Unit Plan Template - Amber Hanson's Portfolio



3rd Grade Graphing Unit

|Unit Author |

|First and Last Name |Amber Hanson |

|Author's E-mail Address |hanson.amber@ |

|Course Name(s) |Data Analysis, Statistics, and Probability: Content and Pedagogy for K-8 Teachers |

|Course Number(s) |EDMA 656 |

|Course Section(s) |JD2 |

|School City, State, Zip |Juneau, AK |

|Instructor Name(s): |Dr. Virgil G. Fredenberg |

|Unit Overview |

|Unit Plan Title |Mathematics: Graphing |

|Curriculum-Framing Questions |

| |Essential Question |How do I collect, represent and share data? |

| | | |

| |Unit Objectives |Students 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. |

| | |Students will be able to create a variety of graphs. Students will make observations about|

| | |the graphs. |

| | |Students will be able to work in groups to collect data and create bar graphs. |

|Unit Summary |

|This unit will help teach students how to organize, collect and represent data through the use of tally charts, pictographs and bar graphs.|

|Subject Area(s): (List all subjects that apply) |

|Math, technology (Prezi or photobooth) |

|Grade Level (Click boxes of all grade levels that apply) |

| K-2 | 3-5 |

|6-8 |9-12 |

|ESL |Resource |

|Gifted and Talented |Other:       |

|Lesson # |Student Objective/Learning Outcome |Targeted State Standard/Benchmark |Procedures/Activities |

|1 |Students will be able to create a variety of graphs.|3.MD.4. Draw a scaled picture graph and a |Practice creating pictograph and bar graph on |

| |Students will make observations about the graphs. |scaled bar graph to represent a data set with |favorite subject. Independently answer ‘more’ |

| | |several categories. Solve one- and two-step |or ‘less’ word problems on food caught on Saint|

| | |“how many more” and “how many less” problems |Lawrence Island |

| | |using information presented in scaled bar | |

| | |graphs. | |

|2 |Students will be able to work in groups to collect |3.MD.4. Draw a scaled picture graph and a |Work in groups to create bar graphs on chosen |

| |data and create bar graphs.      |scaled bar graph to represent a data set with |topic. |

| | |several categories. Solve one- and two-step | |

| | |“how many more” and “how many less” problems | |

| | |using information presented in scaled bar | |

| | |graphs. | |

| | |3.MD.6. Explain the classification of data from| |

| | |real-world problems shown in graphical | |

| | |representations. Use the terms minimum and | |

| | |maximum | |

|3 |Students will be able to create a vertical bar graph|     3.MD.4. Draw a scaled picture graph and a |Work together and independently on bar graph |

| |using information from a table. |scaled bar graph to represent a data set with | |

| | |several categories. Solve one- and two-step | |

| | |“how many more” and “how many less” problems | |

| | |using information presented in scaled bar | |

| | |graphs. | |

|4 |      Students will be able to demonstrate |2.MD.9. Collect, record, interpret, represent, |Students independently create a tally chart, |

| |understanding of data collection by creating a tally|and describe data in a table, graph or line |pictograph and bar graph using jelly beans. |

| |chart. |plot. | |

| | | | |

| |Students will be able to correctly create different |2.MD.10. Draw a picture graph and a bar graph | |

| |graphs (bar and picture) that include all |(with single-unit scale) to represent a data | |

| |requirements listed in the project guidelines. |set with up to four categories. Solve simple | |

| | |put-together, take-apart and compare problems | |

| |Students will be able to use the graphs they have |using information presented in a bar graph. | |

| |created to answer word problems. | | |

| | |3.MD.4. Draw a scaled picture graph and a | |

| | |scaled bar graph to represent a data set with | |

| | |several categories. Solve one- and two-step | |

| | |“how many more” and “how many less” problems | |

| | |using information presented in scaled bar | |

| | |graphs. For example, draw a bar graph in which | |

| | |each square in the bar graph. | |

|Lesson Plan –Graphing |

|Amber Hanson |Week: | |

|Mathematics |Grade: |3rd |

|Playing with graphs. |

|Lesson Title |Playing with Bar graphs |

|GLE |3.MD.4. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step|

| |“how many more” and “how many less” problems using information presented in scaled bar graphs. |

|Lesson Objectives |Students will be able to create a variety of graphs. Students will make observations about the graphs. |

|Anticipatory Set |-On the Smart Board draw a vertical/horizontal axis. |

| |-On the vertical line mark off lines about the height of a post-it note. |

| |-On the horizontal line Mark off 5 columns. These will be the categories for the graph. |

| |-Remind in previously lesson they’ve seen a few different graphs when working with probability. |

| |-Ask: What were the graphs you saw yesterday? Pictograph and Bar Graph. |

| |-Today we’re going to be creating some class graphs. |

|Model (“I Do”) |-Say: Yesterday we saw a pictograph, why was it called a pictograph? Because the data is represented by pictures. |

| | |

| |-Let’s make a graph about How We Feel About Rainy Days. |

| |-Write it on top of the graph. Ask: Why did I write that up there? Because it’s the title of the graph and it tells us what |

| |information is in the graph. |

| |-For the categories write: Love It, It’s OK, Dislike. |

| |-This time instead of using X’s we’ll use pictures. For Love it we’ll draw a heart, for it’s OK we’ll draw the OK hand sign (index |

| |finger makes and “O” with thumb, 3 other fingers up) and for Dislike we’ll draw a frown face. |

| |-Take the votes and graph each category for rainy day opinions. |

| |-Stress that each picture represents 1 student. |

| |-Ask students to share observations about the graph. They can say most, least. |

| |-Try: How many more people __________than __________? (love rainy days than dislike)? |

| |-After questions erase the title, Xs and the categories. |

|Guided Practice (“We |--The last type of graph for today is a bar graph. Ask: Why is it called a bar graph? |

|Do”) |We’re going to be making a bar graph with Post-It notes. |

| |-Each person will get to put up one post-it note. |

| |-Let’s make a Favorite Subjects graph. What should I write first? |

| |-Title: Favorite Subjects |

| |-Label Categories: Math, Reading, Science, Writing |

| |-Handout: Post-It Notes to each student (a few at a time) to put their post-it note in the category they want. |

| |-Ask students to share observations about the graph. They can say most, least. |

| |-Try: How many more people _______ than _________? (like math more than reading)? |

| |-Ask questions erase the title, remove post-it notes, and the categories. |

| |-Time permitting repeat with different categories. |

|Independent Practice |Have students work independently on Shared problem 1 |

|(“You Do”) | |

| |Shared Problem SP1 |

| | |

| |Grade Level: 3rd |

| | |

| |Food caught in the month of September on the Saint Lawrence Island |

| | |

| |[pic] |

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| |Which animal was caught the least in Gambell? |

| |Walrus |

| |Whale |

| |Seal |

| |Reindeer |

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| |What animal did Gambell and Savoonga catch an equal amount of? |

| |Walrus |

| |Whale |

| |Seal |

| |Reindeer |

| | |

| |Study the two bar graphs. Write 4 statements about the data. Make 1 statement about data on each separate graph. Make 2 statements |

| |comparing data on both graphs. Explain how you know you are right. |

| |Answer: |

| |d, 2. Whale 3. Student’s answers may vary. A sample is included below: |

| |3. 1. In Gambell, if you add the total number of Walrus and Seal caught together, you will get the number of Seal caught during |

| |that month. |

| |2. In Savoonga they caught more reindeer than all the other animals combined. I know this because I added the number of walrus, |

| |seal and whale caught and it equals 10, which is less than 12, the number of Reindeer caught. |

| |3. During September it’s more likely that you’ll catch Reindeer in Savoonga rather than Gambell. I know this because 12 Reindeer |

| |were caught in Savoonga and 0 caught in Gambell. |

| |4. You are much more likely to catch Seal on Saint Lawrence Island during September than you are a Whale. I know this because the |

| |total amount of Whales caught between the two villages is only 3, while the total amount of Seals caught was 11. |

|Closure |-Tell the students: today we graphed 2 different types of graphs using different information. |

| |-Tomorrow you will be working in groups to create your own graphs. |

|Check for Understanding/|Assess students on their independent practice answers. |

|Assessments | |

|Lesson Plan –Graphing |

|Amber Hanson |Week: | |

| |Grade: |3rd |

| |

|Lesson Title |Graphs in groups |

|GLE |3.MD.4. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve |

| |one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. |

| |3.MD.6. Explain the classification of data from real-world problems shown in graphical representations. Use the |

| |terms minimum and maximum |

|Lesson Objectives |Students will be able to work in groups to collect data and create bar graphs. |

|Anticipatory Set |-Have enough poster size paper, chart paper or large white construction paper for each group to make a graph. Also |

| |enough markers for each group to use. |

| |-On the response sheet, write the names of your class in each box. Students will use this to survey the classroom. |

| |Do this before you make copies. |

|Model (“I Do”) |-Yesterday we did a lot of practice with different types of graphs. Do you think you could make your own today? |

| |-Let’s review the steps to making a graph. (show this on the Smart Board or chart paper. |

| |-Step #1: Draw the vertical and horizontal axis. |

| |-Step #2: Mark tick lines up the vertical axis. Label them 1,2,3,4,5,6… |

| |-Step #3: Write the title at the top of the graph. |

| |-Step #4: Write the categories on the horizontal axis. |

| |-Today you’ll need to know these steps so you can make your own group graphs. |

|Guided Practice (“We Do”) |-Students will be working in groups of 3 or 4. |

| |-Show the student response sheet. |

| |-Go over the directions: |

| |-First the students should write each team members name. |

| |-Then they need to decide what they’re going to make a graph of. It could be favorite color, favorite place to go in|

| |the summer, anything that gives 3-4 choices. |

| |-Down the choices on the next lines. |

| |-To collect your data, you’ll need to go around the class. Tell people what you’re graphing, give them the choices |

| |and let them vote for one of the choices. |

| |-After you have collected all the data, you need to use the paper and markers to make a bar graph showing the data. |

| |-After your graph is finished. Talk as a group to come up with at least 3 things you can tell us about your graph. |

|Independent Practice (“You Do”) |Shared Problem #3 |

| |Grade Level: 3rd grade |

| | |

| |Problem: |

| | |

| |Ivory Sold in 2012 |

| | |

| |Ivory Carvings sold In Gambell Ivory Carvings sold in Savoonga |

| | |

| |[pic] |

| | |

| |1. Which type of carving sold the Most in Gambell? ____________________________ |

| | |

| |2. What same type of carving sold equally in both villages? ___________________ |

| | |

| |3. Study the two bar graphs. Write 4 statements about the data. Make 1 statement on each separate graph. Make 2 |

| |statements comparing data on both graphs. Explain how you know you are right. |

| | |

| |Solutions: |

| | |

| |1. Polar Bear |

| |2. Walrus |

| |3. Answers may vary. A sample is included below: |

| |1. In Gambell, the number of Owls and Walrus Ivory Carvings together equal the number of Polar Bear carvings sold. I|

| |know this by adding the values of the bars. |

| |2. Gambell sold 240 carvings in all. I know by adding the values of all 4 bars |

| |3. Polar Bears were the most popular Ivory carvings sold in both villages. I know because the bar for Polar Bears is|

| |the highest one in both graphs. |

| |4. The least popular type of Ivory carvings was different in both villages, but those types sold 40 carvings each. |

|Closure |-Have students come up to the front and present their graphs. |

| |-They should share their 3 observations about their graphs. |

| |-Ask the class questions that require them to look at 2 different categories on the graph. |

| |-How many more _____than ______. |

| |How many like _____and ______. |

| |-How many do not like _______. |

|Check for Understanding/ |-Assess students on independent practice. |

|Assessments |-Take anecdotal notes during group projects. |

|Lesson Plan –Graphing |

|Amber Hanson |Week: | |

|Mathematics |Grade: |3rd |

| |

|Lesson Title |Bar Graph Creation |

|GLE |3.MD.4. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many |

| |less” problems using information presented in scaled bar graphs. |

|Lesson Objectives |Students will be able to create a vertical bar graph using information from a table. |

|Anticipatory Set |-Review with students all the properties of a bar graph. |

|Model (“I Do”) |-Today we are going to continue to work on bar graphs. Like pictographs, bar graphs are an easy way to organize information. The best thing about bar graphs is |

| |that everyone uses them! College students use the, teachers use them; people who run businesses use them! and today we are going to learn and continue to use |

| |them. |

| | |

| |First I am going to create a table of data or information. Just like when we made the pictograph. The information we will be gathering will come right from the |

| |classroom. |

| | |

| |We are going to create a bar graph based upon our favorite treats. I am going to ask you to vote on which treat is your favorite. The choices are cupcakes, |

| |cookies, ice cream and milk shakes. |

| | |

| |Call on each chose and have students raise their hands to vote for their favorite. Fill in the chart until everyone has voted. |

| | |

| |Ask students: How many people voted for milk shakes? How many people voted for cupcake? How many people voted for cookies? How many people voted for ice cream? |

| | |

| |Now I am going to use this information to make a bar graph. |

| |Display graph to students. |

| |This is what a bar graph looks like. All of the treat choices are along the bottom. Up the side of the bar graph is numbers. We use these numbers to figure out how|

| |many of a certain object there is. Teacher should demonstrate by filling in the milk shake bar. |

|Guided Practice (“We |Have students help fill in the bar graph. |

|Do”) | |

| |Ask students: How many students voted for cupcakes? How many students voted for cookies? How many students voted for milk shake? |

| | |

| |Wow, you guys did such a great job created our special Gambell treats graph! |

| | |

| |Now you are going to have the chance to go back to your seats and we’ll work on another graph together! |

|Independent Practice | |

|(“You Do”) |Students will return to their desks and complete their independent practice. |

| |Teacher will circulate to provide assistance if needed. |

| |If students are struggling, Teacher will pull them to a separate place in classroom to go over Independent problem #1 together. |

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| |Favorite Fruit |

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| |7 |

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| |3 |

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| |5 |

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| |1 |

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| |[pic] |

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| |Name: ______________________________________________________ |

| |IP 10-13-09 |

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| |Favorite Shape |

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| |2 |

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| |4 |

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| |1 |

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| |[pic] |

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|Closure |Students will complete exit slip. * |

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| |Teacher will read questions so Students must complete along with entire class. If time, Teacher will circulate 100% Teacher will whisper “Good Job ____________” |

| |and class will respond “Good Job ___________” (This routine understand the expectations (has to be a whisper, shouldn’t interrupt other’s work etc.) |

|Check for Understanding/|Turn to your neighbor and tell them why we use bar graphs. Students will think-pair-share and Teacher will select 1-2 students to share |

|Assessments | |

|Lesson Plan –Mathematics |

|Amber Hanson |Week: | |

|Mathematics |Grade: |3rd |

| |

|Lesson Title |Graphing with Colors |

|GLE |Represent 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. |

| | |

| |3.MD.4. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve |

| |one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For|

| |example, draw a bar graph in which each square in the bar graph. |

| | |

|Lesson Objectives | |

| |Students 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? |

|Anticipatory Set |Introduce 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 KWL 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.) |

| |Record information on the KWL chart. |

|Model (“I Do”) | |

| |Explain to the students that we are going to create our very own tally chart and bar graph using data that we |

| |collect. |

| |Give topic of data collection- Favorite Yupik food |

| |Show students how to collect data by showing a tally chart on the board with the following foods listed: Whale, |

| |walrus, seal, seafood, polar bear |

| |Ask students to raise their hand for their favorite Yupik food, only one vote |

| |-Which Yupik food do you prefer? Whale? Walrus? Seal? Seafood or Polar Bear? |

| |As students give their favorite Yupik food, put a tally mark next to that food on the tally chart |

| |After all students have voted once, count up the total number of votes for each type of Yupik food and record that |

| |number next to each type of food. |

| |Explain to students that this information will be used to create a bar and picture graph |

| |---------------------------------------------------------------------------------- |

| |BAR GRAPH |

| |Now review with students how to make a bar graph using graph paper. Work through this procedure on the Smartboard |

| |using the program called ‘Notebook’. Have graph paper as the ‘background’. |

| |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 key |

| |After 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 explain that student will be taking pictures of each the process they take in|

| |creating their graphs. With these pictures they will create a presentation using the technology tool Prezi or |

| |Photobooth. If questions, answer them before moving on. Follow the same steps as you did for the graph using paper |

| |and pencil. (Students recently learned Prezi, and have used and Photobooth in the past.) |

| |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 Yupik food, the least liked Yupik food, this many people like this type of Yupik food more |

| |than that type of Yupik food, 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. |

| |---------------------------------------------------------------------------------- |

| |PICTOGRAPH |

| |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 on the SmartBoard. |

| |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 mouth for each person who voted for a particular type of Yupik food. |

| |Make sure to create a key identifying what the mouth represents. |

| |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 explain that student will be taking pictures of each the process they take in|

| |creating their graphs. With these pictures they will create a presentation using the technology tool Prezi or |

| |Photobooth. If questions, answer them before moving on. Follow the same steps as you did for the graph using paper |

| |and pencil. (Students recently learned Prezi, and have used and Photobooth in the past.) |

| |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 Yupik food, the least liked Yupik food, this many people like this type of Yupik food more |

| |than that type of Yupik food, 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. |

|Check for Understanding/ |Assessments will take place at the beginning of the lesson with pre assessments that include a pre-test and a KWL |

|Assessments |chart. These assessments will let the teacher know what students remember about graphs and what they still need to |

| |work on. |

| | |

| |Informal 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, their contribution to |

| |the KWL chart, and with the exit slip that the students will complete prior to leaving class. |

|Guided Practice (“We Do”) |When the students are out of the room scatter the colored squares around the room. Make sure you know how many of |

| |each color you scatter (need to be equal amounts). |

| |When the students return, tell them you have scattered the colored squares around the room. Tell the students they |

| |will have 30 seconds to find as many colored squares as they can. |

| |Time the students while they search for the squares, when 30 seconds is up, have the students return to their seats |

| |with their collected squares. |

| |Display a chart on the smart board. 3 columns, 6 rows. The first column should be labeled with ‘colors’. Below |

| |should list the colors: blue, green, red, yellow, orange. |

| |“What do you think I set up here on the board?” A chart. |

| |“A chart. What do you think we should do? It’s not going to be our bar graph yet, so this is our chart. What am I |

| |going to do in this column you think?” Record the total amount of each color |

| |Put the students into groups of 3 or 4 to combine their data. Show the groups how they can make a tally chart to |

| |combine their amounts. |

| |“Okay, and in the past we’ve used tallies. Then we’ve given the actual number. I want you to make a tally chart |

| |with your table about how many blue you have altogether, how many green, how many clear, how many red, and how many |

| |yellow altogether. |

| |Teacher should rove the room to check that students are completing the chart accordingly and as a group. |

| |Once students have finished, get the classes attention by our usual cue of “eyes and ears and attention up here in |

| |3, 2, 1” |

| |When the groups are finished combining the data, make a class tally chart combining the amounts of all of the |

| |squares. (# of blue, # of red, etc.) |

| |“Okay, we’re going to total each one so I’m going to need each group to read, okay?” |

| |Collect student data on the board using tallies. Add them together on the last column. |

| |Ask the students to discuss in small groups how they could organize the class tally chart into a bar graph. The |

| |students can use the grid paper to draw an outline of their ideas. |

| |“We talked a little bit about what a bar graph has to have. In your group discuss what are the different things |

| |that a bar graph needs to have. Make a list on your white board.” |

| |Give students a minute or two to list some ideas |

| |Call on groups and have them ‘share out’ particular things needed on a bar graph, write them on the SmartBoard. |

| |(scale, items along the bottom, information from the tally chart) |

| |As a whole class discussion, take their suggestions to make a class graph displaying the data where all the students|

| |can see the totals. |

| |Using the whole class data, have students help create a pictograph as well. |

| |Have the students discuss in small groups what conclusions they can make from the data, and then share their ideas |

| |in a whole group discussion. |

| |Extend our group discussion into ideas on how we can relate it to how we really use graphing in the real world. |

| | |

| |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 Jelly Beans and they will have to collect data, represent data, and share data, |

| |based on the bag of Jelly Beans. |

| | |

| |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 creating a presentation explain the process they |

| |took to create their graphs. |

| | |

| |3. The students will demonstrate their ability to share information from their graphs by presenting their graph |

| |presentation to a partner and also by answering word problems that have been assigned by the teacher. |

| | |

| |Word Problem Examples: |

| |How many pink Jelly Beans are there? |

| |Are there more green Jelly Beans or purple Jelly Beans? |

| |Which Jelly Bean color appeared the most? |

| |How many more yellow Jelly Beans s than orange Jelly Beans? |

| | |

| |4. After students have completed their two graphs on paper and created their presentation, 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.) |

|Closure |The closure of the lesson will begin with the presentation of students work. After which a post-test will be given |

| |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 KWL chart.) |

| | |

| |After this discussion, 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. |

|Level |Collecting Data |Graphs |Word Problems |Communication |

|Outstanding |Student collected individual|Student was able to correctly|Student was able to create |Student displayed maximum |

| |data on a topic of interest |create a graph (i.e. bar, |and solve simple |participation in small group and/or |

| |in order to create a graph. |line or picture) using |put-together, take-apart or|whole class discussions (i.e |

| | |individual data collected on |compare word problems using|discussed the data and graph, |

| | |a topic of their choice, with|information from a graph. |answered questions, shared opinions,|

| | |all the necessary | |asked questions, helped others |

| | |requirements including | |clarify confusion, instructed and |

| | |(correct scaling, title, | |helped other students on their |

| | |labeled axis, etc. | |assignments, etc.) |

|Satisfactory |Student fully participated |Student was able to correctly|Student was able to |Student displayed good participation|

| |in the class data collecting|create graphs (i.e. bar, line|correctly answer simple |in small group and/or whole class |

| |process by participating in |or picture) using the data |put-together, take-apart or|discussions (i.e discussed the data |

| |the class discussion and by |collected as a class with all|compare word problems that |and graph, answered questions, |

| |creating a table with |necessary requirements |were associated with the |shared opinions, etc.) |

| |tallies to present data. |including (correct scaling, |completed graph. | |

| | |title, labeled axis, etc.) | | |

|Needs Improvement |Student had limited |Student was able to correctly|Student struggled to |Student displayed minimal |

| |participation in the data |create a graph or graphs |correctly answer simple |participation in small group and/or |

| |collecting process. |(i.e. bar, line or picture) |put-together, take-apart or|whole class discussions |

| | |using the data collected as a|compare word problems using| |

| | |class, however some |information from the | |

| | |requirements were missing. |completed graph. | |

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