Collecting Data- Counting Pictures Day 2 Review

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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 objects and pictures 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:

Look at the two graphs. What comparison questions can you ask about the two graphs?

This is a bit of a different kind of problem of the day.  I am looking for the students to come up with questions not answer a question.  I designed this problem to get the students thinking about all of the kinds of information that we can look for on a graph.  Some possible questions:  How many red are there?  How many blue?  How many green?  Who had more red?  Which color had the most?  Did the girl have less red or blue?  I encourage the students to ask more comparison questions than just numerical amounts.

Presentation of Lesson

25 minutes

I have the students sit on the perimeter of the carpet.  I show the Shape House on the SMARTBoard.  I have the students help me create a graph of the shapes used on the house.

This house is made of many shapes.  How can we figure it out how many of each shape there are? 

I have students come and help me count the shapes and color boxes in on the graph. 

How many squares are there?  How many triangles?  Are there more squares or triangles?

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 Shapes worksheet.

You are going to be doing this paper on your own.  When you get back to your seat, 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 shapes.  Then color in the graph.

This paper is very similar to the one you did yesterday.  Today I would like you to try to work on it on your own.  When you are finished, talk to your partner about your graph.

I walk around to see if students are marking them off the shapes as they count and coloring the boxes.  I listen in on student discussions and encourage them to use comparison words when discussing their graphs.  When they finish, I tell the students that they can put their paper in the basket and get their center.


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.


5 minutes

To close, I put a student's paper on the document camera a project it on the SMARTBoard.  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 how we can use this new skill when reading a story."