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MondayLesson TitleCollecting, Representing, and Presenting Data Using Graphs and ChartsState StandardsRepresent and interpret data.2.MD.9. Collect, record, interpret, represent, and describe data in a table, graph or line plot. 2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart and compare problems using information presented in a bar graph.Lesson ObjectivesStudents will be able to demonstrate understanding of data collection by creating a tally chart. Students will be able to correctly create different graphs (bar and picture) that include all requirements listed in the project guidelines.Students will be able to use the graphs they have created to answer word problems.Essential Question: How do I collect, represent and share data? Materials SmartboardElmoWhiteboardPaper/pencilGraph paperM&MsCubesIpad/ComputerAnticipatory SetIntroduce state standards, objectives, and essential question to students (both orally and visual for students)After the above has been completed, the students will complete the pre-assessment to identify what the students remember and don’t remember about graphs- The pre assessment will be a pre-test as well as the graffiti wall in the next step. Activate prior knowledge of graphs including collecting and reading data, creating and/or reading tally charts, pictographs, and bar graphs. Ask students what they can tell you about graphs (what they look like, what they have on them, what they represent, etc.)Have them record the information on a “graffiti wall” either on the whiteboard or SmartBoardHave the students write in one color, so that at the end of the lesson they can add to it in a different color. (This will show them how much they learned throughout the lesson.)4. After this information has been recorded, begin the “I do” part of the lessonModel (“I Do”)The students have learned how to create graphs in previous lessons. However, both students require repeated instructions as part of their IEP, so the teacher will give an overview of how to collect data, represent data, and present data. The teacher will also review CHAMPS expectations for the lesson.Review CHAMPS expectations and voice levels with students (expectations will depend on class)-Student’s voice level should be at 0. Give topic of data collection- Favorite ColorShow students how to collect data by showing a tally chart on the board with the following colors listed on it blue, red, green, and orange. Ask students to raise their hand for their favorite color, only one vote-Is your favorite color blue? Red? Green? Orange?As students give their favorite color, put a tally mark next to that color on the tally chartAfter all students have voted once, count up the total number of votes for each color and record that number next to each colorExplain to students that this information will be used to create a bar and picture graphNow review with students how to make a bar graph using graph paper. Work through this procedure on the Smartboard using the Elmo. As you go through the process, show students how to give the graph a title, what the y and x axis are and how to label them, how to scale the graph correctly, and how to make a keyAfter you have shown students how to label all the parts of the graph, show them how to use the information from the tally chart to complete the graph. After you have completed the graph with the information from the tally chart, ask students if they have any questions. If no questions, move on to show students how to make a graph using the technology tool, Show Me or Illuminations Graph Maker. If questions, answer them before moving on. Follow the same steps as you did for the graph using paper and pencil. (Students have previously used both, so they are familiar with them.)Again, ask students if they have any questions. If they do, answer them and if not move on to the presenting information part of the lesson.For this part, the teacher will explain to students what information you are able to collect from the graph. For example, the most liked color is, the least liked color is, this many people like this color more than that color, etc.After this, the teacher should explain that the students will answer questions like this after they have completed graphs. After this has been completed and there are no questions, the teacher should move on to the picture graph.Using the same information from the tally chart, the teacher will now create a picture graph.First show students how to make the picture graph using paper and pencil using the Elmo. Show them how to draw the graph and label the graph with a title and the columns for the different colors, and key.After making the graph and labeling it, show students how to complete the graph using the information from the tally chart. Example: Draw a smile face in red, for each person who voted red as their favorite colorAfter the graph is completed ask students if they have any questions, if they do answer them, if not, show students how to create the picture graph on Show Me or Illuminations Graph Maker.The teacher should follow the same steps they did for pencil and paper to show students how to create the picture graph on Show Me or Illuminations Graph Maker.Again, ask students if they have any questions. If they do, answer them and if not move on to the presenting information part of the lesson.For this part, the teacher will explain to students what information you are able to collect from the graph. For example, the most liked color is, the least liked color is, this many people like this color more than that color, etc.After this, the teacher should explain that the students will answer questions like this after they have completed graphs. After this part, move on to the guided part of the lesson. Guided Practice (“We Do”)For guided practice, begin by reminding students of the CHAMPS expectations and voice levels. (Students’ voice levels should be at a 2) For the guided practice follow the following steps:Explain to students that as a class they will create a bar and picture graph using cubes that have been sorted into bags for each studentGive the students the bag of cubes and allow them to play with them for 2 minutes, so they can get that out of their system (Each bag has the same amount of cubes and same colors)After 2 minutes explain to students that they will now create a tally chart using the information they collect from the cubes. Explain to them that there are red, yellow, blue, and brown cubes.To do this, put a blank tally chart on the board and allow students to help you label it and fill it out. Ask them guiding questions if needed.-What should we name our tally chart?-How should we label our columns?After students have set up the tally chart, ask them what the next step isStudents should answer that they now need to pull the cubes out of the bag. If they do not come up with this, prompt them with the answer.After this, tell students to begin pulling out cubes one at a time and tell them to mark a tally for each color they pick out (As students do this, the teacher should be monitoring them working on this and help those who are struggling). After students finish this, complete the tally chart on the board using a bag of cubes with the same number and same color of cubes as the students’ bags After the tally chart is completed on the board, move on to the bar graph as a classAs a class, create a bar graph on graph paper and then using Show Me or Illuminations Graph Maker.- As you go through this procedure, have the students guide the instruction (how to make the graph, how to label it, how to record the information from the tally chart)After the class completes the bar graph with both pencil and paper and Show Me or Illuminations Graph Maker, follow the same procedure for having the class complete a picture graph.After all graphs have been completed and students have an understanding of how to create the two, move on to the independent practice. If students still need additional practice, work through another graph topic with the students. For example, student birthdays, favorite sport, favorite dinner, etc.Independent Practice (“You Do”)The independent practice will take place when students work on the project that has been assigned. For this project, students will be given a bag of M&Ms and they will have to collect data, represent data, and share data, based on the bag of suckers. Before students begin the project, expectations will be set.Students should follow all CHAMPS expectations that have been set.Students should have a voice level of 1 when working on their project. Project Guidelines: 1.The students will demonstrate their ability to collect data by filling in a tally chart with the information they collect. (Higher level students can develop their own tally chart, lower functioning students can use the tally chart outline that has been provided)2. The students will demonstrate their ability to represent data by creating a bar and picture graph representing the information they collected in their tally charts. Their graphs must include a title, labeled axis, correct scaling, and key. (Higher-level students can develop their own graphs on graph paper or plain paper and lower functioning students will use pre made templates).-After students have created their graphs on paper, they will have it checked by the teacher and then they will further their understanding of representing data using a graph by re-creating their graphs on the technology app, Show Me or Illuminations Graph Maker. 3. The students will demonstrate their ability to share information from their graphs by sharing information from their graphs with a partner and also by answering word problems that have been assigned by the teacher. Word Problem Examples:How many red M&Ms are there?Are there more green M&Ms or brown M&Ms?Which M&M color appeared the most?How many more red M&Ms than green M&Ms?4. After students have completed their two graphs on paper and on Show Me or Illuminations Graph Maker, the teacher has checked them and there is extra time, students can take the independent practice one step further and try to collect data and represent data on a topic of their choice. (This is the time that the teacher would use the rubric that was created to assess the students’ understanding.)Check for Understanding/Assessments Assessments will take place at the beginning of the lesson with pre assessments that include a pre-test and a graffiti wall. These assessments will let the teacher know what students remember about graphs and what they still need to work rmal assessment will take place throughout the lesson through observations and discussions with students to see how they are progressing through the lesson and to see how they are following instructions, guidelines, and expectations. A chart/checklist will also be kept throughout the lesson to show students’ gains and progress from the beginning to the end of the lesson. Assessment will take place at the end of the lesson with a grade on the student’s final project based on the rubric that has been created. Assessment will also take place based on the post-test that is given, the addition to the graffiti wall, and with the exit slip that the students will complete prior to leaving class. (All of these different assessments meet different student needs, which is important for my class that is made up of students with special needs).Closer The closure of the lesson will begin with a post-test to determine what knowledge students have gained throughout the lesson and to see what areas they still struggle with.After the post-assessment the teacher and students will review the standards, objectives, and essential question to see if they have been met and/or answered. This will take place in a whole group discussion. (For this discussion, refer back to the information that was written about graphs on the board at the beginning of the lesson and have students add to the wall.)After this discussion, it will be time for students to return to their regular education classrooms. On their way out, students will be asked to fill out an exit slip listing or demonstrating what they have learned about collecting, representing, and sharing information. Students will be asked to write 2-3 meaningful things. * Students completed work will be displayed around the school for others to see. ................
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