Why Use a Graph? Day 2 - Using 3 Different Color Objects

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Objective

Students will be able to sort objects, record the data on a graph, and talk about their graph using the words more, less and equal.

Big Idea

By sorting color tiles and representing them on a graph, students learn to create an abstract representation of a collection of objects that can be used to answer quantitative and comparison questions about the collection.

Problem of the Day

5 minutes

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:

The students in Ms. Priest's class made a graph of their favorite colors. Look at the graph. Tell two things that you learned from looking at the graph.

I create a graph, using another kindergarten teacher's name in the problem.  Using a familiar teacher's name in the problem helps get students engaged.  Many of my students have friends in the other class and get excited when they know that we are learning about the same things.

I have two students answer this question.  I encourage students to make comparisons using words more, less and equal rather than just saying, "Five students like blue."  Guiding questions may be needed such as, "What do you notice about the number of students who like blue and the number of students who liked purple?" 

Presentation of Lesson

25 minutes

I project the Organizing Real Objects Notebook file on the SMART Board.  The first slide shows a frog with blocks.

Froggy is playing with his blocks.  Now it is time to clean up, and he wants to organize his blocks.  Let's help him!  (I show the second slide.)  We can help him organize his blocks by sorting them by color.  We can sort them by color on this graph.  To help us sort, I am going to color in the pictures of the blocks to match the colors of Froggy's blocks.  Can you help sort the blocks? 

I call up students to drag the blocks into the correct row until all of the blocks have been sorted.

Sometimes we want to keep a record of the sorting and organizing that we have done.  If Froggy takes his blocks off of this graph, we won't know how many of each color he has.  What can we do to help us remember?

I call up students to drag off a block and color in the square beneath it.  I tell students that they are going to be sorting and organizing some of their own objects and showing it on a Sorting and Graphing Objects worksheet.

You are going to be doing this paper on your own, but we are going to go over the directions together.  When you get to your seat, do not touch your cup of color tiles.  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.  Prior to this lesson, I placed a plastic cup at each students' place containing several color tiles.  Each cup contains three colors.  There is at least one of each color and no more than five of each color.

Color the color tiles on this paper to match your tiles. Sort your color tiles and color a box for each tile in the matching row. Share your results with your partner.

The first thing the directions tell you to do is color the tiles on your paper to match your tiles.  You need to look into your cup and color the tiles to match the colors that you have.  When you are finished, you may start sorting your tiles and coloring the boxes.  When you are finished, return your tiles to your cup and tell you partner about your graph.  Raise your hand if you need help.

I walk around and make sure that students are correctly sorting and coloring their graphs.  As students start to finish.  I join in to conversations about the graphs.  I encourage students to make comparisons as they discuss their graph.  Once I have talked to pair about their graph, I tell them they can put their paper in the basket and get their center.

Practice

20 minutes

The centers for this week are:

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.

Closing

5 minutes

To close, I put a student's paper on the document camera a project it on the SMART Board.  I have that student explain their work.  I ask another student to share what s/he learned from "reading" the 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 sort and organize information on a graph.  Tomorrow, we are going to look at a different way to collect data for a graph."