Today's Problem of the Day:
Make a graph to show the number of students with blue shirts and the number of students with white shirts. Which group has less?
The students can use the blue and white shirt images with infinite cloner to create a class graph. All students participate in creating the graph. I call up one student to count the blue shirts and write the number and one student to count the white shirts and write the number. I call on an additional student to answer the question about which group has less. If you do not have a SMART board, you can use the pdf. Students can mark off a box to create the graph. You can also create your own clothing graph. This graph worked for my class because we wear uniforms and top needs to either be blue or white. If your students do not wear uniforms or wear other colors, you will need to adjust this problem.
In this problem, the students organizing information and comparing the number in each group.
I project the Rooster Off to See the World Notebook File on the SMART Board. The slide shows the animals that join the rooster. I show students the book Rooster Off to See the World by Eric Carle. Check it out here.
The rooster wants to leave his home and go off and see the world. We are going to read the story and create a graph to organize the animals he meets.
I read the story and have students come up and work on the graph as we read. When we are finished, I tell students that they are going to be sorting and organizing some other animals and showing it on your own Farm Graph. This graph is a free download from Teachers Pay teachers.
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.
Count the animals. Color the graph. Write the numbers.
You need to count each animal, color that number of boxes on the graph and write the number. Please also fill in the blank at the bottom. Raise your hand if you need help. When you are finished talked to your neighbor about what you can learn from looking at this graph.
I walk around and make sure that students are correctly sorting and creating 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.
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.
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 creating 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 from a story on a graph. Tomorrow, we are going to look at some other things to graph!"