observations, experiments, or interviews to answer questions of interest that focus on two pieces of information, and organize the data in two-way tally tables

• D1.3 display sets of data, using one-to-one correspondence, in concrete graphs, pictographs, line plots, and bar graphs with proper sources, titles, and labels

• D1.5 analyse different sets of data presented in various ways, including in logic diagrams, line plots, and bar graphs, by asking and answering questions about the data and drawing conclusions, then make convincing arguments and informed decisions

Explain the following scenario to the class:

“The Party Pack Company sells small gift bags for special celebrations, such as holidays, weddings, and birthdays. These gift bags contain a few treats to eat and a few little presents. People buy the bags to give to their guests as a special gift. The Party Pack Company’s managers are planning to create small gift bags for children’s birthday parties. They want to put gifts in the bags that children will really like. So here is how you can help them: they would like you to collect data that will help the company managers decide which gifts to include in the bags.”

Show students sample gift bags. Explain that the company managers have put five small gifts into each sample bag, but that they want to include only three of the five gifts in a bag. Tell students that the class will conduct a survey to determine which three gifts in each sample bag are the most popular. After collecting data from the survey, groups will present their findings.

Divide students into groups of three. Provide each group with a bag containing five small gift items. Then complete the activity:

• Have each group conduct a survey by showing the five gift items to each of their classmates individually and asking them to choose their favourite item. (The survey should involve all classmates.)

• Ask groups to record the results from the survey (e.g., by keeping their own tally chart).

• Have each group discuss the findings from the survey (e.g., using their tally chart).

• Ask each group to create a graph on BLM: Graph Template to show the results of the survey. Groups may choose not to use the Graph Template to create their graph.

• Finally, have each group write a letter, on a sheet of lined paper, to the managers of the Party Pack Company, explaining its findings and recommendations.

Observe the processes used by students to collect and organize data, and provide guidance when needed. After students have gathered data, ask them questions, such as the following:

• “How did you collect data about the gifts students like?”

• “How did you know if you asked all students your survey question?

• “How did you record information gathered in the survey?”

• “What do the survey results show?”

• “How can you create a graph that shows the results of your survey?”

“What will you explain to the managers of the Party Pack Company about the results of your survey? What will you recommend?”

• Provide time for groups to complete their graphs and write their letters. Record the following outline on the board or chart paper to assist students in writing their letters.

Gather students together. Begin the discussion by having different groups explain how they conducted the survey and recorded survey results. After discussing the methods used by students, ask:

• “How did a survey help you collect the information you needed?”

• “What are important things to think about when you conduct a survey?”

• “How can you keep track of who has answered the question and who has not?”

• “What are good ways to record survey results?”

• “If you were to conduct the survey again, what would you do differently? Why?”

Next, ask groups to show their graphs, explain what the graphs show, and read their letters to the company managers. Ask each group questions, such as the following:

• “What gift was chosen by most students? How do you know?”

• “Why do you think most students chose this gift?”

• “Which gifts were the second and third most popular? How do you know?”

• “Which gift was chosen least often? Why do you think that most students did not choose this gift?”

• “What would you recommend to the managers of the Party Pack Company?”
  Post all the graphs. Ask students to examine and discuss the various graphs. Ask:

• “How are the graphs alike? How are they different?”

• “Which graphs are easy to understand? Why are they easy to understand?”

• “Which parts of the graph help you to understand the information that is presented?”

• “Are there any graphs that have important parts missing? What needs to be added?”

• “How could the managers of the Party Pack Company use these graphs?”

• “What other kinds of graphs could be used to present the information about the favourite gift items? What would the graphs look like?”

Observe students as they conduct surveys, organize data, and create graphs, and assess how well they:

• • gather data using a survey;

  • organize data (e.g., record data using a tally);

  • display collected data in a graph;

  • create graphs that clearly present information (e.g., using appropriate titles, labels, symbols);

  • describe data presented in graphs.

SEL Student Self-Assessment FRENCH / ENGLISH SEL Teacher Rubric

Extension Activities:

Some students may require guidance in conducting a survey, organizing survey results, and creating graphs. Have these students work with classmates who can explain processes for collecting and organizing data and who will support them in participating in group activities.

Extend the activity by having students examine all graphs prepared by different groups. Ask the following questions:

• • “According to all the graphs, what kinds of gift items were chosen most often (e.g., toys, decorations, writing materials)?”

  • “Why do you think students chose these kinds of gifts?”

  • “What advice would you give to the managers of the Party Pack Company about the kinds of gift items that most children like?

Have students write letters to the managers in which they give their advice about the general kinds of gift items (e.g., toys, puzzles, craft materials) that will be popular with children.