Teacher Cheat Sheet — Session 1: Data Tells a Story

Data Science for Young Minds · Grade 4 · Ages 9–10

~60 min Ages 9–10 Session 1 of 8 ND-Friendly

Session Agenda

Time	Block	What's Happening
0–5	Hook	Display a table of raw numbers — "What does this mean?" Let students react.
5–18	Lesson	Raw numbers vs. meaning · The full data cycle (grade 4 level) · What interpretation is
18–38	Activity	Three Data Sets: students interpret each table individually, then compare interpretations in pairs
38–48	Discussion	Class share-out — how two people can read the same data differently · Claim vs. evidence
48–56	Write	Students choose one data set and write: "My claim is ___ because the data shows ___."
56–60	Close	"What makes a good interpretation?" Preview Session 2: types of data.

Pacing note: The share-out (38–48) is the heart of the session. Resist moving on before at least 3 different interpretations surface. Disagreement is the lesson.

Materials Needed

Prepare before class:

Printed or projected copies of 3 data tables (see below) Student worksheets Pencils Chart paper for class claim wall (optional)

Data Set A: daily steps for 7 days · Data Set B: books read per month for 5 months · Data Set C: temperatures in a city over 6 months

Key Vocabulary

Data — a collection of facts, numbers, or observations

Interpret — to explain what data means in your own words

Conclude— to reach a judgment based on the data

Evidence— specific numbers or facts from the data that support a claim

Claim — a statement about what you believe the data shows

Discussion Questions + Teacher Notes

"What's the difference between a number and a meaning?"
→ A number is raw fact. Meaning requires context — who collected it? When? Why? This is the heart of interpretation. Push students: "So the number 47 — what does it mean by itself? Nothing until we know 47 what, measured how, compared to what."
"Can two people look at the same data and reach different conclusions? Is one wrong?"
→ Both can be right if both are backed by evidence. Key idea: interpretation is not random — it must be supported. But data rarely forces one single reading.
"What would you need to know to be MORE confident in your interpretation?"
→ Context (who collected it), time period, how it was collected, what's being compared. This seeds the survey design sessions coming later.
"What's the difference between a claim and a guess?"
→ A claim uses evidence from the data. A guess is based on feeling. Model: "I claim the person got more exercise on weekdays because the steps are higher Mon–Fri." vs. "I think they like walking."
"Why is interpretation the hardest step in the data cycle?"
→ Collecting is mechanical; organizing is procedural; but interpretation requires judgment. No algorithm tells you what data "means." This is a human skill.

Three Data Sets Activity — Setup Guide

Students work individually first (8 min), then compare with a partner (5 min), then share with class (7 min).

The Three Data Sets:

Data Set A — Daily Steps: Mon 4200, Tue 5100, Wed 4800, Thu 6300, Fri 5900, Sat 9200, Sun 8700. Students write what this "means" about the person's week.
Data Set B — Books Read: Sep 3, Oct 5, Nov 2, Dec 1, Jan 4. Students interpret the pattern.
Data Set C — Monthly Temp (°F): Jan 32, Mar 45, May 68, Jul 85, Sep 72, Nov 48. Students explain what the numbers show about the seasons.

Key debrief question: "Whose interpretation of Data Set B was most convincing? What evidence did they use?"

Expected student claims (examples):
A: "They exercise more on weekends." · B: "They read less in winter." · C: "Summer is hottest." Accept any evidence-backed claim.

Opening Hook

Write on board (or project): 4200 · 5100 · 4800 · 6300 · 5900 · 9200 · 8700

"What does this mean?"

Let students guess freely. Then reveal: these are daily step counts for one week. Ask again: "Now what does it mean?"

→ Context transforms numbers into story. That's the whole session in one hook.

Claim-Writing Prompt

Write on board:
"Choose ONE data set. Complete: 'My claim is ___ because the data shows ___.' Use at least one specific number."

8 min quiet writing. Circulate — prompt students to replace vague language ("it's high") with specific numbers.

Strong: "My claim is that this person is more active on weekends because their Saturday steps (9200) are more than double their Monday steps (4200)."

ND-Friendly Tips

Structured comparison table — Give students a three-column table: "Data Set / My Interpretation / Evidence I Used." This scaffolds without limiting.
Model one interpretation fully — Do Data Set A together as a class before releasing students to work independently on B and C.
Normalize disagreement — Tell students explicitly: "Two different correct answers exist. I want to hear both."
Sentence frame for claims — Post: "My claim is ___ because the data shows ___." Leave it up all session.
Allow quiet processing — 2 minutes of silent reading before any discussion. Some students need to absorb before speaking.