How Many Siblings Do You Have?

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Objective

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

Big Idea

My students need continuous practice with building graphs and comparing/contrasting information on the graphs. Here they will use their family tree to build a graph and find how many in all along with how many more or less.

Rev Them Up

5 minutes

My students will play a game of "Cross the Line." I will place a strip of masking tape down on the floor, long enough for my entire class to stand with their toes behind the line, side by side. I will state a problem with the answer. If they think it is correct, they should step over the line. If they think it is incorrect, they should stand still.  This game can be used for any topic, and my class loves it. Today, I will use it for reviewing counting with the following example problems:

  • When I am counting, 32 comes after 31. (step over)
  • When I am counting, 78 comes after 82. (stay still)
  • When I am counting, 93 comes after 92. (step over)
  • When I am counting, 45 comes after 46. (stay still)

Whole Group Interaction

20 minutes

Need: white construction paper and 6" sentence strip per student; Blank Venn Diagram labeled brother, sister, both, neither (underneath)

Today, my students will be collecting data using a Venn Diagram. The question my students will be examining is "What kind of siblings do you have?" The categories on the Venn diagram will be brother, sister, both, and neither. The neither is a fourth category and does not naturally fit on a Venn diagram, so I will have it written underneath and off of the Venn diagram. I have taught my students that we use a Venn diagram to compare/contrast two topics. We write what the two topics share in the middle where the circles intersect. We use the outside of each circle to write what fits in that category only.

As I discuss collecting their data and readying them to build their graph, I will use terms such as: data, more, less, same, different, category, and collect. The Venn diagram provides them with an organizational tool for their data. It is important for first graders to have multiple opportunities to collect and organize data to answer questions pertaining to it. (1.MD.C.4). Here is our completed Venn Diagram Data. I will pre-cut ovals from the construction paper, so that all are the same size and I will know they will fit on our diagram.

Instructions are simple: decorate their oval to look like them, write their name on the sentence strip and glue it to the bottom of their face. When this is complete,  I will tell them:

Students, I will be calling you up a few at a time to tell me what kind of siblings you have. Maybe you have all sisters or just one brother, maybe you have one of each, or maybe you have none. You belong in one of these categories and we will place it together. When we are finished I want you to look at the diagram and begin thinking in your head what is the total number of data points that we have? What category has more? What category has is less? Is there anything that is the same?

Here is a video of our diagram discussionStart calling your students up and have fun!

Independent Practice

10 minutes

Need: Print the bar graph and question sheet and copy for each student

I will have my students view the Venn diagram we created in the Whole Group Interaction section and transfer that data onto their bar graph. I will have them do this on their own because transferring data from a visual to a graph helps them focus on and understand the data on a deeper level.

The questions that students must problem solve for the graph require them to focus their attention, formulate ideas and test those ideas. They must determine which categories each question is focusing on and eliminate others. They must compare some categories together and try alternatives if their assumptions are incorrect. My first grade students are slowly becoming conscious of what they know and are capable of (MP1). My students have completed several bar graphs and answered related questions already. This lesson will further their self-confidence in building and analyzing bar graphs.

While they are working I will walk around and check for accuracy. After everyone is finished I will pull the graph up on my SmartBoard and have them tell me what needs to be colored in for each bar category. Next, I will pass out the question worksheet. My students have worked on bar graphs before and I feel will be successful at answering the questions. I will read them one at a time and have them fill in their answers on their own. Here is a picture of student work.

Closure

5 minutes

I want to see how my students are feeling about data and graphing while also giving students a chance to discuss math concepts we've been learning, so I will pose this question to my groups: What was the most challenging thing about today's lesson? 

Each group will have 1 minute to discuss and pick a representative to explain to the group what they talked about. I will call on my 5 representatives to share what the most challenging or difficult thing was for today's lesson.