## Classroom Video: Relevance - Section 1: Introduction/Hook

*Classroom Video: Relevance*

*Classroom Video: Relevance*

# Building our Own Bar Graphs (Part I)

Lesson 2 of 4

## Objective: SWBAT build bar graphs using raw data

*55 minutes*

#### Introduction/Hook

*10 min*

Before students come to the rug for math, I write the following question on the board:

**How do you get home from school? **

I then post a picture of a bus, car, bike, and a walking person beneath the question.

As students come to the rug, I hand them each a sticky note. I ask them to put their sticky note underneath the picture of how they get home from school.

*Now we are going to tally how we get home. *

Using the information provided by the post-it notes, I have the students help me to create a tally chart. (This is a review from yesterday's lesson).

#### Resources

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#### Introduction to New Material

*10 min*

*These sticky notes look really disorganized to me and it isn't easy for me understand which mode of transportation has the most children or which has the least. *

*Turn and talk: How could I organize these sticky notes so it would be easier to read? *

Students might suggest stacking the sticky notes on top of each other or stacking the sticky notes into lines.

After students have shared with their teammates, ask a few students (2-3) to come up and model how they think the stickies should be organized and why.

I select students whose intuition was to organize the data into stacks so it's easy to compare the categories. When students have organized the stickies in this fashion, I say:

*You have just created a bar graph! **Our bar graph has two lines. We call each of these lines an axis (*point to each axis).

*This axis tells us the number of students and this axis tells us the modes of transportation. .*

**Turn and Talk: **** How is our bar graph similar to our tally chart?**

I want students to identify that the numbers are the same between the bar graph and the tally chart.

**Turn and talk: How many students does each sticky note equal? **

I want students to identify that each sticky equals 1 person since each of them put one sticky on the board.

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#### Guided Practice

*10 min*

*You are going to work in groups to tally objects and make a bar graph. *

I hand each group a bag of objects that can be easily sorted (cubes, shapes, beans, etc.)

*In your groups you are going to (1) sort your objects, (2) make a tally chart, and (3) make a bar graph. *

Depending on student readiness, I could do a "fish bowl" model here where the teacher and the students model the process so that students have a clear picture of what it means to be successful at this project.

Students should be in groups of 3 and groups should be heterogeneous. Groups of three are small enough that students will get quite a bit of hands on practice. I make the groups heterogenous so that students will be able to support each other in finishing the task.

As students work, I circulate to check work and ask guiding questions.

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#### Independent Practice

*15 min*

During the independent practice, students will work independently to tally a group of drawings and build their own bar graph.

As students work, I circulate to check for understanding and ask guiding questions:

**1) Why did you set up your tally chart like that?**

**2) What are you doing to make sure your work is accurate? (MP6) **

**3) How do you know your work is accurate?**

**4) How does your tally chart represent your bar graph? **

When finished, I have three students share their independent work, explaining how they approached the problem and what steps they took to make sure their work was accurate.

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#### Exit Ticket

*10 min*

As a final check for understanding, I give students an exit ticket. As students take the exit ticket, I circulate to determine student understanding and take notes on any common misunderstandings. I will work to address these common misunderstandings during tomorrow's math class.

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