Data Collection and Analysis: What Numbers Can Tell Us

Data Collection and Analysis: What Numbers Can Tell Us

Grade 5 · CS & Digital Fluency · NYS 4-6.DA.1 · 50 Minutes

NYS-Aligned Standard

4-6.DA.1 — Collect data using a variety of digital tools and platforms, and organize and display data in a chart, table, graph, or other visual representation. NYS Computer Science and Digital Fluency Learning Standards (2020)

Learning Objectives — “I Can” Statements

• I can explain the difference between data collection and data analysis.
• I can use a digital tool (spreadsheet or survey tool) to collect and organize data.
• I can represent data in a bar graph or table and draw a conclusion from it.

Essential Question

How do we turn raw numbers into information that helps us make decisions?

Lesson Sequence

Hook / Warm-Up (8 min)

1. Show two pieces of information: “35 students, 18 apples, 12 oranges, 5 bananas” (raw data) vs. a bar graph showing the same data.
2. “Which is easier to understand? Why?”
3. Bridge: “Data is raw. Information is what you get when you organize and display data.”

Direct Instruction (12 min)

1. Data collection process: identify a question → collect responses → record in a table → display in a chart
2. Types of data: categorical (favorite color) vs. numerical (height in cm)
3. Types of charts: bar graph (categorical), line graph (change over time), pie chart (parts of a whole)
4. Model: Use a simple spreadsheet to enter class data and auto-generate a bar chart

Investigation (18 min)

1. Class survey question: “What type of physical activity do you most enjoy?” (Options: sports, walking/running, dancing, other)
2. Students use a shared digital form or paper tally to collect responses
3. Each student creates their own bar graph using the collected data
4. Add a title, labels, and scale

Analysis (8 min)

1. Students write 2 observations from their graph: “I notice that ___ because ___.”
2. Students write 1 conclusion: “Based on this data, the school should ___ because ___.”

Closure (4 min)

Exit ticket: “What is ONE thing your graph tells us that the raw numbers did not make clear?”

SDI & Differentiation Block

Supports for MLLs/ELLs

Entering/Emerging (NYSESLAT Levels 1–2):

• Provide a pre-labeled bar graph template with x and y axes already labeled
• Allow student to color in bars instead of drawing from scratch
• Sentence frame: “The graph shows that ___ students prefer ___. This means ___.”

Transitioning/Expanding (NYSESLAT Levels 3–4):

• Data vocabulary card: table, graph, axis, scale, bar, title, label, conclusion
• Pre-teach “analyze” and “conclude” before the lesson

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

• Content: Provide pre-made data table; student creates bar graph only (no survey collection task)
• Methodology: Use physical color-coded blocks to build graph before drawing it
• Delivery: Provide graph paper with grid; allow extended time; reduce analysis to 1 observation

Suggested Placement: ICT

Answer Key / Model Response

Exit ticket model: “The graph makes it clear that walking/running is the least popular, which isn’t obvious when you just look at the numbers in a list.”

Alignment Record