TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |5th 6 weeks |PLAN CODE: | |

|WRITer: |L. Ulmer |Course/subject: |Mathematics |

|Grade(s): |4 |Time allotted for instruction: |4 days |

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|Title: |Bar Graphs made simple! |

|Lesson TOPIC: |Interpreting bar graphs |

|TAKS Objective: |Objective 5 |

| |The student will demonstrate an understanding of probability and statistics. |

|Focus`` TEKS and Student Expectation: |Probability and Statistics. The student solves problems by |

| |collecting, organizing, displaying, and interpreting sets of data. |

| |The student is expected to: |

| |(B) interpret bar graphs |

|Supporting teks and student expectations: |Underlying processes and mathematical tools. The student |

| |applies Grade 4 mathematics to solve problems connected to |

| |everyday experiences and activities in and outside of school. |

| |The student is expected to: |

| |(A) identify the mathematics in everyday situations. |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Horizontal Bar Graph |Horizontal bar graphs represent data from left to right with greater numbers located farther right. |

| |The data baseline is located along the y-axis. |

|Vertical Bar Graph |Vertical bar graphs represent data from bottom to top with greater numbers located farther up. The |

| |data baseline is located along the x-axis. |

|Interval |The interval is important to note because some bar graphs do not show all of the data totals. Instead,|

| |it may show every other, every 5th, or every 10th number. |

|X-axis |The x-axis is located along the bottom side of the bar graph. On a vertical bar graph, this is where |

| |the data begins and usually corresponds to a value of 0. |

|Y-axis |The y-axis is located along the left side of the bar graph. On a horizontal bar graph, this is where |

| |the data begins and usually corresponds to a value of 0. |

|Title |The title of the bar graph helps determine what information was collected and what information is |

| |represented in the bar graph. |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections

1. Explain to students that you, the teacher, are interested in learning about the class’s

favorite types of food. Display for students a large representation of Attachment 1 copied onto chart paper/poster board.

2. Explain to students that they are looking at a graph. Explain that the graph has 2

axes. Tell students that along the x-axis are four types of food. Along the y-axis are numbers. Each number represents one. (Students may need repeated practice understanding each axis). Also point out the graph’s title.

3. Hold up one color chip. Tell students that your favorite food is seafood. Place your

chip in the appropriate space for seafood to indicate 1 person likes seafood. Tell students to notice that you are placing your chip in only one column and that each chip on the graph will have its very own space.

4. Give each student a color chip (bingo chips, two-sided chips, or something similar)

and a piece of tape. Call each student up one by one to place (tape) their chip on the chart paper/poster board above their favorite food. Guide students through this activity if students are unsure of where to place their chip. Repeatedly point out to students that each chip has its very own space and that each chip is equally spaced apart

5. Once all students have placed chip on graph, discuss with students which food has

more chips, which food has less chips, which food has (6) chips, etc.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

Day 1

1. Following the discussion on the class’s favorite foods, draw rectangular boxes around

each column of chips. Quickly color in the rectangular boxes. While this is being done, explain to class that each rectangle represents each group on the graph.

2. Remove each of the chips from the poster (graph) created by the class.

3. Guide students to understand that each vote for favorite food is still represented in the

graph. Instead of chips, however, the data is now represented by bars. Explain to students that the type of graph they created is called a bar graph. Further explain that specifically, they created a vertical bar graph because the bars grow vertically from the bottom to the top.

4. Following the class discussion on the graph created together, tell students they will be

creating their own bar graphs.

5. Show students Handout 1. Explain that each of the students will need to collect data

to represent as a bar graph. To collect data, they will decide what “favorite” information they will collect. Explain to students that they will put the data labels they’ve decided to collect in the title and along the x-axis. Demonstrate where on Handout 1 they will write this information.

6. Distribute a copy of Handout 1 to each of the students and ask them to fill in the

blanks in the title and the data labels along the x-axis.

7. Next, explain to students that they will need to collect their data. To do this, they will

need to ask each of their classmates what their favorite ____ is. Remind students that they are to collect their own data and that they can only write on their own paper. They cannot write on a classmates paper. Explain that the students will need to ask each person in the class only once. Also, explain that for each piece of data they collect (for each classmate vote) they must denote this immediately on the graph with a circle. Again, reiterate that each circle has its very own spot on the graph.

8. Give students approximately 5 minutes to collect the data they will need for the graph.

9. When students finish collecting data, instruct students to draw rectangular boxes

around the circles within each column on their graphs as was done on the class bar graph. Ask students to color the bars when finished.

10. While students are coloring in the bars, walk around and question students on the

data they collected. (see Sample Discussion Questions)

Day 2

1. Review with students lessons learned from Day 1.

2. Explain to students that they will be learning how to read, make, and interpret another

type of bar graph. Remind students that the bar graph created on Day 1 was a vertical bar graph. Explain that today they will be creating a horizontal bar graph. Guide students to understand the difference between vertical and horizontal.

3. Display the vertical bar graph created as a class (Favorite Types of Food) on Day 1

for the students. Tell students that the same information/data can be shown as a

horizontal bar graph.

4. Show Attachment 2 to students. Using the vertical bar graph created on Day 1 for

reference, begin to create horizontal bars on Attachment 2 showing the same data. While doing this, guide students to understand the process you are taking to show the same data. Explain that the data on a horizontal bar graph begins on the y-axis (as opposed to the vertical bar graph which begins at the x-axis). Complete the horizontal bar graph on Attachment 2 with the students. (Attachment 2 should be a large representation as done on Day 1).

5. Explain to students that they will create a horizontal bar graph using the data they

collected and the bar graphs they created on Day 1.

Day 3

1. Display transparency of Attachment 3 for students on overhead. Explain to students

that not all bar graph data intervals are labeled with numbers. State that many bar

graphs have every other interval labeled. When this occurs, sometimes it appears as if the bar has no value. This is incorrect. All of the bars have a value.

2. Discuss with students the need to identify where each bar on the bar graph ends.

Guide students to understand that a good strategy for correctly reading bar graphs is to label each interval (if each interval is not labeled already) and to label each bar on the bar graph with the correct value. Guide students to understand that doing so will help them answer questions correctly.

C. Guided activity or strategy

Day 1

1. Show students Handout 2. Explain that the first question will be done together and that they will do the remaining questions independently.

2. Distribute Handout 2 to each student. Place a transparency of Handout 2 on the overhead to do with the students.

3. Guide students through completing #1 on Handout 2. Ask students to complete remaining 3 questions independently.

4. When all students finish Handout 2, correct as a class for immediate feedback.

Day 2

1. Distribute to each student the vertical bar graph he/she created on Day 1. Show students Handout 3 and provide directions on how to create a horizontal bar graph from the information collected on Day 1.

2. Distribute Handout 3 to each student.

3. Give students approximately 10 minutes to complete horizontal bar graphs.

4. While students are creating the horizontal bar graphs, walk around and question students on their understanding. (see Sample Discussion Questions)

5. Once students finish creating horizontal bar graphs, distribute Handout 4 to each student. Place a transparency of Handout 4 on the overhead to do with the students.

6. Guide students through completing #1 on Handout 4. Ask students to complete remaining 5 questions independently.

7. When all students finish Handout 4, correct as a class for immediate feedback.

Day 3

1. Distribute copies of Handout 5 to each student. Work through problems as a guided

practice with students.

2. When all students finish Handout 5, correct as a class for immediate feedback.

Day 4

1. The teacher will briefly review bar graphs with students.

2. Students will take a test on interpreting bar graphs.

D. Accommodations/modifications

Students who experience difficulty creating and interpreting bar graphs should be given additional help through more direct instruction. The teacher should explain in more detail how to interpret a bar graph. The teacher should also provide students who experience difficulty with direct guidance when creating bar graphs and when completing practice.

E. Enrichment

Students in need of enrichment may be asked to create bar graphs with intervals not individually labeled. These students may be challenged with the task of creating bar graphs with intervals of 2, 5, or even 10.

Students in need of more enrichment may be asked to create bar graphs with data collected (from classmate votes) multiplied by 5, 10, or 100.

II. STUDENT PERFORMANCE

A. Description

Day 1

Students should be able to complete Handout 2 with little guidance and few mistakes.

Day 2

Students should be able to complete Handout 4 with little guidance and few mistakes.

Day 3

Students should be able to complete Handout 5 with the teacher and answer questions

asked during class discussion.

Day 4

Students will take a test on interpreting bar graphs. Students are expected to receive a 75% or better on the test.

B. Accommodations/modifications

Students who experience difficulty interpreting bar graphs on Day 1, Day 2, and

Day 3 should be questioned and prompted slightly more to answer questions and explain their understanding.

C. Enrichment

Students requiring enrichment may be asked to develop a bar graph (vertical or horizontal) and to create test questions that correspond to the information/data in the bar graph.

iii. Assessment of Activities

A. Description

The teacher will perform an informal assessment the first three days by questioning students about bar graphs.

The teacher will perform an informal assessment on Day 1 by reviewing Handout 2.

The teacher will perform an informal assessment on Day 2 by reviewing Handout 4.

The teacher will perform an informal assessment on Day 3 by reviewing Handout 5.

The teacher will formally assess students on their ability to interpret bar graphs on Day 4 by giving students a test.

B. Rubrics/grading criteria

See Test for grading criteria. Students are expected to receive a 75% or better on

the test taken on Day 4.

C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions

Focus/Connection questions:

What do you notice about the graph?

Where do we begin placing our data, at the bottom or at the top?

How many people liked (food)?

Which food was liked the least?

How many more people liked (food) than (food)?

Why do you suppose this type of graph is called a bar graph?

According to the data you collected, how many people liked ____?

According to your bar graph, how many more people preferred ____ than ____?

What does this bar represent?/What is the value of this bar?

What is the difference between a vertical bar graph and a horizontal bar graph?

Where does the data begin on a horizontal/vertical bar graph?

IV. TAKS Preparation

A. Transition to TAKS context

Each of the Handouts are designed to link the daily lessons to the way in which students will see the questions asked on the TAKS test. Prior to distributing these Handouts, the teacher should explain to students that they should expect to see more questions like those on the Handouts.

B. Sample TAKS questions

(also see handouts 2, 4, and 5)

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V. Key Vocabulary

Horizontal, Vertical, Bar graph, Title, Labels, Intervals, X-axis, Y-axis, Data, Represent

VI. Resources

A. Textbook

4th Grade Harcourt Textbook can be used as a resource.

B. Supplementary materials

• Large Representation of Attachment 1

• Color Chips

• Tape

• Markers

• Crayons

• Handout 1 (1 per student)

• Handout 2 (1 per student)

• Large Representation of Attachment 2

• Handout 3 (1 per student)

• Handout 4 (1 per student)

• Attachment 3 (transparencies)

• Handout 5 (1 per student)

• Test (1 per student)

C. Technology

• Overhead projector

VII. follow up activities

Students can write a description of bar graphs and what bar graphs represent.

VIII. Teacher Notes

Do not throw away bar graph created on Day 1 as a class. It will be used on Day 2.

Collect student bar graphs created on Day 1 to use during activities on Day 2.

The activities described in this lesson allow children to explore bar graphs through a hands-on approach. Providing students the opportunity to create their own bar graphs will help them to connect this meaningful activity to test questions as seen on TAKS.

Attachment 1

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Handout 1

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Handout 2

Name:______________________

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1. According to the graph, how many votes for daisy were recorded?

A. 10

B. 5

C. 4

D. 6

Handout 2 (continued)

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2. Students in Mrs. Adam’s class voted on their favorite type of exercise. How many students voted for biking?

F. 2

G. 0

H. 1

J. 4

3. How many more students chose walking as their favorite type of exercise than

swimming?

A. 6

B. 5

C. 2

D. 0

4. How many students in the class voted running as their favorite type of exercise?

F. 2

G. 3

H. 1

J. 0

Attachment 2

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Handout 3

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Handout 4

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1. How many students chose to have apples for lunch?

A. 11

B. 12

C. 6

D. 7

2. According to the graph, how many student chose to have oranges or plums for

lunch?

F. 15

G. 12

H. 4

J. 16

3. According to the graph, how many more students chose to have grapes than

oranges?

A. 13

B. 12

C. 1

D. 25

Handout 4 (continued)

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4. According to the bar graph, how many pets were named Lassie?

F. 8

G. 5

H. 7

J. 3

5. How many more pets were named Bud than Spot?

A. 3

B. 2

C. 1

D. 8

6. How many more pets were named Spot or Bud than Maggie?

F. 0

G. 2

H. 8

J. 5

Attachment 3

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Attachment 3 (continued)

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Handout 5

Name:_________________

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1. How many buttons are needed to make puppets? ___________

2. If the buttons are distributed equally among 6 students, how many buttons will each student receive?

A. 24

B. 6

C. 2

D. 4

3. How many puppet supplies are needed for the class to make puppets?

F. 12

G. 36

H. 84

J. 48

4. According to the graph, how many more feathers are needed than paper bags?

A. 24

B. 36

C. 12

D. 18

Handout 5 (continued)

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5. Which two teachers have an equal number of students in their class?

A. Mrs. Smidt and Ms. Curto

B. Mrs. Curto and Ms. Lane

C. Mrs. Smidt and Ms. Lane

D. Mr. Perez and Mr. Long

6. Which teacher has the greatest number of students in his/her class?

E. Mrs. Smidt

F. Mr. Long

G. Mr. Perez

H. Ms. Lane

7. Which teacher has the least number of students in his/her class?

A. Mrs. Curto

B. Mrs. Smidt

C. Mr. Long

D. Ms. Lane

8. Which two teachers have a total number of 40 students in their classes?

____________________________________________

Test

Name: ______________________

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A. 4

B. 10

C. 16

D. 26

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F. 25

G. 35

H. 45

J. 60

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A. 7

B. 8

C. 14

D. 15

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F. 16

G. 6

H. 3

J. 1

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A. 11

B. 6

C. 5

D. 3

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F. 4

G. 5

H. 9

J. 11

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A. 5

B. 8

C. 10

D. 11

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How many ladybugs all together did she count in Row 2, Row 3, and Row 4?

F. 41

G. 35

H. 31

J. 29

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What is the total number of cans of Grape soda on the shelf?

A. 12

B. 22

C. 24

D. 28

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Italian

Seafood

American

Asian

________

_________

_________

_________

Types of Fruit

Number of Students

Names of Pets

Number of Pets

Score:

_____ out of 12 questions = ______ %

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2.

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8.

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Test

Test

Test

Test

Test

Test

Test

Test

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Test

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