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September 22, 2014

Introduction to Graphs: Sandwiches and Subjects


I.

Purpose:

II.

Math 4.14- The student will collect, organize, display, and


interpret data from a variety of graphs.

Objectives:

III.

I want my students to understand the importance of graphs,


and how they can be very helpful.
Exposure to graph types and parts, and the emphasis on
knowing them all, especially for testing purposes.

The students will be able to collect and display data after


classroom investigation, with at least 80% accuracy.
The students will collect data, use tally marks, organize
findings, chart/graph results, and label the parts correctly.

Procedure:
a. Introduction:
Today will begin on a positive note, and that will be with me
telling my students how proud of them I am for doing so well
on their place value assessments.
I will then ask them what they know about charts, and we will
do a verbal version of a KWL chart.
Afterwards, I will explain to them what we are going to be
doing. I will pass out sheets to everyone face down, and I will
tell them that no one can flip their paper over until I say.
One side of the room is going to have a bar graph, and the
other side of the room is going to have the same information,
but displayed in text form.
I will tell them that I am going to ask them questions and take
not of who raises their hand first to answer, but that they
cant raise their hand until they know the answer.
I will ask the questions: what kind of sandwich was preferred
by the most people, what kind of sandwich was only preferred
by two people, and what kind of sandwiches did Oliver prefer?
As the student raises their hand I will tally which side of the
room was quickest.

After I will ask the students why they think the side with the
graphs were so much quicker (at this time they wont know
they were given different papers)
We will make observations and discuss how although it wasnt
fair, for the sake of the experiment it proved its point.
I want the students to understand the importance of graphs,
how they display information, and how they can be quickly
read and analyzed.
We will end this activity by going over the different parts of
the bar graph, including: title, labels, x-axis, y-axis
I will show the students how to correctly label a bar graph and
will do an example on the PB so that they are prepared for the
following activity.

b. Development:
For our whole group activity today, I am going to let the
students survey one another.
They are going to collect data on everyone favorite subject.
I will provide the worksheet, so all they have to do is use tally
marks to record votes.
I will go over the entire sheet and what they are expected to
do, and then I will pass it out.
The kids will get up and start asking one another their favorite
subjects, upon which I will emphasize the importance of
telling everyone the same answer so the data matches up.
After a few minutes and I gauge most people have gotten all
of the answers, we will transition back to our seats, and I will
allow anyone who missed anything to fill it in as we go over it
aloud.
I will also chart the data as we go over it so that I have it for
my record.
After we come to a consensus, everyone will turn that data
into a bar graph.
We will label all of the parts of the bar graph together, but
then they will be responsible for the actual bars and coloring.
This is the first activity, so I dont want to make it too difficult.
c. Summary:
Once they complete their graph and it is colored and labeled
correctly they will raise their hand.
I will collect their graphs, and they will work on something
that needs to be finished.
If they have no work to catch up on, then they will take out
their snack and read quietly.

IV.

Evaluation Part A:

The finished bar graph worksheet with data and graph collected and created
by each child to represent the classes favorite subjects.
V.

Evaluation Part B:
September 26, 2014
Mustache You a Question and Stations

VI.

Purpose:

VII.

I want my students to understand the importance of graphs,


and how they can be very helpful in displaying many types of
information.
To determine when to use different graph types.
Allowing students to apply the skills theyve learned to real
life by creating their own surveying question, collecting data,
and creating their own graphs.
Math 4.14- The student will collect, organize, display, and
interpret data from a variety of graphs.

Objectives:

The students will apply graphing concepts through in class


surveying and data entry and graph creation with 100%
accuracy.
The students will get hands on experience investigating place
value and graphing concepts though: review, fact fluency,
web based activities, small group work, and interactive
graphing and rounding games. (AND have fun while doing
it!!)

VIII. Procedure:
a. Introduction:
I am going to start math by telling the students that today we
are going to do things backwards. They are going to do a
round of stations, and then we are going to start our math
activity.

After a brief overview of what we should be doing at stations,


I will go to the board, read aloud the students names, and
then let them go to their stations.

b. Development:
After the round of stations is over I will have the students go
back to their seats.
I will recap all weve talked about with graphing, and give
them their next assignments.
Each student is going to think of a question that they want to
survey the class with.
After every student comes up with a question they also must
think of three choices and provide a fourth with the answer
none of the above or something similar.
I will go around the room and make sure that no one has the
same question, because we want everyone to have their own
unique graph.
The assignment entails the students surveying one another,
and using the data they created and collected to make a
graph on the computer.
The graphs will all be different and have fun colors and
graphics.
Each child is also going to take a picture with a mustache on a
straw, which will be edited onto the graphing page.
Mrs. Hundley and I are going to print the finished graphs and
display them in the hallway with, I mustache you a
question!
Not only will it be super cute, but also they will be applying all
the graph concepts learned thus far.
Only the written portion of this assignment will be done in
class on Friday, because on Monday we will have COWS and
everyone will be able to access a computer to create their
graphs!
There arent many guidelines or limitations to this project, but
each child must be creative, unique, and have fun. (In a safe
and appropriate manner of course)
c. Summary:
After we do the first half of our mustache assignment, we will
finish math with some project pink time.
I will allow project managers to get their things and go to their
meeting place in the room.
Once all managers are in their spots I will allow the other
children to join them.

IX.

They will work as a team with low voice levels on their project
pink assignment.
After 20/25 minutes I will push the transition monkey and
have the students return to their seats for snack.

Evaluation Part A:

Observation during small group, and observation of application of


learned skills
X.

Evaluation Part B:

September 29, 2014


Mustache You a Question Graphing
XI.

Purpose:

XII.

I want my students to completely understand all of the parts


of a bar graph.
Students need to know and understand all of the parts of
creating a graph, so collecting the data, creating the graph,
and analyzing/describing the findings.
The students will also get experience with coming up with
their own surveying questions, so they will be involved in
every step of the process.
Exposure to online and computer generated graph
applications and web pages.
Math 4.14- The student will collect, organize, display, and
interpret data from a variety of graphs.

Objectives:

The students will be able to take their collected data and turn
it into a computer generated bar graph, with all of its labeled
parts.

XIII. Procedure:

I am going to have the students take out their index cards


with their questions and tally marks.
We will go over what we will be doing, and I will show them
how work through the site and how to create a graph.
They will all have the opportunity to then log onto the site and
build their own graph with the information and data they
collected.
Once they are complete we will print the graphs.
If time permits I will introduce this weeks stations, and we will
do one round of those.

XIV. Evaluation Part A:


Generated Bar Graph Print Out
XV.

Evaluation Part B: