I start class by handing out an entrance ticket that requires students to make a bar graph using raw data. As students work on the entrance ticket, I circulate to determine student mastery of graphing data.
This entrance ticket allows me to assess the mastery of yesterday's lesson on creating graphs. Many of my students will be able to complete this assignment accurately. If students struggle, that is fine--I just make sure that I note those students so that I can support them throughout the lesson.
After students finish their entrance ticket, I have 2 or 3 students share out their strategies for graphing data. Students' strategies might include shading in each box individually, counting the tick marks on the y axis and shading in, or counting by twos or fives to properly shade in the bars on the bar graph.
During guided practice, I have students work in partners to solve a bar graph problem. This problem provides students with extra practice and allows students time to work with the strategies we discussed during the introduction to new material.
When finished, I bring students together and have one or two students share out their work, highlighting their strategies for creating an accurate bar graph.
Independent practice is tiered by understanding of this skill. Since each group's task is fairly different, I divide students into groups and then explain their task to them when they are already in their group. This procedure allows students to understand what their task is and quickly get to work.
Group A: In need of intervention
Students in Group A will work in partners to tally objects like beans, shapes, or cubes (numbers 5-10), and graph the colors of those objects.
Group B: Right on track!
Students in Group B will work in partners to tally objects like beans, shapes, or cubes (numbers 10-20) and graph any attribute of these objects (color, shape, size, etc.)
Group C: Extension
Students in Group C will work with me to make a bar graph using larger numbers (10-60). This group will start discussing using the bar graph structures they already know about to skip count on the Y axis in order to scale the bar graph correctly. (MP7)
Before finishing class, I bring everyone back together and have one person from each independent practice group (A/B/C) share their work and what steps they took to make sure their work was accurate. I also use this time to address any major misconceptions and to take note of any student who needs extra practice on this skill.
NOTE: In this lesson, groups A, B, and C had very different tasks. It is inevitable that students will notice that the work that they are doing is different from the work that other students in the class are doing. In my class, I make sure students know that everyone is working in important work and that we can all learn from each other. Taking time at the beginning of the year (or at the beginning of the lesson) to remind students that we might be doing different work, but it's all important helps to build class community and allows students to learn from each other in more authentic ways.