Mathematics · 2nd Class · Data · Summer Term

Asking Questions and Collecting Data

Learn how to ask interesting questions and gather answers from your classmates using surveys and tally marks.

TL;DR:Turn your pupils into data detectives with this engaging introduction to surveys. They'll discover how asking a simple question can reveal fascinating facts about their own class.

• NCCA Curriculum Specifications
• PSMC: Data - Representing and interpreting data - Collect and record data using tallies

About This Topic

This topic introduces Second Class pupils to the fundamentals of data handling, a key component of the Mathematics curriculum under the Data strand. In the Irish Primary School Mathematics Curriculum (PSMC), the focus at this level is on the strand unit 'Representing and interpreting data'. Pupils move from simple sorting and classifying to actively gathering information to answer questions they have posed themselves. This process of questioning, collecting, and recording is foundational for developing statistical literacy and critical thinking skills. By using familiar contexts like classmates' favourite things, the topic makes data relevant and engaging.

The use of tally marks is a crucial first step in data representation. It is a practical, kinesthetic method that allows pupils to record frequencies in real-time. This hands-on approach helps bridge the gap between concrete counting and more abstract representations like bar charts, which they will encounter later. This topic also provides rich opportunities for integration with other subjects, such as SESE (investigating local wildlife) and SPHE (discussing opinions and preferences respectfully), fostering a cross-curricular approach to learning.

Key Questions

1. Identify a question that can be answered by surveying the class.
2. Explain how to use tally marks to count responses.
3. Justify why tally marks are a quick way to record data.

Learning Objectives

• Pose a simple question that can be answered by collecting data from the class.
• Record responses to a survey using tally marks accurately.
• Group tally marks in fives to aid counting.
• Read and interpret the data from a simple tally chart.
• Count the total number of responses for each category in a survey.

Key Vocabulary

Survey	A way of finding out information by asking a group of people the same question.
Data	The information you collect from a survey, like the answers people give.
Tally Mark	A straight line used to keep count. We group them in fives to make counting easier.
Question	A sentence you ask to get information.
Collect	To gather answers or information together in one place.

Watch Out for These Misconceptions

Common Misconception

Forgetting to 'shut the gate' with the fifth tally mark, resulting in a long, continuous line of marks.

What to Teach Instead

Explain that grouping tallies into bundles of five makes them much quicker to count. Practise chanting 'one, two, three, four, number five shuts the door' while drawing the marks.

Common Misconception

Writing the numeral '4' instead of four vertical tally marks (||||).

What to Teach Instead

Clarify that a tally mark is a simple stroke that stands for 'one'. We use these strokes to count, and only write the final number after we have counted all the tallies.

Common Misconception

Asking questions that are too open-ended, like 'What's your favourite food?', which results in too many different answers to record easily.

What to Teach Instead

Guide pupils to create questions with a limited number of choices. For example, change 'What's your favourite food?' to 'Which do you prefer: pizza, pasta, or chicken nuggets?'.

Active Learning Ideas

Morning Circle

Our Class Favourites Survey

Pupils work in pairs to devise a simple question with 3-4 possible answers, such as 'What is your favourite season?'. They then survey their classmates, recording the answers on a clipboard using tally marks.

30 min·Pairs

Morning Circle

Tally Mark Race

A quick, whole-class activity to build fluency. Call out random numbers between 1 and 20, and pupils write the correct number of tally marks on their individual whiteboards as quickly as they can.

10 min·Whole Class

Morning Circle

Lunchbox Investigation

As a class, decide on a question about the contents of lunchboxes, for example, 'What fruit do we have today?'. Pupils check their lunchboxes and report back, while a designated scribe records the data using a large tally chart on the board.

15 min·Whole Class

Real-World Connections

• Keeping the score in a game of football or tag rugby at the park.
• Voting in class for which story to read or which game to play during P.E.
• A café owner quickly counting how many customers order tea versus coffee.
• Someone in a park counting the different types of birds they see.
• A shopkeeper doing a quick count of how many packets of crisps are on a shelf.

Assessment Ideas

Quick Check

Observe pupils during the survey activity. Note their ability to ask their question clearly, record a tally for each response, and correctly form groups of five.

Quick Check

Give pupils a short list of data, for example, 'Favourite colours: Blue, Blue, Red, Green, Red, Blue'. Ask them to represent this data correctly in a tally chart.

Quick Check

Pupils use a 'fist to five' (fingers) to show their confidence in using tally marks, or use a simple smiley face checklist for skills like 'I can ask a question' and 'I can count tallies'.

Frequently Asked Questions

Why can't we just write the numbers down as we count?

Tally marks are great for counting things as they happen. You can add one mark at a time without having to rub out and change a number constantly, which makes it faster for live surveys.

What happens if someone's answer isn't one of the choices?

That's a great question! For our first surveys, we try to pick questions where the answers fit our choices. Later on, we can learn to add an 'Other' category for different answers.

How do we count the tallies when we are finished?

First, we count all the groups of five by counting in fives: 5, 10, 15, and so on. Then, we count the single tally marks left over and add them on to get our total.