1. Topic Of Lesson Plan-
|
| Graphing in the Form of Bar Graphs |
| |
|
2. Lesson Content-
|
Learn the contents of a bar graph
Make&Give surveys
Look at data
Total survey responses
Draw bars on graphs including the axis' titles.
Explain what it all means for later use. |
| |
|
3. Goals And Expectations-
|
1.Know/Recognize the components of a bar graph (axis').
2. Create&Conduct a survey for bar graph data.
3.Create a bar graph based on collected data. |
| |
|
|
4. Objectives-
|
1. Recall the bar graph information from "Lemonade for Sale", then
give skittles example for hands-on.
2.Create and Conduct Survey
3. Record data on their own bar graphs with their survey results. |
| |
|
5. Materials and Aids-
|
| Skittles, Dry Erase board, Overhead projector, Tiger Book (possibly),
any photocopied pages, survey paper and pencils |
| |
|
6. Methods Used and Procedures-
|
|
A. Introduction-
1. Ask for prior knowledge about "Lemonade for sale" from the tiger
book, in regards to bar graphs.
2. Explain that bar graphs help us see and compare totals for different
parts of a data collection like in the story (give examples of days
with taller and shorter bars).
3.Explain that we can do factual amounts (such as the skittles)or
survey amounts (for class favor/opinion). |
| |
|
|
B. Development-
1. Model a skittles example of colors counted and represented on
a bar graph.
2. Next, jot down some ideas that students could make survey questions
for and give them a few minutes to do so then share.
|
| |
|
|
C. Practice-
1. Let one created question at a time be answered by all kids in
a survey form then have individuals sort them.
2. Draw up a sample graph and ask question to have students help fill
in the bar amounts.
3. Have an explanation about what our results tell us. (More or less
people liking one thing over the other) |
| |
|
|
D. Independent Practice-
1.Provide a personally created survey question on the board and
have the students give responses on sheets of paper
2. As I count the results have them independently set up the axis'
of the bar graph so they are ready to fill things in once results
are told.
3. Allow them to independently fill in their graphs with the surveyed
information I have written on the board/overhead. |
| |
|
|
E. Accommodations For Students-
1. Additional and or more personal examples may need to be made/done.
2. More visual aids (drawings) can be done to enhance understanding
|
| |
|
|
F. Checking for understanding-
1. Review by asking what the axis' titles are, and where to put
them.
2. Have someone share a copy of their independently made bar graph
up on the overhead.
3. Discuss what a bar graph helps us do/find out. |
| |
|
|
G. Closure-
1. Ask if everyone is feeling good about making survey questions
and finding total amounts of things and recording them in a graph.
2. Explain that today was just a short introduction to graphing, and
that they will learn more about making graphs later in the year and
well into other grades.
3. Possibly mention that there are many other types of graphs to record
data, but for now, our bar graph creations work just fine! |
| |
|
7. Evaluation-
|
| 1. Students will make bar graphs for given data sets. |
| |
|
|