For this lesson, you will need a copy of the classroom book, Fast Food Freddie, included as a PDF. Print the file on a color printer. I laminate the pages for durability and bind it with a comb binding machine. Book rings would also work well.
A note on vocabulary: Even though the word "less" refers to mass and "fewer" refers to quantities, I use the words interchangeably with my students because both words are used in assessments that my students take. The word "fewer" is confusing for my English Learners so I like to use both terms.
I gather my students around my big chair and begin a conversation to help them build connections to the text. I ask them, Do you know what a fast food restaurant is? That's right. It's like a McDonald's. Have you ever been to one? I give them time to share and then I continue.
I read the title. The title of our book is Fast Food Freddie. Let's read to find out what happens in our story. I read the first page. This is Fast Food Freddie. He owns a fast food restaurant. There are so many things on the menu, I don’t have room for it all. I think we should ask people what they like. We discuss what a menu is and why Freddie might need to adjust the number of items on the menu.
We continue with the next page. So Freddie started asking the customers what they like best. He used graphs to compare their answers. I read what is in the speech bubbles to the students, using a variety of voices.
We then turn the page and I read. He asked the customers what they liked best, ice cream or cookies. What has the most? The students and I count the items on the graph. We decide which one has the most. I read, I guess ice cream stays on the menu. Goodbye cookies!
We continue reading the book going through the remaining graphs. Each time I have the students count the spaces on the graph with me and we determine the one who has the most.
We get to the end of the book and I read, Freddie has a new menu and the customers are happy! I read the text in the speech bubbles. I then read, Some are REALLY happy! I explain to the students why the chicken is happy.
We then move over to the interactive white board for the instruction portion of the lesson.
For this portion of the lesson, I use my Smartboard. If you have a Smartboard, the file can easily be downloaded and opened. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express. Click here to download. There is also a PDF of the slides so you can recreate this part of the lesson.
I gather my students in front of the Smartboard. I have cards with each student's name printed on. These cards are used for selecting who will come up to the Smartboard.
Again, the lesson is similar to the previous day. I want to continue to expand upon the students' introductory knowledge of graphs.
I open the first slide (Smartboard Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques (Click here to learn more about SIOP). I read these objectives aloud for my students.
I can survey people to make a bar graph. I can get information from the graph.
I can tell a friend information from a bar graph.
Slide 2: Do you remember Fast Food Freddie? He asked people questions about what they like. He did a survey. A survey is when we ask people questions about what a person likes or does or has.
Slide 3: When we do a survey, we can only ask each person one time. I point to each person's face on the slide.
Slide 4: We must record their answers in the correct place. We have to be careful to make sure we are recording the information correctly. (This focuses on attending to precision)
Slide 5: Let's try doing a survey together. What do you like best, cookies or ice cream? I call ten students up to the Smartboard and have them form a line. I have students move a rectangle into the graph. I put a check mark in the first box and I tell the students, I can keep track of how many students have answered the question by putting a check in the box When the boxes are full, I have asked enough people for this survey. When we are done we discuss the results. I invite someone to come up and circle the response that has more. I say, More children like ice cream than cookies. I have them repeat the sentence.
Slide 6 & 7: We continue in the same fashion as slide five for these two slides. I ask questions about which item do more or less children like.
Slide 8: Turn and Talk Time The students get with their assigned Turn and Talk partner. Turn and Talk. I say, I asked ten friends what they liked better, milk or juice. This is the way my survey turned out. What can we say about the survey? I give the students time to talk to their neighbor. This gives the students a chance to build their math vocabulary. I call on the students to learn their response. I hear, "They are the same." I ask the students what is another word we can use that means "the same". That's right! Equal. If the groups are the same we say they are equal. Say that after me, "The two groups are equal." The students repeat the sentence. We move back to our seats for guided practice.
For this portion of the lesson, you need copies of the Survey and Bar Graph activity sheet included as a PDF with this lesson. I duplicate them back to back.
I distribute the sheet to the students and ask them to write put their names on the top of the paper. I then ask the students to put their pencils down.
I say to the students, We are going to do take a survey and fill out our own Bar Graph just like Fast Food Freddie. We will be doing two surveys, so everyone will get a chance to answer a survey question.
For our first survey, we are going to find out if more students like apples or bananas. We will put an X in the box that is above their choices and the put a X in the small boxes to the side. When every box has been checked, we will know that we are done with our survey. To make it go a little faster, we will just put an X in the box. If we have time, we can go back and color the boxes that have Xs in.
Okay, let's start on this side of the room. Alexander, what do you like best, apples or bananas? Alexander likes apples best, so find the picture of the apple on your graph. Put an X in the box right above the apple. Now put an X in one of the little boxes on the side. Mason, now it is your turn. What do you like best, Apples or Bananas? Apples. Okay, everyone, lets put an X in the box right above the apple. Now put another X in the small boxes. Are we done with our survey yet? No, we still have boxes to fill in.
We continue completing the survey in this fashion until all the small boxes are filled in. When they are, I ask the students some questions about the survey. What did more people like, apples or bananas? That's right more people like bananas. Can you tell me how many more. Look at your survey and see how many boxes don't have partners. That's how many more people chose bananas than apples.
We do the exact same thing with the other survey on the backside of the activity sheet asking the students which one they like better, cupcakes or cookies. When it is completed we again discuss the results as a class.
For this part of the lesson, you will need the Student Survey Two Items. The students will also need something to write on as they move about the room. We use the back of our personal whiteboards. Clipboard would be great if you have them.
I tell the students, you are now going to be doing your own survey and filling out a bar graph. You will ask your friends what they like better, milk or juice. Every time you ask a student what they like, you will put an X in one of the small boxes. When all of the boxes are full, your survey is done. I then want you to circle what one more students like. When you are done with that survey, they you can begin the second survey. Ask the students what they like the best, french fries or potato chips. Again, you will put an X in the little boxes so you know when it is time to end your survey. Circle the one that more children like.
The students begin their surveys, circulating around the room. I watch how they are filling out the forms, making sure they are starting at the bottom and working up. I also monitor to make sure that they are filling out the boxes on the side so they know when to end their survey.
As they complete their survey, they bring it to me. I ask them some questions about their survey, which one did more students like and which ones did less or fewer students like. They then put their completed surveys in their mailboxes.