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Trend-­spotting

Kindergarten, Mathematics

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Description of Unit

In this task, students will use the basic mathematical skills of counting, grouping, and comparing to observe patterns and spot trends in their everyday environments. Students observe how quantities of items counted vary over time and how they might make predictions based on increasing or decreasing numbers. Students keep a trend‐spotting journal, counting a self-selected item either in the classroom or at home for a period of two weeks. Then, students illustrate their findings by creating a series of posters for data analysis. Each poster indicates the quantity of the item counted on a certain day, a visual representation of that number, and a graphical image depicting the object being studied. Teachers guide the students in sequencing the posters chronologically in preparation for analysis. Finally, students adopt the role of a product designer and apply their learning to the creation of an original design for the item being studied. In the final presentation, they pitch their design idea to the class alongside their data. Will they follow the observed trends or deviate from them in their own designs? How will they explain their creative decisions?

This guide links the Trend-spotting unit to the Texas Essential Knowledge and Skills (TEKS) for kindergarteners. Trend‐spotting is a mathematics unit that allows students to observe trends in their everyday environments. Trend-spotting also has interdisciplinary connections to English Language Arts, Social Studies, and Fine Arts disciplines. For example, students will compose original texts, as outlined in the English Language Arts and Reading TEKS, and understand physical and human characteristics of the environment, as described in the Social Studies TEKS. Also, students will sharpen their perceptual and creative expression skills as indicated by the Fine Arts TEKS. The following document includes the applicable TEKS and the details of the Trend‐spotting unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Introduce students to the concept of using counting with numbers as a way to observe patterns in their environment. You may wish to show the class a book such as More, Fewer, Less by Tana Hoban.
  2. Introduce the definition of trend(s) to the students. Complete a graphic organizer with the students with the definitions and examples of trends.
  3. Ask the students to line up according to shoe color. How many students are wearing black shoes? How many students are wearing white shoes? How many students are wearing brown shoes? How many students are wearing multicolored shoes? As students count the results, write the answers on the board. You may also wish to depict the number with shapes. Make the connections with the students on the type of trend that the class was counting.
  4. Introduce the concept of a measurable trend as something that can be observed by counting and where the quantity either increases or decreases over time. As in the book, More, Fewer, Less, observing and counting objects in real life is like a photographic snapshot—things may be different before we “take the picture” —before we count and after. Ask students to divide up by the color of shirts they are wearing (or other appropriate option). Write the answers on the board and explain to students that we will count the colors of shirts tomorrow.
  5. Ask the class how many students they think will wear the same color shirt tomorrow? Introduce this concept as the students’ prediction and write the number down on the board.
  6. Keep a trend-spotting journal in which students record observations about patterns, consult with others about what has been observed, and theorize about those patterns. Ask students to identify at least one object or event in their environment to count over the course of two weeks. Students may consider the following questions to guide their selections:
    • What are some of the most popular colors of cars in my area?
    • How many students prefer lighter colored (white, pastels, neutrals) clothing to darker colors (navy, black, brown)?
    • How often are the same lunch meals served in the cafeteria?

    Students will depict their data in a series of posters presented to the class. (See the lessons below on graphing.) https://illuminations.nctm.org/uploadedFiles/Content/Lessons/Resources/3-5/GridPaper-Large.pdf

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Form small groups to brainstorm items to count through their journals. Students should consider items where change occurs with at least daily frequency such as clothing, observed automobiles during commutes, or app usage. For example, students would not likely want to count the number of people or pets in their household as these numbers should remain stable during the two-­week period. Students might count events or activities, but again these should change. For example, if the student plays video games every day, he/she may not want to count the game, if it is the same game, but rather the number of hours he/she plays with the game, which may vary.
  2. Asking guiding questions. Each group selects an item to count over the two-­week period. Students will collect the data individually in their journals. Teachers can use this opportunity to show how each student may arrive at different results depending upon whether he/she does the counting in a different or similar environment to the other students (i.e., the home versus the classroom). Guiding questions for students to ask include:
    • At what time of day will I count these items?
    • How might the time of day that I count influence my results?
    • What items can I count every day without forgetting?
    • How might I predict these items changing each day?
    • Will the item I select to count keep my interest over the journal-writing period?
    • How will I ensure that I count and record my data each day?
  3. Creating a research proposal. Guide students in completing a topic selection and/or research plan proposal such as those in the Sample Forms section of this website. If the observation and data collection (counting) will occur outside of school hours, be sure to send the forms home to parents so they are aware of the project and can provide guidance to the student as he/she conducts the research.
  4. Conducting the research. Each student counts the item each day, preferably at the same time. Students record the quantity counted in their journals. What changes do they observe as they turn the pages backwards and forwards? How are the numbers from the days before more or less than the number from the current counting? Students explain how they know.
  5. Sharing findings. Each student takes on the role of a product designer and creates a new version of the item being counted. Students turn their journal into a sequence of posters to help their classmates observe the trends and then create a final poster that serves as an advertisement for the student’s original design.

B. The product

Each student should create an 8.5 x 11 inch poster series that illustrates the data they captured in their journal. For example, students who are collecting information on T-shirt colors may choose to collage images of T-shirts from magazines on each poster, and write in numbers, as well as depict with colored shapes, the quantities counted each day. Once the posters are complete depicting the trend, students assume the role of a product designer or marketer and create one poster for their own version of the object. This final poster might resemble an advertisement, with features and benefits of the new design captured. The student will pitch his/her ideas for the new product during the poster presentation and will discuss how the trend-spotting activity informed his/her choices.

C. Communication

Teachers should help students hang their posters in chronological order along a wall for discussion and analysis. Students will present posters to the class, and the group will identify any increasing or decreasing trends by viewing the posters in sequence on the wall.

D. A completed project consists of

  1. trend-spotting journal;
  2. poster series depicting observed patterns;
  3. product design poster; and
  4. videotape or audiotape of the poster presentation, including the Q&A session.

This unit may address the following TEKS.

110.2., English Language Arts and Reading, Kindergarten, Adopted 2017

110.2(b)(5)
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
110.2(b)(5)(G)
evaluate details to determine what is most important with adult assistance;
110.2(b)(5)(H)
synthesize information to create new understanding with adult assistance;
110.2(b)(6)(E)
interact with sources in meaningful ways such as illustrating or writing;
110.2(b)(6)(F)
respond using newly acquired vocabulary as appropriate.
110.2(b)(6)(C)
use text evidence to support an appropriate response;
110.2(b)(12)(E)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
110.2(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking --vocabulary. The student uses newly acquired vocabulary expressively.
110.2(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
110.2(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.2(b)(10)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.2(b)(12)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.2(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking -- oral language. The student develops oral language through listening, speaking, and discussion.

111.2, Mathematics, Kindergarten

111.2(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.2(b)(2)
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system.
111.2(b)(6)
Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties.
111.2(b)(7)
Geometry and measurement. The student applies mathematical process standards to directly compare measurable attributes.
111.2(b)(8)
Data analysis. The student applies mathematical process standards to collect and organize data to make it useful for interpreting information.

112.2., Science, Kindergarten, Adopted 2021

112.2(b)(1)
Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
112.2(b)(2)
Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:
112.2(b)(1)(D)
use tools, including hand lenses, goggles, trays, cups, bowls, sieves or sifters, notebooks, terrariums, aquariums, samples (rocks, sand, soil, loam, gravel, clay, seeds, and plants), windsock, demonstration thermometer, rain gauge, straws, ribbons, non-standard measuring items, blocks or cubes, tuning fork, various flashlights, small paper cups, items that roll, noise makers, hot plate, opaque objects, transparent objects, foil pie pans, foil muffin cups, wax paper, Sun-Moon-Earth model, and plant life cycle model to observe, measure, test, and compare;
112.2(b)(6)
Matter and its properties. The student knows that objects have physical properties that determine how they are described and classified. The student is expected to identify and record observable physical properties of objects, including shape, color, texture, and material, and generate ways to classify objects.
112.2(b)(9)
Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:

113.11, Social Studies, Kindergarten

113.11(b)(3)
History. The student understands the concept of chronology.
113.11(b)(14)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.11(b)(15)
Social studies skills. The student communicates in oral and visual forms.
113.11(b)(16)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

117.102, Art, Kindergarten

117.102(b)(1)
Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks.
117.102(b)(2)
Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills.
117.102(b)(3)
Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures.
117.102(b)(4)
Critical evaluation and response. The student responds to and analyzes artworks of self and others, contributing to the development of lifelong skills of making informed judgments and reasoned evaluations.

128.2., Spanish Language Arts and Reading, Kindergarten, Adopted 2017

128.2(b)(5)(G)
evaluate details to determine what is most important with adult assistance;
128.2(b)(5)(H)
synthesize information to create new understanding with adult assistance
128.2(b)(5)(C)
make and confirm predictions using text features and structures with adult assistance;
128.2(b)(6)(E)
interact with sources in meaningful ways such as illustrating or writing
128.2(b)(6)(F)
respond using newly acquired vocabulary as appropriate.
128.2(b)(6)(C)
use text evidence to support an appropriate response;
128.2(b)(12)(E)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
128.2(b)(3)(C)
identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures locations.
128.2(b)(8)(D)(ii)
titles and simple graphics to gain information
128.2(b)(8)(D)(iii)
the steps in a sequence with adult assistance;
128.2(b)(10)(D)
edit drafts with adult assistance using standard Spanish conventions, including:
128.2(b)(10)(A)
plan by generating ideas for writing through class discussions and drawings;
128.2(b)(10)(B)
develop drafts in oral, pictorial, or written form by organizing ideas;
128.2(b)(11)(B)
dictate or compose informational texts.
128.2(b)(11)(A)
dictate or compose literary texts, including personal narratives
128.2(b)(10)(D)(vi)
pronouns, including personal, and the difference in the use of formal pronoun usted and informal pronoun tú;
128.2(b)(10)(D)(iv)
adjectives, including articles;
128.2(b)(10)(D)(iii)
singular and plural nouns, including gender-specific articles;
128.2(b)(10)(D)(v)
prepositions;
128.2(b)(12)(D)
demonstrate understanding of information gathered with adult assistance
128.2(b)(12)(B)
develop and follow a research plan with adult assistance;
128.2(b)(12)(C)
gather information from a variety of sources with adult assistance;
128.2(b)(1)(D)
work collaboratively with others by following agreed-upon rules for discussion, including taking turns
128.2(b)(1)(B)
restate and follow oral directions that involve a short, related sequence of actions;
128.2(b)(1)(A)
listen actively and ask questions to understand information and answer questions using multi-word responses;
128.2(b)(1)(C)
share information and ideas by speaking audibly and clearly using the conventions of language;

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.C.1
Collaborate on joint projects.
S.I.E.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.V.C.1
Recognize patterns of change.

Social Studies:

SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.C.1
 Analyze a situation to identify a problem to be solved.
CDS.I.C.2
 Develop and apply multiple strategies to solve a problem.
CDS.I.C.3
 Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.

English Language Arts:

ELA.I.A.5
Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.4
Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.3
Follow relevant rules governing attribution.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.

Mathematics:

M.II.D.1
Interpret multiple representations of equations, inequalities, and relationships.
M.II.D.2
Convert among multiple representations of equations, inequalities, and relationships.
M.II.C.3
Recognize and use algebraic properties, concepts, and algorithms to solve equations, inequalities, and systems of linear equations and inequalities.
M.II.C.2
Explain the difference between the solution set of an equation and the solution set of an inequality.
M.III.C.2
Make connections between geometry, statistics, and probability.
M.III.B.2
Use transformations to investigate congruence, similarity, and symmetries of figures.
M.III.A.2
Form and validate conjectures about one-, two-, and three-dimensional figures and their properties.
M.III.A.3
Recognize and apply right triangle relationships including basic trigonometry.
M.III.B.1
Identify transformations and symmetries of figures.
M.III.C.1
Make connections between geometry and algebraic equations.
M.VIII.C.2
ate and use representations to organize, record, and communicate mathematical ideas.
M.VIII.C.1
Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
M.VIII.B.1
Model and interpret mathematical ideas and concepts using multiple representations.
M.VIII.A.3
Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.VIII.B.2
Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
M.V.C.1
Analyze data sets using graphs and summary statistics.
M.V.C.2
Analyze relationships between paired data using spreadsheets, graphing calculators, or statistical software.
M.V.B.3
Compute and describe the study data with measures of center and basic notions of spread.
M.V.B.1
Classify types of data.
M.V.B.2
Construct appropriate visual representations of data.
M.V.B.4
Describe patterns and departure from patterns in the study data.
M.VII.C
Logical reasoning
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.A.2
Connect mathematics to the study of other disciplines.
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