What is your favorite pet?
Lesson 2 of 7
Objective: SWBAT create a bar graph to match a data set. SWBAT analyze the graph to find 3 pieces of information the graph shows them.
Objective and Hook
Review: I'll review what we have been learning.
Yesterday we used a graph to show how our class felt about Little Bear. We thought about what things this graph told us about how our class feels about Little Bear?
Connect: I'll connect what we are learning today to real world math.
We can use graphs to show us information in a picture. We can use this to track all sorts of things in real life! (Give real life example)
Your thinking job today is: How can I create a graph based on data? What does this graph tell me?
Class Data Collection
Every graph has a question it is trying to answer. We call it a survey question. My survey question for you today is: What is your favorite kind of pet?
Look at my graph that I made to record this data. What are the 4 choices? How do you know?
- Dog, cat, fish, and frog are our 4 choices. I see all of them on the bottom.
I'll point out the bottom of the graph and scan the choices that are listed there. I'll also point out that sometimes the choices are listed on the bottom of the graph, and sometimes they are listed on the side.
After collecting the data in numbers, I'll present it to the class. I'll model reading the data and numbers to tell the class how many votes each animal got.
Now I need to record this data, or information, on my chart.
Guiding questions to ask:
- 7 people voted for this animal. Where will I record that data on my graph?
- When I color in one box, what does that one box represent? 1 what? Was my question, “How many boxes”? No! (One box represents 1 person who voted)
- Does the graph match my data? Let's check to be sure.
For my think aloud today, I'll focus on a more difficult analysis (total number of votes) to start the discussion.
Think Aloud: "Now stop and think: What does this graph tell me? When I look at this, what do I know right away? Yesterday, we thought about how many votes each story got. We thought about how our data showed our class’ favorite story and our class’ LEAST favorite story. On this graph, I see that _____ people voted in all. I know ___ people voted in all because I counted all of the colored in boxes. I'll list that on my chart as 1 thing we learned about our class."
Partner Talk: What is 1 thing you could write about this graph?
I'll give students 5 minutes to write as many things as they can about what this graph is telling them. When they finish, we are going to come back together and make a big list of things we know about our class because of this graph. This is aligned to the CCSS emphasis on writing across the curriculum; it also aligns to the push for student independence.
Data Analysis and Share
After students generate their own analysis, I'll bring students back together.
Partner Talk: Tell your partner some of the things you learned about our class from this graph.
As students discuss, I'll jot down 1-2 things I have already heard. Then I'll have students chorally read them together.
I'll being the class discussion to generate a list of things we are learning about our class: "Now let’s think about what else we know! We will add all of that information on this chart and then read what we learned about our class together."
Prompting Questions if kids get stuck:
After creating this running list, we will hang our chart in the shared reading center so students can revisit it and read what we learned from our graph later.