# Data Doesn’t Have To Be Overwhelming!

The idea of collecting data has really been getting a bad rap lately. Have you heard these comments (or comments like these) in your building?

• “We are drowning in data!”
• “All we do is test our kids.”
• “I feel like our kids are just numbers, like we are ignoring that they are PEOPLE.”
• “We collect all this data, then we have no time to analyze it and use it.”
• “I don’t have time to enter in all this data.”

I think we’ve probably all heard some version of this at some time or another. Some of these comments might actually be true in some districts. I’ve heard horror stories about schools that are doing so much test prep, that they really aren’t finding time to intervene and help their students when they struggle. I feel lucky to work in a district that believes firmly that our data should drive instruction, and if it doesn’t, we shouldn’t collect it.

I had an amazing moment about 5 minutes ago. (Yes, I was working on a Saturday night, not totally uncommon around here!) I was looking at some problem solving we did for report card purposes/parent teacher conferences (THAT explains why I’m working on a Saturday night), and I noticed something amazing.

I use multiplication and division word problems in my classroom about 3 days out of the week. I am a firm believer that students need simple problems to try out before diving into difficult and complex ones. I use Practice Problems for Multiplication and Division because according to the Common Core these students must have multiplication and division mastered by the end of grade 3.  There are also 9 word problem types that are broken down in the common core for students to master in grade 3 so why not teach these things together?

Instead of just diving in and giving everyone all the problems in the entire booklet, I first assess each student on each problem type by giving them the first one. Then, I set up a spreadsheet to look at my results.  I noticed that my class was really struggling with the Type 2 problem, only 8 students got this problem correct. (I score this according to a standards based grading scale, it could also be scored pass/fail.)

My chart:

So we practiced this problem type. We tried this type of problem five times, each time giving students a chance to come up to the chalkboard to explain their thinking.  Awesome strategies were shared, and students asked many questions to see how they solved it.

The student on the left has pretty good knowledge of multiplication, while the student on the right is just beginning. Both strategies are successful.

Now we fast forward to tonight.  For parent teacher conferences, I decided I wanted a sample problem solving exemplar to show to parents (it also made sense to have the latest info for report cards!). Naturally I choose this same problem type, since we’ve worked so hard on it. I just finished scoring them, and noticed that 21 out of 25 students got it right this time! I started yelling to my husband (who probably thought I was crazy) that I was so proud and excited for my students.

It really DOES work.  Using data to target instruction is a much more focused way of going about planning instruction.  I haven’t wasted any time on problems that students already knew, and now I know exactly who needs a little intervention work with me! The best part is, this entire process was so simple.  (Instructions are included in the Practice Problems for Multiplication and Division resource. You could also set this up with your own problem types!)

I can’t wait to share this awesome news with my class. I am hoping celebrating our success will motivate them to continue to work hard.

# Just Make it Real World

I am not sure if you’ve ever had that “moment”.  The moment where you are at a frustration level with why things aren’t working. I used to look for extra worksheets to give more time for tricky math concepts to “stick” with students. I looked online for further practice activities, I asked colleagues for their extra resources for more practice, I looked for games. I felt like I’d tried everything.  That’s when I read some research that making math real world, connecting it to student’s lives was REALLY good practice.  So a few years ago I started to create real world problem solving projects to help this problem.

That was how the Book Order Proposal project started (for my gifted and talented students I’ve used The Housing Market Analysis). I knew that I needed to continually reinforce the concept of rounding/estimation, comparing numbers, and mental math addition strategies. I gave my students the chance to do just that by offering to buy books for our classroom library. I decided to coincide this project with my parent Scholastic Book Club order.  Here is how it worked:

• I made it my problem of the day for 4 consecutive days, giving 20 minutes each day for the project.  The first three were days for them to work (with a mini lesson or two if needed), and the fourth day was the peer review day.
• All students were given a budget of \$50 (bonus points offset this cost-I was able to get all of our books free this last round) to look through three Scholastic flyers.
• The students had to put together a proposal, thinking about their classmate’s reading interests, as well as thinking of what we currently have in our classroom library.

What happened was kind of interesting. The majority of the students got within \$2 of the \$50 budget.  A few of the students tried to hand in proposals that were \$1, \$30 or \$25.  When we talked as a class on the second day, I asked my students if it was okay if someone didn’t get close to \$50.  The resounding answer was “NO!”.  When asked why, they explained that it would be a waste of money if they didn’t spend it all, especially since they would become THEIR books for their classroom.  I handed back those few papers and asked them to start again. (Now that is what we call peer accountability!)

At the end of the project we laid the papers out and did a gallery walk. Students voted on their top 3 favorite proposals. The proposal with the most votes actually got ordered!  It was such a fantastic way to end the project.

My favorite part though, the very best part of the entire project, was the gallery walk and natural reflection. Students could see how others choose to put the proposals together. Some were neat and organized, others were missing information, some of them had a hard time with their handwriting, and other student’s numbers didn’t quite add up.  It led to great discussion, and the students wrote goals on their proposals for the next time we have to present information to our peers.

It has been clear to me that making math real world, and connecting it to their own lives is a powerful thing!