Bridgewater College

Education Department Lesson Plan Date: January 16, 2013 Subject Area(s): Math VA SOL: 2.17 and 2.19 Title of Lesson: Graphing Grade Level(s): 2 Grade
nd

Name___Nicole Ritchie______

2.17-The student will use data from experiments to construct picture graphs, pictographs, and bar graphs 2.19-The student will analyze data displayed in picture graphs, pictographs, and bar graphs

Content Objective(s): The student will be able to correctly put tallies in a tally table and use the tally table to graph that information onto a given graph. Students will also be able to use the graph to answer given questions about the graph. The student will be able to identify a bar graph.

IEP Goal/Objective: Accommodations/ Differentiation Summative Assessment (based on objectives) *A summative assessment will take place at another time with cooperating teacher.

Materials 3 tally tables on poster paper (Created by Nicole Ritchie) Demonstration chart with tally table and graph on poster paper (Created by Nicole Ritchie) Graphing mat (Ms. Talley-Campbells classroom) Cut-out penguins with one students name on each (Genesis, Makenna, Darren, Sierra, Phoenix, Rileigh, Addison, Olivia, Max, Logan, Tanner, Alex, Abril, Rebecca, Tiara, Alston, Isaiah, and Dejah) (From Ms. Talley-Campbells classroom) Poster putty to put penguins on graphing mat (From Ms. Talley-Campbells classroom) A picture of each season (From Ms. Talley-Campbells classroom) A picture of each winter sport: snowboarding, ice hockey, bobsledding, skiing (From Ms. Talley-Campbells classroom Favorite Seasons Graphing Worksheet-19 copies (Created by Nicole Ritchie) Favorite Pets Graphing Worksheet-19copies (Created by Nicole Ritchie) Favorite Sports graphing worksheet-19 copies (Created by Nicole Ritchie) Markers/Crayons/Colored pencils (orange, blue, green, purple)-Some students have their own, but students also know there is a classroom box of colored pencils under my desk White board and dry erase marker (From Ms. Talley-Campbells classroom) Barts Amazing Chart by Dianne Ochiltree Stay close to Makenna and Sierra and read the problems aloud if needed. Have Jack and Daniel do upper elementary graphing activities. Accommodations/ Time Differentiation Planned

Integration of technology Technology will be integrated during computer time Friday afternoon. Students will do various graphing activities on the website www.ixl.com.

Anticipatory Set (Focus) Read Barts Amazing Charts to draw student attention in on collecting information and charts. 5 min

Access/Review Prior Knowledge Students have already learned how to graph, but it should be reviewed before starting to interpret graphs. To review this information the students and I will do the Graphing Lunch Activity. For this activity I will use a graphing mat and students will be able to graph their lunch choice for the day. Before the lesson starts, the graphing mat will be on the floor at the side of the room with the lunch choices at the top of the columns. First I will tell students the lunch choices for the day (hamburger, grilled cheese, PB&J, or pack) and when I call on students they will bring their penguin up to the graphing mat and stick it in the column of their lunch choice. After all students have done this, I will ask the students if they know what they have just created (Answer Im looking for is: A graph)

5-7 min

Topic presentation (What will the students be told?)

Today we will be going over graphing and learning how we can use graphing. One way we can use graphing is by doing experiments and using the information we collect from those experiments and graphing it. Graphing that information can help us to see and understand the data more clearly. Today we will do a few mini-experiments of our own, collect information, graph that information, and practice reading that information. 2 min

Modeling: Using the demonstration poster Ive created, walk student through how to
graph the information given in the tally table. Because there are 4 tallies in the tally chart for strawberry, color 4 boxes on the graph on the poster in the strawberry column. Using a different color, color 6 boxes in the chocolate column, and using a third color, color 2 boxes in the vanilla column while explaining the process of what youre doing to students. 4 min

The graph I just filled out is called a bar graph. We will be making bar graphs and using them to answer questions today. Our first experiment will be to see which season you all like best.

Guided Practice:
o o Hand each student a Favorite Seasons Graphing Worksheet. Show students that season pictures so they can have a visual. Fill out the tally section of the worksheet together. I will have a tally chart on a piece of poster paper and I will call on students to tell me which season is their favorite. I will then mark a tally in the corresponding box and instruct students to do the same on their worksheets. We will do this until every student has said which season they like best. Walk students through graphing the information together. First, we would color the bar for fall with an orange crayon or marker and color in as many squares as the tally marks tells us. Do the same for winter, spring, and summer coloring in the correct columns for each season. Winter will be colored blue, spring will be green, and summer will be purple. After completing the graph, students will flip their worksheet over and I will read the questions aloud and call on students to provide answers for the questions.

12 min

For more practice, our next experiment will be to see if a cat, dog, fish, or horse is the most popular pet. (If will probably be around 9:15 at this point. When 9:15 rolls around allow students to get their snacks from their backpacks) More Guided Practice o Hand each student a Favorite Pets Graphing Worksheet. o Fill out the tally section of the worksheet together. I will have a tally chart on a piece of poster paper and I will call on every student to tell me which pet is their favorite (cat, dog, fish, or horse). Put a tally in the correct box according to each students response. Students should also be putting tallies on their worksheets. o Walk students through graphing the information together. On the bar graph we just completed, the bars went up. For this bar graph the bars will go sideways. You start on the left side of your paper and color to the right. First, color the bar for the number of students who said a cat was their favorite pet the color purple and shade in as many boxes as the data tells. Continue to do this for the column for dog, fish and horse. The bar for dog should be colored blue, fish should be orange, and horse should be green. Flip the worksheet over and read and answer the questions together like before. Call on different students for answers this time.

10 min

Independent Practice: o Hand each student a Favorite Sports Graphing Worksheet. Show students the winter sports o
pictures for them to have a visual of what each sport is. For students to be able to fill out the tally section of the worksheet I will call on every student and have them say out loud what their favorite winter sport is (snowboarding, ice hockey, bobsled, and skiing). I will repeat what each student says to be sure every student was able to hear and then students work on their own to put the tallies in the correct boxes. Once tallying is completed, students are to work on their own to complete the graphing and the back of the worksheet on their own. Collect the sheets after everyone has finished. This is to be used as formative assessment.

Have the green group sit at the front table with me just to read the questions to them. Do not give answers.

12 min

Closure Today we have learned to use graphing when collecting information for experiments and how graphing the data we collect helps us to see the data more clearly. Can anyone remember what the graphs that we graphed were called? Tomorrow we are going to use picture graphs and practice predicting. Today we are going to predict what will be the tomorrows most popular lunch choice. On the slip of paper Im handing out, write your name on one side and then on the other side write if you think Salisbury steak, chicken nuggets, chef salad, or packing will be the most popular lunch choice. Raise your hand when you have finished and I will collect these. After we graph our lunch choices tomorrow Ill pass back your predictions and you will see if your prediction was correct or not. Write the lunch choices on a white board so students can see how to spell the words.

5-7 min