Basic Productivity Tools (BPT)

Lesson Idea Name: Everyone Has a Color

Content Area: Math
Grade Level(s): 3rd
Content Standard Addressed: MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent
a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems
using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the
bar graph might represent 5 pets.

Technology Standard Addressed:

6a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation
or communication.
Selected Technology Tool: Excel

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

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):

This assignment may support UDL in the following ways:
 Vary the display of information in a flexible format including
o The size of text, images, graphs, tables, or other visual content
o The contrast between background and text or image
o The color used for information or emphasis
o The volume or rate of speech or sound
o The speed or timing of video, animation, sound, simulations, etc.
o The font used for print materials
 Provide alternatives for physically responding or indicating selections (e.g. to marking with pen and
pencil, to mouse control)
 Provide tasks that allow for active participation, exploration, and experimentation

Lesson idea implementation:

The teacher will introduce graphing by showing the students different types of graphs and explain why
they are used (line graph- show change over time, bar graph-represents categorical data, etc.). The teacher
will then focus on bar graphs to be the first to be learned about. The class as a whole will create their own bar
graph with the guidance of the teacher based on the question “How do we get to school?”. The teacher
should demonstrate how the students in the process of collecting evidence by using a tally chart to collect
each person’s answer; this should be displayed on a board or projector for everyone to see. Using Excel, the
teacher should then show the students how to set up a bar graph (draw and label the axes) once all of the
students have given their answer to be put in the tally chart. The teach should also deomonstrate how to
draw the bars into the bar graph so that they correspond to the data the class collected.
Individually, the students will be given the question “What’s your favorite color?” and they must
demonstrate the process of creating a bar graph using Excel that is on their student laptop. The students
Spring 2018_SJB
 Basic Productivity Tools (BPT)
should use the graph they create to answer a dew questions that will be on the board. The file will be saved
onto the class’ dropbox account so that the students may see the difference from their graphs to their
classmates.

Reflective Practice:
The students should be able to take the skill they’ve learned and apply it to other subjects, such as social
studies or science. The students may also extend their knowledge by creating a new graph with the same data
(i.e. use a pie chart or histogram instead of a bar graph).

Spring 2018_SJB