Lemonade For Sale



Elizabeth Cutter

Lesson Plan for Methods of Teaching Mathematics

Bar Graphs and Lemonade (Children’s Literature Integration)

Grade: 2

Subject: Math

Topic: Bar Graphs

Expected Time: 30-45 min

Learning Goals:

Content-Based Objectives:

Students will be introduced to the concept of bar graphs (Students may be familiar with bar graphs from kindergarten or grade 1, but this will be their first introduction in grade 2). By the end of this lesson they will understand that each bar represents an amount for a specific variable (day, person, age etc.), and that you can compare amounts visually using a bar graph.

Performance-Based Objectives:

By the end of this lesson students will be able to read a bar graph, and answer questions about a bar graph.

Materials:

Lemonade for Sale by Stuart Murphy

Large sheet of butcher paper with blank bar graph

markers

large-boxed graph paper for each student

cut-out paper squares with 10 cups of lemonade drawn on them for filling in large bar graph math journals

pencils

Procedure:

Students should gather on carpet with teacher. All students should have their math journals and a pencil.

Teacher begins by starting to read Lemonade for Sale (reading comprehension questions and predictions should be interspersed throughout reading to help students understand the book and develop reading skills)

On page 7 when Sheri says she will make a bar graph, teacher should draw students’ attention to the large blank bar graph on butcher paper next to the teacher. Teacher should explain that the class will “track” the sales with the kids in the book

The teacher should ask students if they have ever seen anything like this before, what they know about it and what they guess about it. The teacher should then question students as to how they should label the graph (students may not know, but this may also provide an assessment of previous knowledge). Appropriate labels should then be added to the sides of the graph

On page 10 the teacher should stop the class to ask what they should do. If class does not say that they need to fill in the cups for Monday, the teacher should ask questions to guide them to this. Once the class determines what should be done a volunteer should come up to the graph and place the appropriate number of paper squares in the Monday column (each square is worth 10 and this will be made clear to students through the use of the ten lemonades drawn on each square)

On page 14 the teacher should again pause and ask students what they should do. Hopefully by this point students will self-generate that they need to put the number of cups for Tuesday. The teacher should be careful to ensure that all students are understanding the concept, this may be done by calling on students rather than taking volunteers. Appropriate additions should be made to the graph

On page 18 the teacher should repeat the above procedure. When student goes to place squares on graph teacher should highlight if students do not notice on their own that 5 squares will be too short and 6 squares will be too high. Teacher should ask students what they should do about this. If students do not come to it on their own teacher may bring out scissors or suggest folding paper. Teacher should make sure to discuss with students why they would be doing this

On page 22 the teacher should repeat above procedure

On page 30 the teacher should repeat above procedure. Students may come up with their own mode of representing that sales have gone over the top

After the story is finished the teacher should engage in discussion with students asking questions such as “How many cups were sold on a specific day?” “On which day did the kids sell the fewest cups, the most?” “Did they sell the same amount on any day?” “Is there a pattern in the students sales going up or down?” “What is the difference between cups sold from Monday to Tuesday?” etc. Students should also be encouraged to ask their own questions about the graph

Students will then be given individual sheets of graph paper to paste in their math journals. Teacher will explain to them that they are now going to make their own bar graphs. The teacher will then take suggestions from students as to what they could graph (ex: colors of shirts students have on, number of students with a certain favorite color, ways of getting to school, etc.). Teacher will pick 3-5 of these suggestions and write them on a new sheet of large paper. Teacher will then work with the students to collect the data for questions, writing the data numerically next to the question. Students will then each choose a topic and draw a bar graph of it in their math journal.

After they finish creating their bar graphs students should spend time writing in their math journals. Posted questions they should specifically focus on are:

- What is a bar graph?

- What can a bar graph show me?

- What are 2 things I could make a bar graph of?

- What questions do I still have about bar graphs? (optional)

Students are also, as always, encouraged to write anything further they wish to.

Differentiation:

During the book reading more advanced or confident students may follow along by creating their own bar graphs in their math journal. Students who typically have difficulties with math should be seated towards the front of the rug near the graph, the teacher should take special care to point to the graph for them and question them to ensure understanding. This lesson is introducing a new concept, but I believe it is relatively accessible to all students. I expect that some differentiation will naturally occur during the reflection in the students’ math journals in regards to length and quality of question answers. Additionally, “extra questions” (not required) for students’ math journals will be:

- How many cups did the students sell total? Can we figure this out? What is your estimate? *(teacher should give students a number to use for Friday)

- How many cups did the children sell on Monday and Wednesday together?

- What is the difference between the day the most cups were sold and the day the fewest cups were sold?

- What is the best day to sell lemonade?

- What are other things I could make bar graphs of in my classroom and at home?

- Would my bar graph change if I collected data with a third grade class? If so, how might it change?

Scaffolding will be used to explain the large bar graph when it is first presented to the students. This should include special attention to the relationship between the two labels and the use of numbers on the graph to represent real quantities. The drawing of lemonade cups on the squares for the bar graph should help in this. When students go to make their own graph the following day they will be given the option of using color counters for a one-to-one representation on their paper bar graphs.

Assessment: Students will be assessed based on the class discussion, the bar graphs they create and the discussion in their math journals. Since this is an introductory lesson, assessment should be used largely to aid the teacher in knowing who requires assistance and who truly understands the concept. There should be no grading of students work at this point.

NCTM standards:

Numbers and Operations

• Connect number words and numerals to the quantities they represent, using various physical models and representations

• Understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations

Algebra Standard

• describe qualitative change

• describe quantitative change

Data Analysis & Probability

• Represent data using concrete objects, pictures, and graphs

• Describe parts of the data as a whole to determine what the data show

Problem Solving

• Solve problems that arise in Mathematics and in other contexts

Communication

• Organize and consolidate their mathematical thinking through communication

• Communicate their mathematical thinking coherently and clearly to peers, teachers, and others

Representation

• Create and use representations to organize, record, and communicate mathematical ideas

• Use representations to model and interpret physical, social and mathematical phenomena

State Goals:

6.B.1 Solve one- and two-step problems with whole numbers using addition, subtraction, multiplication and division.

6.C.1a Select and perform computational procedures to solve problems with whole numbers

6.D.1 Compare the numbers of objects in groups.

10.A.1a Organize and display data using pictures, tallies, tables, charts or bar graphs.

10.B.1b Collect, organize and describe data using pictures, tallies, tables, charts or bar graphs

10.B.1c Analyze data, draw conclusions and communicate the results.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download