Graphing- Using a Survey Day 2

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Students will be able to survey their classmates and create a graph to show and analyze the results.

Big Idea

Who's Got Spots? is a book about students with the chicken pox. It shows examples of how we can gather and organize data. The students will then work with the classmates at their table to survey number of vowels in their names.

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:

What is your favorite pizza topping? Make a class graph based on everyone's favorite pizza toppings.

For this problem, the students are conducting a survey similar to what we did in the lesson yesterday.  On the Notebook file, the students can just drag the pizza into the correct box.  If you do not have a SMARTBoard, you can use the PDF file.  You could also have the students solve the problem by using manipulatives or pictures.

I have each student come up and work on this problem.  I have one student discuss what they learned from looking at the graph by using comparison words.  I have the class tell if they agree or disagree by showing a thumbs up or thumbs down.  I am also looking for students to explain how they can check their work. (Mathematical Practice 3: Construct viable arguments and critique the reasoning of others).


Presentation of Lesson

25 minutes

I start this lesson by reading Who's Got Spots? by Linda Williams Aber.  While reading, we discuss how the characters in the story are conducting their survey and how they are representing the data. Check it out here.

I tell students that they are going to be taking their own survery and organizing some of their own information on a Vowels in Name Graphing worksheet.

You are going to be doing this paper with your table.  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

The first thing you need to do it find out how many vowels are in the name of each person at your table.  Then you need to color a box for that number on your graph.  When you are finished discuss what you learned from your survey and graph.

I walk around and make sure that students are correctly collecting infromation and coloring their graphs.  I tell the students that they are finished discussing their graph, 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 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 learn about some new centers."