TCU Box 297900

LESSON PLAN Fort Worth, TX 76129

817.257.7690

DEVELOPING EFFECTIVE, ETHICAL EDUCATORS WITH A PASSION FOR LEARNING.

Wolchko Ally A Date: September 23, 2022

TCU Clinical
Teacher Time / Mathematics
Last First Middle Period Instruction

Subject / Area Bar Graphs Grade Level 3rd Grade

TCU Field Supervisor Ms. Johnson/ Dr. Hile School Alice Carlson

Cooperating
Mrs. Cara District FWISD
Teacher

Lesson Learning Objectives

Objective(s) • Students will be able to identify how data are sorted into categories based on similar
attributes
• Students will be able to read and interpret bar graphs
• Students will be able to use and interpret a scale on a bar graph with intervals larger
than 1

Vocabulary
• Bar graph
• Double-bar graph
• Key
• Scale
• Interval

TEKS - §111.5. Mathematics, Grade 3

(8) Data analysis. The student applies mathematical process standards to solve problems by
collecting, organizing, displaying, and interpreting data. The student is expected to:
(A) summarize a data set with multiple categories using a frequency table, dot plot,
pictograph, or bar graph with scaled intervals

(8) Data analysis. The student applies mathematical process standards to solve problems by
collecting, organizing, displaying, and interpreting data. The student is expected to:
(B) solve one- and two-step problems using categorical data represented with a frequency
table, dot plot, pictograph, or bar graph with scaled intervals.

 Summary of Guess My Rule (10 minutes) - Whole Class

Tasks / • Choose a rule that involves something that students are wearing such as: !wearing ath-
Actions letic shoes."
• Students suggest other students who fit and do not fit the rule; if their choices are cor-
rect, those chosen students join the "fits the rule" group or "does not fit the rule" group.
• By inspecting the two groups, students determine the rule.

Introducing Bar Graphs (20 minutes) - Whole Class

• Teacher will spend a few minutes reviewing bar graphs with the whole class: !In our last
session, we looked at some of the ways you showed our data for "Places We Like Too..#$
Some of you may have used a list, others may have used pictures, and others used a
bar graph to show how many students were in each category. We are going to look at
this kind of graph together.”
• Teacher will display presentation
• Teacher will gather data from the class about a simple question.
• Choose a question that results in a small number of categories (not "favorite television
show"
• or another question that generates many different responses).
• Using the question "How do you get to school?" is suggested because students look at
data about this question in the next activity.
• However, if all of your students get to school the same way (they all walk to school or
they all ride a bus, for example), choose a different question. Questions you can use for
a simple 2-category bar graph include "Are you wearing red?," "Are you wearing
stripes?," or "Are you wearing sneakers?”
• Collect the data using tallies.
Example:

Tallies are an easy way to keep track as data are collected. Make sure that students
•
understand that you count 5 for each group of tallies.
• Teacher will display the second screen of the Teacher Presentation (or use $17).
• Create a bar graph to show the data. Use a vertical scale with intervals of 2. (Bring
graph paper)
Example:

Ask students the following:

• What does this bar show [point to bar labeled "Wearing Red"]?
• What does the other bar show?
• What do these numbers up the left side mean?



 Materials,
Equipment & Guess My Rule (10 minutes) - Whole Class
Technology • No materials needed

Introducing Bar Graphs (20 minutes) - Whole Class

• Teacher Presentation provided by Mrs. Cara
• Graph Paper

Comparing Doubles With Bar Graphs (40 minutes) - Student Pairs

• Student Activity Book pp. 73-75



 Resources • Introducing Bar Graphs Teacher Presentation

• Differentiation: Supporting A Range of Learners - INTERVENTION

• Scaffold a Solution: If some students are having difficulty seeing how this graph shows
two different schools, work with them to focus on one school at a time.
• ENGLISH LANGUAGE LEARNERS
• Provide Vocabulary Support Point to and read the title of the bar graph. This bar graph
compares how students from two different schools get to school. Point to the black
bars. These bars represent the students at Lincoln School. Point to the orange bars.
These bars represent the students at Parks School. Point to the numbers. These numbers
show the total number of students. Have partners discuss intormation.

• More:














 Assessment(s)
ONGOING Assessment
• Students continue to develop their descriptions of data by interpreting a bar graph
showing a comparison of two groups.
• Can students figure out which school each bar represents?
• Can students read how many students are represented by each bar?
• Can students use the information in the graph to compare the two schools?
• Do they describe the differences between the two schools (for example, that most
Parks students walk to school and that most Lincoln students do not walk)?
• Can students use information in the graph to answer "how many more" or "how many
fewer" problems?

Extensions or Session Follow-Up: Review and Practice - Daily Practice and Homework
Enrichment • Materials: Student Activity Book pp. 76-77

• DAILY PRACTICE: For ongoing review, have students complete Student Activity Book p.
76.

• HOMEWORK: On Student Activity Book p. 77. students read and interpret data from a
bar graph