## altogether - Section 3: Independent Practice

# Valentine's Candy Graph

Lesson 6 of 9

## Objective: SWBAT use a bar graph to answer questions about the total and how many more/less in each category.

## Big Idea: First graders need to be able to organize and interpret data. I am taking advantage of our holiday party and encouraging my students to graph their candy hearts and decipher their results.

*30 minutes*

#### Rev Them Up

*5 min*

We are using Valentine Heart Candy for today's lesson. We will begin our lesson by counting handfuls of hearts. I will walk around and give everyone a handful of candy hearts and ask them to count how many they have.

I say: *Students, we will be using our candy heart in our math lesson today. Count how many hearts you have on your desk and then tidy your desk up so that you are ready for our lesson.*

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#### Whole Group Interaction

*10 min*

My goal today is to have students look at their graphs and practice identifying the total along with how many more or less are on in each category on their graph (1.MD.C.4). I want them to be careful and think strategically towards identifying answers. They are constructing a real math model to analyze and make conclusions from. They will be using this graph information, reviewing the data, and interpreting the results (MP4). It is not enough to just guess at an answer, but they must study the graph and compare/contrast columns to identify results.

I will have my students use the candy heart bar graph available here. I will have them use the handful of candy hearts I gave them to design a bar graph. They will place their heart candy into each correct category.

Of course they will want to know if they can eat the candy, and I will let them know when we are finished with our lesson, they can eat the candy.

#### Resources

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#### Independent Practice

*10 min*

I will pass out the Valentine worksheet for my students to analyze the results on their candy heart bar graphs. The questions on this worksheet will be a challenge and spur my students to use larger numbers. I designed questions to have them not only look at their own graph results but also the results of their group members, which will require them to collaborate in their groups and develop their precise math talk. I will have them complete the first box of questions on their own, then I will have them do the second box's questions one at a time with me. I want to make sure they understand what those complex questions are asking.

You can see how some of the lesson went here as we discuss how many altogether.

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#### Lesson Closure

*5 min*

I will have my students gather together at the carpet and we will discuss our results. I will ask students to share how many they had of some colored hearts and talk about why we had different results.

Also, I will ask the following questions to extend their thinking:

*What should we do if a question ask us how many altogether for the whole group?**What was our data for this graph?**What does least and greatest mean?*

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- UNIT 1: Ordering Numbers
- UNIT 2: Building Counting Skills
- UNIT 3: Addition Strategies
- UNIT 4: Understanding Subtraction
- UNIT 5: Word Problems
- UNIT 6: Understanding Shapes
- UNIT 7: Fractions
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- UNIT 12: Understanding Time
- UNIT 13: Understanding Addition

- LESSON 1: Making a Table
- LESSON 2: Using Table Data: Time to the 1/2 Hour
- LESSON 3: Olympic Bar Graphs
- LESSON 4: How Many Siblings Do You Have?
- LESSON 5: Pattern Blocks Bar Graph
- LESSON 6: Valentine's Candy Graph
- LESSON 7: "Eye" see your pictograph
- LESSON 8: Tally Graph
- LESSON 9: Pet Bar Graphs