# What is your favorite pet?

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## Objective

SWBAT create a bar graph to match a data set. SWBAT analyze the graph to find 3 pieces of information the graph shows them.

#### Big Idea

Students will think deeply about data they collected to generate sentences about the graph. This is a great culture building activity because it allows students to think about what they know about their classmates through this graph.

## Objective and Hook

5 minutes

Review: I'll review what we have been learning.

Yesterday we used a graph to show how our class felt about Little Bear. We thought about what things this graph told us about how our class feels about Little Bear?

Connect: I'll connect what we are learning today to real world math.

We can use graphs to show us information in a picture. We can use this to track all sorts of things in real life! (Give real life example)

Objective:

Your thinking job today is: How can I create a graph based on data? What does this graph tell me?

## Class Data Collection

10 minutes

Every graph has a question it is trying to answer. We call it a survey question. My survey question for you today is: What is your favorite kind of pet?

Look at my graph that I made to record this data. What are the 4 choices? How do you know?

• Dog, cat, fish, and frog are our 4 choices. I see all of them on the bottom.

I'll point out the bottom of the graph and scan the choices that are listed there. I'll also point out that sometimes the choices are listed on the bottom of the graph, and sometimes they are listed on the side.

After collecting the data in numbers, I'll present it to the class. I'll model reading the data and numbers to tell the class how many votes each animal got.

Now I need to record this data, or information, on my chart.

• 7 people voted for this animal. Where will I record that data on my graph?
• When I color in one box, what does that one box represent? 1 what? Was my question, “How many boxes”? No! (One box represents 1 person who voted)
• Does the graph match my data? Let's check to be sure.

For my think aloud today, I'll focus on a more difficult analysis (total number of votes) to start the discussion.

Think Aloud: "Now stop and think: What does this graph tell me? When I look at this, what do I know right away? Yesterday, we thought about how many votes each story got. We thought about how our data showed our class’ favorite story and our class’ LEAST favorite story. On this graph, I see that _____ people voted in all. I know ___ people voted in all because I counted all of the colored in boxes. I'll list that on my chart as 1 thing we learned about our class."

I'll give students 5 minutes to write as many things as they can about what this graph is telling them. When they finish, we are going to come back together and make a big list of things we know about our class because of this graph. This is aligned to the CCSS emphasis on writing across the curriculum; it also aligns to the push for student independence.

15 minutes

## Independent Practice

15 minutes
I'll present a set of data and tell the students it is from a different first grade class.
Directions: Show the data on the graph. Then write at least 3 things you know about this class by looking at the graph.
Group 1: In Need of Intervention
Students may need support with recording information. If needed, I'll have those students dictate it and I'll write down their analysis.
Group 2: Right on track
Students will generate 3 pieces of analysis. I'll have these students revisit the anchor chart from the share time for ideas of what to write.
Group 3: Extension
Push these kids to include 3 things they learn about that classroom AND write how our class data is different from another class’.

5 minutes