##
* *Reflection: Accountability
Graphing- Using a Survey Day 1 - Section 2: Presentation of Lesson

For this lesson, I have been asked, why have everyone make the graph instead of one per table? This is a valid point. I choose to have every student complete a graph so that all of the students are getting the graphing practice and to ensure that they are all participating. I sometimes see when there is just one paper per table, one student takes over all the work and the other get off task.

*Making Sure Everyone Participates*

*Accountability: Making Sure Everyone Participates*

# Graphing- Using a Survey Day 1

Lesson 8 of 18

## Objective: Students will be able to survey their classmates and create a graph to show and analyze the results.

## Big Idea: Our first class survey is about our favorite animals. After graphing the results of this survey, the students will work with the classmates at their table to survey their favorite sports.

*55 minutes*

#### Problem of the Day

*5 min*

I start each math lesson with a Problem of the Day. I use the procedures outlined here on Problem of the Day Procedures.

Today's Problem of the Day:

**Complete the graph. Make one comparison.**

For this problem, the students are sorting the pictures and creating a graph. On the Notebook file, the students can just drag the pictures into the correct box. If you do not have a SMARTBoard, you can use the PDF file. You could also have the students create a graph using real objects such as food from a dramatic play center.

I have several students come up and work on this problem. I remind students to check his or her work when they are finished and have the class tell if they agree or disagree by showing a thumbs up or thumbs down. I am also looking for a student to make a comparison using the words more, less or equal.

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#### Presentation of Lesson

*25 min*

I project the Class Graph- Favorite Animals Notebook File on the SMART Board.

*Today instead of counting objects or pictures we are going to need to get some information from our classmates to make this graph. When we gather information like this, we call it taking a survey. *

I have students come and pick their favorite pet. I then ask students comparison questions and encourage them to make their own observations about our graph. Check it out here. I tell students that they are going to be taking their own survery and organizing some of their own information on a Favorite Sports Graphing worksheet.

*You are going to be doing this paper with your table. When you get back to your seat, you need to get out a pencil and put your name on your paper. When your name is on your paper hold your pencil in the air, that will let me know that you are ready to start.*

I use the procedures outlined here on the Paper Procedures.

*The first thing you need to do it find out the favorite sport of each person at your table. Then you need to color a box for that sport on your graph. When you are finished discuss what you learned from your survey and graph.*

I walk around and make sure that students are correctly collecting infromation and coloring their graphs. I tell the students that they are finished discussing their graph, they can put their paper in the basket and get their center.

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#### Practice

*20 min*

The centers for this week are:

- Conversation Heart Graphing (Sorting Mat and Graph from Teachers Pay Teachers)
- Count Your Lucky Stars (from Kindergarten Crayons)
- I Spy 11-20 (Teacher Created Resource- Use magnifying glass)
- Review Shapes Activity
- SMART Board (Lakeshore Numbers and Counting Adventures similar counting and ordering number games available free from Sheppard Software)

I quickly circulate to make sure students are engaged and do not have any questions about how to complete the centers. I pull three groups during centers and work with them depending on the time they need (5 - 10 minutes).

Today I am focusing on teen numbers with all of the groups. Based on the end of unit assessment for teen numbers and report card assessments that I am currently working on, I have found that my students are still struggling with teen numbers. They have caught on to graphing quickly, so I feel that it is important to use this small group time to practice identifying teen numbers and counting groups of up to 20 objects. I group the students by ability level based on the assessments I mentioned above, but I do the same activity with all three groups. I start with teen number flashcards. I then give each student a number card and the student counts out that number of objects. Finally, I say a teen number and have each student write it on their white board.

Prior to clean up, I check in with each table to see how the centers are going. I turn on Tidy Up by Dr. Jean. Students clean up and return to their seats. This is a paid resource, but there are many free examples of transition songs easily found in a web search. Another transition I have been using lately during clean up has been counting down from 20 slowly. The students like to count backwards with me as they clean up and I can lengthen or reduce the clean up time based on how students are doing and how much time we have.

#### Resources

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#### Closing

*5 min*

To close, I have a representative from each table come up and share their graph. I mention positive things noticed during centers as well as something that needs to be better next time.

I review what we did during our whole group lesson. "*Today we learned to take a survey and organize the information on a graph. **Tomorrow, we are going to read a story about data collecting and graphing, and complete another survey of our classmates.*"

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- LESSON 1: Math Centers - Graphing and Review
- LESSON 2: Collecting Data- Counting Pictures
- LESSON 3: Collecting Data- Counting Pictures Day 2 Review
- LESSON 4: The Very Hungry Caterpillar Graph
- LESSON 5: Rooster's Off to See the World Graph
- LESSON 6: Why Use a Graph? Day 1 - Using 2 Different Color Objects
- LESSON 7: Why Use a Graph? Day 2 - Using 3 Different Color Objects
- LESSON 8: Graphing- Using a Survey Day 1
- LESSON 9: Graphing- Using a Survey Day 2
- LESSON 10: Math Centers - Measurement and Review
- LESSON 11: Measurement- Comparing Length Day 1
- LESSON 12: Measurement- Comparing Length Day 2
- LESSON 13: Measurement- Comparing Length Day 3
- LESSON 14: How Do We Measure? Comparing Weight Day 1
- LESSON 15: How Do We Measure? Comparing Weight Day 2
- LESSON 16: Measurement- Comparing Height Day 1
- LESSON 17: Measurement- Comparing Height Day 2
- LESSON 18: What Have We Learned? (Graphing and Measurement)