Cristen Simone

Grade: 4

Day 1 of 2

Subject: Mathematics

Date: April 6, 2016

Time: 50-60 minutes

Cognitive Level(s) of Lesson:Analysis

Objective:
Students will be able to:
Learning: interpret and read a bar graph
Behavior: by creating their own bar graph and presenting it to the class explaining the steps they
took in creating it (labeling,title,ect.)
Condition: after a class discussion that reviews the steps in creating a bar graph and doing an
example together
NJCCCS Addressed:
CCSS.Math.Content.4.MD.B.3
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 might represent 5 pets.

Instructional Strategies
Opening: Good morning boys and girls! Today we are going to be learning about bar graphs and
we will be discussing how we can not only read one but also how we can create one. First, I will
be showing you an example that we will review together. We will discuss what a bar graph is
used for and the parts we need to create one. Then, we will be splitting off into groups that I
have put you in and you will be creating your own bar graph. You will be presenting it to the
class after it is completed. You will have a few minutes before you present to do a think-pairshare talk to discuss a few elements and steps that you put into making your graph. Lets begin!
(Anticipatory Set)

Presentation:
1. The students are asked to quietly come to the carpet group by group (Classroom
Organization)
2. The teacher will have the words bar graph written on the white board.
3. The teacher will remind students that they have been working with tally charts but today
they will be learning how to read and make bar graphs.

4. The teacher will ask if any students know anything about a bar graph before they begin.
Anticipated Responses: yes no it is a chart
5. The teacher will ask continue to ask students since they already know what a tally chart is
used for if they can guess what a bar graph is used for. Anticipated Responses:to keep
score to share information read data
6. The teacher will go on to make a tally chart on the white board and will tell students that
we will be making a short tally chart based on the classes favorite color. She will
continue to put a few colors on the board, pink, blue, green, orange, purple. Before she
asks the class which color they like best, she will ask what they already know about tally
charts. She will ask what we need above our tally chart and how we label everything.
Anticipated Responses:a title colors tally (Assessment of Background
Knowledge)(Modeling)
7. After the students vote on their favorite color and are reminded of what a tally chart is,
the teacher will move on to creating a bar graph with the same information. This is to
show students that the same information or data can be shown in different ways. She will
tell students that just like a tally chart bar graphs are used to represent data.
8. The teacher will model how to make a bar graph with the students. She will start them
off by stating that they must always begin their graph with a title. She will ask what else
they would need to label the bar graph. Anticipated Responses:colors Number of
students(Checking for Understanding)
9. The teacher will go over how they would label the horizontal axis with the title colors
and the vertical axis with the title number of students. (Modeling)
10. The teacher will go over the bar graph they had just created with the class one more time.
She will call on different students and ask them what they need when they create a graph.
Anticipated Responses:A title labels what information you are showing
(Checking for Understanding)
11. The teacher will go over how we would read a bar graph using the one they created.
After it is all labeled she will ask students questions such as how many students picked
purple as their favorite color. Anticipated Responses:30
12. After the teacher sees that students have a good understanding of the bar graph that they
did together she will tell them that she wants to see how they can create one with their
group.
13. The teacher tells students they will now be split off into groups and will have the
opportunity to create their own graph that they will be presenting in front of the
classroom.
14. The teacher will instruct students to stay seated on the carpet until she explains directions
and their groups are called.
Guided Practice:
15. Before she calls group names, the teacher will review what they will be doing. They are
required to come up with their own title. For example, the group might come up with
What is your favorite Ice Cream? as a title and can ask every group member to vote on
their favorite. They will be responsible for labeling their graph, collecting the data, and
coloring in their bars. (Input)
16. The teacher will split the class into groups according to ability. The lower level students
will be placed with higher students so they will be able to help.

17. The teacher will walk around to listen and assist students who need help or who have
questions.
18. After all of the groups are finished, the teacher will instruct each group to think-pairshare and discuss the process they went through to create their bar graphs. She will also
tell the groups to think about why a bar graph might be useful in everyday life. She will
inform them that each group will be speaking and presenting the bar graph they made.
(Input)
19. After the teacher gives the group a few minutes to discuss their bar graphs, she will have
each group present theirs. They will all stand up in front of the room to show the class
what they have created. They will walk through the process they went through in
creating their work. She will make sure the students that did not participate a lot already
will have a chance to speak.
20. The teacher will pass out a small packet that has bar graphs for their homework. There is
a set of questions they will have to answer. It will be reviewed and collected the
following day since they will be continuing bar graphs and will be learning double bar
graphs. Lower level students may have the same material with less questions.
Closure:
21. The teacher tells the students that they did an amazing job with todays lesson and after
they clean up they can go back to their assigned seats. (Input)
22. The teacher will ask the students to think back to the beginning of the lesson and will tell
ask them to tell her what a bar graph is and why it is important. Anticipated
Responses:It shows information used to compare data The teacher emphasizes that
we always compare information and data and a bar graph can make it easier to visually
see that. (Summary of Major Points)
23. The teacher will remind students that it is important to see different ways that show us
data. We can use a graph for any type of data. For example, we use graphs to show things
such as sales, stock market, we see them in newspapers. (Tying Coherent Parts to a
Whole)

Assessment:
Formative: The teacher will call on students to give examples of what we need to create a bar
graph and when we can use a bar graph. It is also present in Steps 8 and 10 when I am checking
for their understanding during the lesson.
Individual Measurability: The teacher will observe each student by walking around the room
and monitoring their work and help those who need assistance. The knowledge they use and
contribute to the group is also a part of this. A small packet will be given to each student as a
homework assignment.
Summative: The teacher will collect every groups bar graph and the homework after it is
completed. They both will be graded and this will help the teacher check for students
understanding.

Differentiation:
Varying Content: The lesson is presented by auditory means. The bar graph that they will be
creating is for visual learners.
Varying Process: The teacher will teach them about bar graphs by first doing a sample bar graph
on the white board, and then splitting them off into groups to create their own bar graphs.
Varying Product: The teacher will have the lower level students work with higher level
students. If they are struggling, she will provide them with an easier worksheet for homework.
Technology: no technology is present for this lesson.
Materials:

Crayons
Poster paper
Markers