Mathematics TEKS Toolkit
www.mathtekstoolkit.org
Kindergarten Clarifying Lessons:
Learning Centers List for Data Discovery
Math Learning Centers
Predict and Graph with Linking Cubes (K.1A, B, C; K.12A, B; K.14A; K.15)
Students work in pairs. Pose the problem: "If I draw one cube out of the bag, what color of cube
should I expect to draw?" Before experimenting with drawing a cube, partners should first
examine the cubes in the bag to determine what the possible outcomes are (the two different
colors), predict which color they think it is most likely for them to draw, and explain their
prediction. Partners take turns drawing a cube out of the bag without looking, making a mark on
the appropriate strip of grid paper to record its color, replacing it, then drawing another cube,
until 10 draws have been made. Partners line the strips of grid paper up like a bar graph to
compare their sets of marks and decide if their results and their prediction match (e.g., more red
marks than blue marks means that my prediction of expecting to draw a red one more often
matches my results). (Avoid using words such as "correct" or "right" so that students will not be
inclined to "fix" the results.) Students can repeat the activity several times.
Materials
•
30 linking cubes (20 of one color, 10 of another)
•
strips of grid paper, one square wide and several squares long
•
crayons to match the colors of the cubes
Extension
Repeat the activity with different combinations of cubes (15 and 15 or 5 and 25) or use three
colors. Connect the activity to number by discussing the different possible results for the 10
draws (e.g. 2 red and 8 blue draws).
Measure Around Geoblocks (K.10A; K.12A, B; K.13B, C, D)
Students work in pairs. Pose the problem: "Which geoblocks would it take a bug the longest to
walk around?" Together partners decide how to measure around the base of a geoblock with a
piece of string. Students display their geoblock and its string as a pair of data (e.g. the geoblock
on the edge of the table with the string hanging down from it). Students use the display to
compare and answer questions about the information they gathered.
Materials
•
geoblocks
•
string
•
tape
Kindergarten Clarifying Lessons:
Learning Centers List for Data Discovery
page 1
Mathematics TEKS Toolkit
•
www.mathtekstoolkit.org
a long table
Extension
Challenge students to organize the data by ordering the geoblocks according to the lengths
around their bases.
Science Learning Centers
Make a Graph of Objects According to Whether They Float or Sink (K.8C; K.14A; K.15)
Students work in pairs. Pose the question: "Are there common attributes to objects that float or
sink?" Partners work together to predict which objects will float and which will sink and organize
them into two groups. They take turns testing objects to see if they float or sink and re-sort the
groups according to the results of their experiments. Students discuss other common attributes
of each of the groups.
Materials
•
a variety of objects (styrofoam packing, paper clips, etc.)
•
a small tub of water
•
paper towels
•
construction paper
Extension
Have students select new objects, use their previous experiences to predict whether they will
float or sink, and test their predictions.
Estimate How Many Objects in the Mystery Jar (K.1A, B, C; K.12A, B; K.14A, B; K.15)
Pose the problem: "How many objects are in the jar?" Each student makes an estimate of how
many objects are in the jar, and the teacher (or the student) records each estimate on a card.
Students discuss their strategies for making the estimates. Allow them to change their estimates
during the discussion, if they desire. Order the estimates on a number line graph drawn on the
board or on a large strip of paper, and have students discuss any patterns they see in the set of
estimates. (As the year progresses, lead the students to order the estimates on the number
line.)
Materials
•
a plastic jar
•
a set of 100 or less science-related objects that will fit in the jar, e.g. beans,
toothbrushes, magnets, shells, etc. (perhaps brought in each week by a different
student)
Kindergarten Clarifying Lessons:
Learning Centers List for Data Discovery
page 2
Mathematics TEKS Toolkit
www.mathtekstoolkit.org
Language Arts Learning Centers
Graph Letters in Our Names (K.1A, B, C; K.8C; K.12A, B; K.13A, B, C, D; K.14A, B; K.15)
Pose the following problem: "If we wanted to purchase gold letters to print our names on the
stage wall, how many of each letter would we need to buy?" Each student prints each letter of
his or her name on a square of paper. Students work together to sort the letters and display
them in a bar-type graph to help answer the question.
Materials
•
markers
•
tape
•
alphabet strip
•
small squares of paper
Extension
Students brainstorm other questions that could be answered using the display of the data (and
questions that could not be answered).
Make Alphabet Graphs with Cereal (K.1A, B, C; K.8C; K.12A, B; K.13A, B, C, D; K.14A, B;
K.15)
Pose the following question: "Which letter is found in a box of most often in a box of cereal or a
bag of pasta?" Divide a box of cereal or pasta among the class, putting each child's sample in a
small paper cup. Each child (or set of partners) sorts their cereal or pasta. Students decide upon
a way to display the data in order to be able to answer the question. For example, make a page
for each letter and glue the cereal or pasta in groups of five to make it easy to compare
amounts.
Materials
•
alphabet cereal or pasta
•
small paper cups
•
glue
Extension
Students brainstorm other questions they could answer with the data (and questions they
could not answer with the data).
Kindergarten Clarifying Lessons:
Learning Centers List for Data Discovery
page 3
Mathematics TEKS Toolkit
www.mathtekstoolkit.org
Art/Fine Motor Learning Centers
Graph Shapes in Pictures (K.8C; K.9C; K.12A, B; K.13A, B, C, D; K.14A, B)
Pose the following problem: "What kinds of shapes appear most often in advertisements?" Make
a yarn loop and label it with a shape card. Students select an advertisement, or part of an
advertisement, and decide if it belongs in the set or not. Students continue with other labeled
yarn loops. Students suggest the names for the labels. (Remember that squares are kinds of
rectangles). Encourage students to suggest ways to display the data in a way that answers the
question stated in the problem.
Materials
•
grocery ads or newspaper sales inserts
•
yarn
•
construction paper
•
cards labeled circle, rectangle, triangle, etc.
Extensions
Challenge students to decide what to do if more than one shape appears in an advertisement.
Brainstorm other questions that could be answered with the data (and questions that could not
be answered).
Estimate Blocks to Fill a Shape (K.1A, B, C; K.12A, B; K.14A, B)
Students work in pairs. Pose the following problem: "How many of each kind of pattern block will
fit in the shape?" Partners work together to estimate how many yellow hexagons will fit on the
drawn shape. Partners work together to use that number of yellow hexagons to cover the drawn
shape. Students discuss if the number of blocks they actually used was more or less than their
estimate. Then students place the yellow hexagons they used in a line of spaces on the twoinch grid paper to begin a bar-type graph. Students work together to estimate and cover the
shape with other kinds of pattern blocks and place them in the spaces on the two-inch grid
paper to form a bar-type graph. Students use the graph to compare the numbers of different
kinds of pattern blocks needed to cover the shape.
Materials
•
pattern blocks
•
an object or drawn shape to cover with pattern blocks
•
two-inch grid paper
Kindergarten Clarifying Lessons:
Learning Centers List for Data Discovery
page 4
Mathematics TEKS Toolkit
www.mathtekstoolkit.org
Music/Movement Learning Centers
Sort and Re-sort Musical Instruments (K.8A, B, C; K.12A, B)
Pose the following problem: "How are musical instruments' sounds alike and different?"
Students sort a set of musical instruments and other objects that can make sounds into sets
according to the type of sound they make when shaken or struck. Students arrange the sets into
bar-type graphs on a floor graph mat to compare the sizes of the sets. Students can suggest
other ways to make sounds with the objects, e.g. rolling them on the ground, dropping them on
the table. etc. and resort the objects according to the new sound they make. Repeat as many
times as students have suggestions for making sounds.
Materials
•
an assortment of musical instruments (such as a xylophone, wooden blocks, a triangle,
etc.) and other objects
•
floor graph mat (or large shower curtain with grid lines drawn on it)
Extension
Students sort and re-sort various other sets (e.g., vehicles according to number of wheels,
size, speed).
Make a People Graph of Actions They Can Do (K.12A, B; K.14A, B)
Pose the problem: "How are we alike and different in what we can do?" Students identify some
physical action, e.g. winking, standing on your head, hopping a certain distance on one foot,
rubbing your head and patting your stomach at the same time. (Keep in mind any students with
physical disabilities. Work with students to choose actions that do not reflect negatively on any
student). Students sort themselves according to the ability to do the action and make two lines
to form a bar-type "people" graph to represent the data. Repeat as many times as students have
suggestions and are interested.
Extension
Students record the results of one of their "people" graphs by making stacks of linking cubes
(one cube per person) or coloring in squares on a bar graph (one square per person).
Kindergarten Clarifying Lessons:
Learning Centers List for Data Discovery
page 5