Lesson: Creating a Bar Graph

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Lesson Objective

SWBAT read a table. SWBAT create a vertical bar graph using information from a table.

Lesson Plan

 

 
 

 


 Achievement First Lesson Planning Template (2-pager)                 
                                                                                                                                   
Teacher:  Strattner
Date:  
Subject:
Class:  
AIMS for the class (on the board before class starts):
 
SWBAT read a table.
SWBAT create a bar graph (horizontal) based on given data.
 
EXIT SLIP / Assessment of FIRM MASTERY of the Aims:

Please see attached file for LP and all GP/IP/Exit Slip  
SW create a bar graph using a table of information
AGENDA with times for each item (on board before class starts):
 
Do Now: 2 min
I: 10 min
We: 10 min
You: 10 min
Exit: 5 min
 
MATERIALS:
 
Visual Anchor
Graph Blown Up
GP/IP/Exit Slip Sheets
1) Quick Questions / Do Now (Cumulative Review and Geared for Quick Success) 3-5 minutes
1) TW distribute whiteboards and markers. TW say double digit addition facts and SW write them on whiteboards and solve them (45 + 32=77, 80 + 15= 95, 47 + 20=67, 53 + 11 = 64, 24+ 30 = 54)     
2) Students go over the AIMS and AGENDA for the class (on the board) 30 seconds to 1 minute
3) Mini-Lesson / Modeling (“I” or “I/We”) 5-15 minutes
 
  • SW read AIMs/Agenda of lesson.
  • Scholars, today we are going to learn all about a new type of graph! We are going to learn about bar graphs. Like pictographs, bar graphs are an easy way to organize information. The best thing about bar graphs is that they are used by everyone! College students use them, teachers use them, people who run businesses use them! And today we are going to learn how to use them.
  • First I am going to create a table of data or information. Just like when we made the pictograph I want to take use real information from the scholars in 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.
  • TW call each choice and SW raise hands to vote for their favorite.
  • TW fill in chart.
  • TW ask Ss: How many people voted for milk shake? How many people voted for cupcake? How many people voted for cookie? How many people voted for ice cream?
  • Now I am going to use this information to make a bar graph.
  • TW show blank bar graph to Ss. 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.
  • TW demonstrate by filling in the milk shake bar.
 
 
Favorite Treat!
               
    
 
    
 
 
   
     
 
 
      
 
 
4) Guided Practice (“We”) 5-20 minutes
 
  • SW help T fill in the bar graph.
  • TW ask questions about the graph: How many scholars voted for cupcakes? How many scholars voted for cookies? How many scholars voted for milk shakes?
  • Wow, you guys did such a great job creating our special Louisville Treats graph. Now you are going to have the chance to go back to your seats and we’ll work on another graph together!
Key questions to check for understanding during GP: (Level 1 and Level 2)
 
Where am I going to get my information from to make my bar graph? (SW raise hands to provide answer: the information comes from the table)
 
 
 
5) Way to Check for Understanding before Independent Practice 1-3 minutes (proceed only if class masters)
Turn to your neighbor and tell them why we use bar graphs. SW TPS & TW select 1-2 scholars to share out.
6) Independent (or pair / small group) Practice (“You”):
15-25 minutes
 
  • SW return to their desks and complete their independent practice.
  • TW circulate to provide assistance if needed.  
  • If scholars are struggling, TW pull them to a separate place in classroom to go over IP problem #1 together.
 
7) Cumulative Review
 
T should put up laminated bar graph grid in classroom and construct a bar graph with class 2-3 times per week (can be during morning math meeting, lunch, end of day etc.) TW pass out blank post-it notes to Ss (6-10) per day and SW vote by adding their post-it to the graph.
 
 
8) Homework
 
TS assign a worksheet identical to the IP but with different numbers in table.  
 
9) Exit Slip / Final Assessment of FIRM MASTERY of the Aim: 1-5 minutes
 
SW complete exit slip. ***TW read questions so Ss must complete along with entire class. If time, TW circulate to check scholars work. If a S got 100% TW whisper “Good Job ____________” and class will respond “Good Job ___________” (This routine must be pre-taught so that Ss understand the expectations (has to be a whisper, shouldn’t interrupt other’s work etc.)
 
Lesson Reflection
What went well?
 
Scholars were successful because they were invested in why we use bar graphs (they enjoyed being able to vote for their favorite treat) and they liked the fact that teachers, college students, business people use bar graphs.  
 
 
 
 
What would you change?
 
For students who are not getting it, they should have as much exposure to actually creating a graph as possible. It’s important for students to have a solid foundation in beginning bar graphs so they will be able to answer difficult questions.   
What needs explanation?
 
Explain why people use bar graphs, how they are used in real life. Try and come up with a concrete example of a time you actually used a bar graph (or could have)
 
 
 
 
 

Lesson Resources

Introduction to Bar Graphs GP/IP/Exit Slip   Lesson Plan
1,438
Bar Graph Templates
2937

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