Basic Productivity Tools (BPT)

Lesson Idea Name: Measurement, Data, and Graphing

Content Area: Math
Grade Level(s): 2nd grade
Content Standard Addressed: 2.MD.D.10: Draw a picture graph and a bar graph (with single-unit scale) to
represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems
using information presented in a bar graph.

Technology Standard Addressed: 3- Knowledge Constructor

Selected Technology Tool: Excel

URL(s) to support the lesson (if applicable): Microsoft Excel

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): I will make this lesson accessible for everyone by allowing the students
to create their bar/picture graph the way that they would like to so that they are engaged in the lesson. I will
also read the objectives for this lesson to the students and have them analyze the objectives and put them
into their own words so that the students are clear on what is expected of them.

Lesson idea implementation:

To begin this lesson, I will review with the students about different types of graphs and how they are
created, but they should have prior knowledge about the graphs. For this lesson, students will be given a list
of four animals (dog, cat, fish, and horse), and they will be given the instruction to ask their friends and family
which of the four given animals is their favorite. After finding out what their friends and families’ favorite
animals are, they will create a bar graph or a picture graph that depicts their results. Once their bar graph is
complete, the students will compare their bar graph/picture graph with their peers and describe how they are
similar and different. This lesson will take approximately 3 days’ worth of math time (about 1 hour a day).
While the students are creating their graphs, the teacher should be walking around and giving assistance to
students who might need it. The teacher should also lead the discussion of the students with their peers
asking the students how their graphs compare to their peers.

Reflective Practice: I believe that this lesson allows the students to have voice and choice by allowing them to
choose what type of graph that they will create, a bar graph or a picture graph. To extend this lesson, the
students could create a more complicated graph using Excel, maybe a pie chart, or the students could add
more categories of animals.

Spring 2018_SJB