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
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Achievement First Lesson Planning Template (2-pager)
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Teacher: Strattner
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Date:
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Subject:
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Class:
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AIMS for the class (on the board before class starts):
SWBAT read a table.
SWBAT create a bar graph (horizontal) based on given data.
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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
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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
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MATERIALS:
Visual Anchor
Graph Blown Up
GP/IP/Exit Slip Sheets
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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)
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2) Students go over the AIMS and AGENDA for the class (on the board) 30 seconds to 1 minute
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3) Mini-Lesson / Modeling (“I” or “I/We”) 5-15 minutes
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4) Guided Practice (“We”) 5-20 minutes
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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)
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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.
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6) Independent (or pair / small group) Practice (“You”):
15-25 minutes
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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.
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8) Homework
TS assign a worksheet identical to the IP but with different numbers in table.
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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.)
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Lesson Reflection
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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.
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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.
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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)
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Lesson Resources
| Introduction to Bar Graphs GP/IP/Exit Slip Lesson Plan |
815
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| Bar Graph Templates |
1488
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