How Many People Live in Your Household?

Overview

Students conduct an inquiry on the number of people in their households. They classify the data creating a concrete graph then convert the data to a pictogram. The results are analyzed and summarized in a classroom discussion.

Collaborator: Irini Clelland, Statistics Canada Support Teacher

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Objectives

Students should be involved in the collection of data during the first years of school. Using data relevant to the students builds a solid foundation for basic data collection skills.

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Suggested Grade Levels and Subject Area

Grade 1 and 2 Mathematics

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Outcomes

• conduct an inquiry about the number of people in households
• classify data by selected attributes
• create a concrete graph
• describe the graph in mathematical language

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Vocabulary

Household Size: refers to the number of persons in a private household.

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Materials

1. ten-"8x11" pieces of construction paper
2. Masking tape
3. Black marker

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Classroom Instruction

Note: Teachers may have to help children whose parents have a joint custody arrangement. The student can count the number of people in the household where they spend the previous night or where they spend the most time.

1. Start a discussion about household size or read a short story about different living arrangements. Explain that some families live together and some do not. Give the example of children growing and leaving their parent's home for education, employment or marriage. Come to the conclusion that households may have only one person or more than ten people living in the same dwelling
2. Ask students to explain how you can find out how many people live in each of their households. Explain that asking questions is called an inquiry. Have them explain how they can find this information. It is important that students understand that if a person is not related to them, but is living with them, he/she should be included in their answers. Please note that pets should not be included as members of the family.
3. Using a large piece of masking tape create a straight line somewhere on the classroom floor. On ten pieces of 8"x11" construction paper, write (using a black marker), "1 PERSON", "2 PERSONS", ... "10 PERSONS OR MORE" and arrange them in order on the straight line.
4. Ask students to tell you the number of people who live with them. Next, teachers must explain to students that each student represents a different number of people, but they represent one-household. Instruct them to go and stand behind the number that is the same as their household size. Explain to students that by doing this they are sorting and classifying data. This will create a concrete graph. (Take a picture (preferably Polaroid) or video of the graph). Write the words "concrete graph" on the board and ask students to explain what they mean.
5. Continue by having the first person from each line count the number of people in their line. Ask each group to repeat the following sentence: "____ students from this class live in ____ persons households".
6. Analyze and summarize the results having questions such as the following:
   • Which size of household do most of us come from?
   • Is there a household size which none of your students belong to?
   • Is there another way you could have sorted the type of household you come from?
   • Is there a household size with more boys than girls?
   • Does that mean that most of the boys/girls in the world come from a household that size?

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Evaluation

Observe students' responses to your questions in order to gain information about their level of comprehension. You could also hold brief interviews to investigate if students enjoyed the activity, and could explain what graphs represented.

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Enrichment

Have students draw the people in their households, using the same size paper, and glue them on a chart to create a concrete object graph. You could also suggest to another teacher to create a similar graph with their students and arrange for the two classes to meet and discuss the results of their inquiries.

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