Module 2

Categorical Data Sort and Analysis

Before beginning the sorting activity, I thought that it was going to be interesting. I was excited to see all the different people my peers' would like to have conversations with. I thought that many of us would have the same people I was very surprised to see that only one name was repeated. 
In this activity I created 6 categories.

Creators/ Inventors

• Antoni Gaudi
• Bill Gates
• Aaron Swartz
• Mark Zuckerberg

Novelists

• Jane Austen
• Paulo Coelho

Change Promoters

• Rosa Parks
• Malala Yousafzai
• Haregewoin Teferra

Religious Figures

• Jesus Christ
• Jesus Christ

Celebrities

• Drake
• Oprah Winfrey
• Lauren Graham

Leaders/ Political Figures

• Queen Elizabeth I
• Queen Victoria
• Barack Obama
• John F Kennedy
• Michelle Obama
• Nelson Mandela
• King Leonidas
• Maxine Waters

After this activity,I think that this showed a lot about my peers. Many of them chose very influential people; people that made a difference whether to the world, a small community, or to that peer. It was difficult when sorting names into categories. My change promoters category was initially called rights activists, but I was left with Haregewoin Teferra. She may not have been fighting for rights, but she was trying to promote a change just like Rosa Parks and Malala. 

I think a question I would have also asked would be to describe the person with three words. I think this would have also helped sort the choices. My peers may have chosen these people for different reasons that I may not have thought of when I sorted them into categories. 

I would used a similar activity in my classroom for the first few days of school. If I asked the students who their hero is, or someone who inspires them, I could use their answers to put the students into groups (group seating).

Did you also have trouble making the categories?
Were you unfamiliar with any of the people listed?
What changes did you have to make as well to make sure everyone fit in a category?

Statistics in the Elementary Grades

I enjoyed reading this article. It gave great examples of how to use categorical and numerical data in a classroom. This article also informed us of the difference between the two. For categorical, they used shoes that their focus. They prepared questions, data, and results based off of the types of shoes worn. They also gave different examples how to make a categorical shoe problem (type of shoe, color, how it ties, etc). 
For numerical data, they used sports as a problem. They compared the number of goals made in different soccer games. This allowed students to compare all the games and learn about fair share value (the mean). 
Both categorical and numerical data expose the students to statistical problem solving. The students learn how to make questions, collect data, review data, and be able to interpret the data with representation. After reading the article, I was able to recall having to do similar statistical problem solving in my younger elementary school years.  I remember building a chart about our favorite colors. Each student wrote down their favorite color and we created a bar graph. Not even realizing it, but I was working with data and statistics way before middle school. I guess you really are never too young to learn about data and statistics.

How Many Pockets

What are some important features of what’s happening in this classroom?

• Students in the circle with the teacher
• The chart on the board
• The teacher using statistical terms

What did you notice?

• The teacher points out data change.
• The students helped each other count their pockets

What stood out for you in regards to the students’ thinking?
the students had a hard time determining Denise's thinking "5 has a lot". It took a discussion for the students to come to the  conclusion that a lot of people have five pockets in the classroom.

What stood out for you in terms of the teacher's moves?
The teacher continues to build off of the students statements and encouraged others to join in. This helped other students to make and understand explanations.
Do you agree with the teacher's methods?

As you think about each of these, what’s the idea the students are working on?
The students are working with categorical data. They were comparing the different amounts of pockets students have.

List the questions that you are focusing on for last Subheading.
Describe the four components of the statistical process and a possible statistical question that could be used for a data project.

1. Formulate a question: Students think and compare various questions to use in a statistical process.
2. Collect data: Based off of the question, the students begin to collect all their answers.
3. Analyze data: The students can create a visual representation and review what they have gathered.
4. Interpret the results: The students discuss what their final finding were from the answers of the questions.

Possible Question: How many students have brown as their eye color?

Do you find coming up with statistical questions for youth challenging.

Observe a group of people (such as people waiting in line at the movies, grocery store, etc…). Explore the different ways you might collect data and categorize them (eye or hair color, type of shoe, left handed or right handed, color of backpack or book bag, color or style of clothing, etc…). Discuss which ways yield the most interesting information and best fit the group.

I chose to observe my husband's friends at our weekend cookout. There were many different ways I could categorize them. I could use shirt colors (there was yellow, red, green, and white shirt colors), hand use (1 was left handed, the other 5 were right handed),  and I also could have used food choice (3 ate burgers and the other 3 ate strictly hot dogs).
I think it was interesting to see which hand most people dominantly use. I did not ever notice that one of my husband's friends was left handed. It was very fun to watch and find out new things.