November 29th, 2012 Graphing Picture and Bar Graphs By Giovanna Giurdanella
Smallwood Drive Elementary • Amherst Central School District • Cooperating Teacher – Mrs. Karen Pierino • Second Grade • Twenty-two general education students ranging from mid-first grade to mid-third grade educational abilities. • No IEPs
Mrs. Pierino’s Class Library Field Trip
Overview • This lesson is for a 60 minute math block • The lesson was spontaneously created to extend the Pearson Education Investigation’s pocket chart tracker lesson. • Enduring Understanding(s): -A graph is a way of keeping track when we sort and count things (data). -It lets us see quickly how many things we have. -It helps us compare numbers of different things. -A picture graph uses pictures to represent the data collected and sorted. -A bar graph uses rectangles to represent data on a numbered plane.
Essential Question(s): -What are graphs used for? • Guiding Question(s): -What is a graph? -What is a picture graph? -What is a bar graph? -Which is the most? -Which is the least?
Standards Supporting Standards focus on student participation. Speaking and Listening to follow rules and collaboratively contribute to the lesson. • NYS Standards/ Performance Indicators • Standard: 2.MD.10 • Common Core Standard: Mathematics • Grade: Second • Domain: Measurement and Data • Cluster: Represent and interpret data • Standard: 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.
Objectives • Objective #1: Students sort and count objects to graph with 95 – 100% accuracy. • Objective #2: Students create a picture graph of cubes after counting and sorting them with 85 – 100% accuracy. • Objective #3: Students create a bar graph using M&Ms after counting and sorting them with 85 – 100% accuracy.
Smartboard • Students assist in counting and recording data. • Students come up to the Smartboard to add parts of the picture or bar to complete the graphs. • Students compare which are most and least represented.
Data The data collection for the formative and summative assessments have treats to validity.
Reflection • Thank you to the Whatevers • The peer review process was exciting and challenged me as a lesson preparer. • The cool comments were great suggestions to help improve the hard work I had already put into my learning experience
Contact Me! Giovanna Giurdanella Email:firstname.lastname@example.org Cell phone: (718) 510-7038