'Snack Attack'

Overview

This activity is meant to be used as a quick assessment tool for the beginning of the year or before entering a mathematics unit on Data Management. With minimal changes this activity can be used to assess students' skills in different grades. Students count the different types of snacks in a bag of Bits and Bites^® and use the primary data to answer a number of questions related to data analysis. Data are used to create graphs or tables. Later, grades can be given a choice as to what type of graph to draw, which measure of central tendency to use etc.

Contributor: Irini Clelland, Statistics Canada Support Teacher.

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Objectives

The goals of this activity are to assist teachers in assessing students' data management skills.

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Suggested Grade Levels

Grade 3-7 Mathematics: Collecting and Organizing Data, Concluding, Reporting

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Outcomes

Depending on the grade level the learners will:

• conduct an inquiry about the different types of snacks in a bag of Bits and Bites^®
• sort snacks according to two or more specific attributes (e.g., size, texture)
• find the mode for a set of primary data
• display data on tally charts or tables, construct bar graphs, pictographs and circle graphs by hand or using computer applications

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Materials

The materials for this activity will range depending on the students' grade level, the data you would like to use (instead of Bits and Bites^® you could use another snack, books in the library, marbles and a bag of buttons), financial support and the facilities available to you. Some common materials will be:

1. Colouring utensils
2. Grid Paper
3. Kitchen scales
4. Calculator and / or computers
5. Student worksheet

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Classroom Instruction

The length of this activity will be determined by the complexity of your assessment. Students may work in small groups or individually. This activity can be part of the introduction to a data management unit or a homework assignment.

If you are working in small groups at school:

• Divide students into groups of four or five
• Give each group a bag of snacks. Instruct students to save the packaging for information they might need to complete their assignment.
• Assign each student a number or colour that corresponds to a specific position that they will have within the group (i.e. record keeper, timekeeper, maintenance, equipment manager). These roles are usually used as a classroom management tool during group work. Student role cards can be made and laminated for greater durability.
• Give students the worksheets and instruct them to work cooperatively. During this time you should be going around helping students and/or evaluating their progress.
• At the end of the activity ask students to present their findings to the class and engage students in a meaningful conversation about their results.

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Evaluation

The students' responses to your questions and the quality of discussions generated will give you a good idea of their Data Management related skills. A checklist may be useful in evaluating students' classroom participation and group involvement. Marking their worksheets is another way of collecting information about your students understanding of the concepts presented in this activity.

Here's an unauthorized scoring guide for this activity:

Application
Constructed bar graphs
Level 1: All or several graphs are incomplete (titles or labels missing, data displayed incorrectly)
Level 2: Some graphs are incomplete
Level 3: Majority of graphs are complete and appropriately labeled
Level 4: All graphs are completed and appropriately labeled

Application
Constructed Circle graphs (Grade 6-7)
Level 1: Incorrect circle graphs
Level 2: Some circle graphs are incomplete
Level 3: Most circle graphs are complete
Level 4: All circle graphs are correctly labeled and well presented

Application
Central Tendency
Level 1: No understanding of how to find the mode in a given set of data (Major errors and omissions). Unable to do simple mathematics such as adding, counting, and ranking. Needs assistance.
Level 2: Able to do simple mathematics (i.e. count, add) and recognize the frequency of a number (Has some clarity and precision). Unable to differentiate between mean, median and mode. (Several minor errors and omissions). Needs limited assistance.
Level 3: Able to find the mode of a set of data. Understands the process and is able to describe mathematical concepts. (i.e. understands that each measure of central tendency gives different information about the data).Works independently.
Level 4: Able to calculate the mode of a set of data. Interpret and evaluate displays of data and present the information using mathematical terms. Works independently.

Application
Communication concepts
Level 1: Rarely uses appropriate mathematical terminology. Unclear, imprecise and needs assistance.
Level 2: Sometimes uses appropriate mathematical terminology with some precision and clarity. Works with limited assistance.
Level 3: Usually uses appropriate mathematical terminology. Clear and precise and works independently.
Level 4: Always uses appropriate mathematical terminology. Responses are complete and clearly explained, showing creativity of content and expression. Works independently.

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Enrichment

Conduct a similar inquiry about another product (e.g., Skittles^® vs. M&Ms^®) and compare the results. If a scale is available repeat the exercise based on mass. Write a letter to the companies whose products you have investigated and inform them of your results or give them any suggestions that may improve their product.

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Please e-mail comments or examples of how you used this exercise in your class.