California Baptist University School of Education

GENERALIZATION LESSON PLAN

A Taste of Math
Graphing
Lesson Number 3
Brittaney Garba

1. MATERIALS
Bar Graph
Apples (green, red, yellow)
Graphing Video
2. OBJECTIVE
By the end of this lesson on using data to support generalizations, 2 nd grade
students will be able to find generalizations that are supported by data with 95%
accuracy.
By the end of this lesson on using data to support generalizations, 2 nd grade
students will be able to draw a picture graph to represent data with up to 3
columns scoring 95% accuracy.
By the end of this lesson on using data to support generalizations, 2 nd grade
students will be able to determine whether a group has an odd or even number of
members in a column with 95% accuracy.
By the end of this lesson on using data to support generalizations, 2 nd grade
students will be able to use addition to find the total number of objects arranged
in rectangular arrays that are supported by data with 95% accuracy.

Evaluation and Synthesis

2.MD.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.
2.OA.3- Determine whether a group of objects(up to 20) has an odd or even
number of members.
2.0A.4- Use addition to find the total number of objects arranged in rectangular
arrays with up to 5 rows and up to 5 columns; write a equation to express the
total as a sum of equal addends.

3. ASSESSMENT
Student performance on this lesson will be assed using an informal assessment.
Students will have to create their own bar graph using 2 preset data collections
and finding one on their own. This assessment will be part of a math portfolio of
prior math projects they have created.

Advanced 3

Student has all correct

data on the graph.
Student shows all of
their work using
addition to find total.
Generalizations of
data make sense and
correctly labeled odd
or even members.

Proficient 2

Student has 90% of

data correct on the
graph.
Student is missing
steps in addition work
shown.
Generalization of data
makes sense and
correctly labeled odd
or even members.

Basic 1
Student has 80% of
data correct on the
graph.
Student is missing
addition work shown.
Generalization of data
does not make sense
and there is no odd or
even members
labeled.

4. PURPOSE
Students, it is important to understand and know how to make a graph. There are
times in life where you will need to compare different activities. Using a bar graph
paints a visual picture of your data collected. For example you are having a
birthday party. Your mom asks you to tell her how many friends would like
cheese, pepperoni, or sausage pizza. The first thing you must do is collect data,
going out on the playground and asking all your friends their favorite pizza. It is
over 20 students it may be hard to remember so make sure you tally all the
answers in the appropriate column. After collecting the data you can make your
mom a graph chart of exactly how many students want cheese, pepperoni, or
sausage pizza. Now lets take this example and use apples.
5. ANTICIPATORY SET/Motivation for Learning
Students will view a short video on graphing
https://www.youtube.com/watch?v=-Y9n67yG9d8
6. LESSON BODY (25 points)
In order for students to understand the art of graphing and collecting data we must give them different
ways to configure these steps.

Step 1. Pupils look at evidence the teacher has made available such as
lists, data charts, artifacts, videos and science demonstration
activities.
The focus generalization is not stated. Just ask students to look at
the evidence and think of information related to the generalization.

I will not tell the students how the information should be ordered. This
is their time to reflect and think back to our objectives and anticipatory
set. I want to see what exactly the students have learned thus far.
Model ways to get started, as needed. For example:

Class, what do you see about the things or the data we have in
front of us? Yes, I have tally marks on my paper. I have collected
data on everyones favorite color in the class. The data is all mixed up
we need to put the data in columns.
How do you think we might organize this information?
We can organize the information by using a bar graph. A bar graph
will help us organize our information into specific categories. We will
use addition to add up the information before drawing a bar graph to
organize the categories using columns.
Step 2. Pupils compare or contrast data, discuss and note relationships
and general trends. Script the discussion.

Lets see, what do we notice about the information we have ?

Student answers, we have 3 columns, 3 different types of apples,
numbers, categories, lines, circles etc. students should be able
describe what they see on the board using vocabulary.
What can we say, in general about this information? (Ex.
looking at data about red apples, yellow apples, and green apples.
Which set of data is an odd number? Which set of data is an even
number? Which set of data is the largest number? Which set of
data is the smallest number? Out of 11 students how many of us
like green apples, based on our bar graph we have made? How
many of us like red apples..how many of us like yellow apples?
Why are some of the columns larger or smaller than the other
columns? What are some explanations for this? Everyone has
different likes and dislikes so we may not all like the same thing.
Not liking the same thing gives us different outcomes.

Step 3. Finally, ask students to develop generalizations based on the

Information discussed. Encourage them to analyze the data, then
use their analysis to form an educated guess or hypothesis. Model
as needed.

Class, how do you think we could explain the relationships and

general trends we see? Can anyone think of a way to say it? What
have we learned about bar graphing? Weve learned that choice and
numbers are directly related. Weve learned that we can graph
persons, places, and things in categories.
Is there anything we could say about how this could apply in a
similar situation or in another place? We can collect data on
anything. For example persons, places, and things are able to be
graphed. We are able to collect data on medicines, assignments,

grades etc.
Write the students generalizations on the board or on an overhead
transparency as they think of them. Accept all that are suggested. In
your lesson plan, be sure to script possible responses from your students.
Add the list here.
Bullet responses:
Medicine
Fast food restaurants
Sports teams
colors
shoes
7. CLOSURE
Ask the students to state here, in their own words, what they learned about the use of
data to form generalizations. It is here that you pull them back together as a class for a
moment.
Ask:

What did you learn from the data today concerning bar graphing?
I learned today that a bar graph consist of horizontal or vertical columns. We
used horizontal columns. Bar graphs are used to categorize data in a proper
viewing format.
What have we learned about using facts/data/evidence to solve problems
(generate new ideas, form conclusions, etc.) I have learned the important of
collecting accurate data; if the data is not accurate it can alter your bar graph. It
is important to collect data in an orderly way so it is easier for you to transfer the
data on a bar graph. Data can be used in the school cafeteria, deciding what
food to serve that day. Data can be used by the doctor to decide what medicine
has worked most often. Data can be used to compare teams, colors, people,
races, shoes, etc..
They should be able to express in their own words the learning they
acquired. I learned before we start collecting data we must have a purpose. Why
are we collecting data and what are we collecting data on. Once we have our
purpose we have to write down the categories. After that we must go and ask
people about their preference in the categories, or we can pick a category that is
easily visible. We write down the data using tally marks. Once we have collected
all the data we add each category up individually. We must decide the odd and
even categories and the largest and smallest categories. We then create a bar
graph using the data we added up independently.
Ask them if they have any other comments.
What if I lose my data? Can I make up data? How long are we going to do this?

8. INDEPENDENT PRACTICE
Students are working independently in order to test their knowledge of bar graphing. Students should
be able to write down the steps of graphing independently without the instructors help. This will test

their knowledge of the subject and give them a step by step format in their own words.

Assign work that is to be done without my help,. (Ex. Now students can write in
their journals about the ideas discussed. This can be an open ended writing that
allows for further thinking.
The list of generalizations will still be visible on the board or a chart and students
will also list them in the journal. Some will need the reference and others wont
need it at all but you have taken care of a diverse range of writers and thinkers.
Assignment must be valuable and further support the learning stated in the
objective.
How will this assignment be assessed? Using the rubric to correct the
independent practice.
Advanced 3

Proficient 2

Basic 1
Student has all correct Student has 90% of
Student has 80% of
data on the graph.
data correct on the
data correct on the
graph.
graph.
Student shows all of

Student
is
missing

Student is missing
their work using
addition to find total.
steps in addition work
addition work shown.
shown.
Generalizations of
Generalization of data
Generalization of data
data make sense and
does not make sense
correctly labeled odd
makes sense and
and there is no odd or
or even members.
correctly labeled odd
even members
or even members.
labeled.
Where will the product/ homework assignment be placed? The product will
be placed on the bulletin board and then once completed placed in their
mathematical journal.

After several sessions of this type of lesson, students should be able to

analyze another set of data and formulate generalizations on their own.
Title

Columns

Label

Numbers

Categories
Label

A journal entry regarding the process will be assigned.

10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical
basis for this lesson model and a rationale for why you have selected this content for
this lesson model. Link your rationale to the specific lesson objective/standard cognitive
level and corresponding descriptive words (i.e., evaluate, generalize).

Structure of Knowledge

Cognitive Level
Evaluation
Synthesis

Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
I used a generalization lesson plan for this standard because students are creating bar graphs and
configuring data.
I used a generalization lesson plan for this standard because students are evaluating data and using a
bar graph as a form of expressing the data.

Analysis
Application
Comprehension
Knowledge

Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students

Preparation
o Adaptation of
Content
o Background
Knowledge
o Links to past
learning
o E-resources

Scaffolding
o Modeling
o Guided Practice
o Independent
Practice

Grouping
o Whole group
o Works
Independently

Adaptation
o Advanced
o EL
o Other

Integration of
Processes
o Reading
o Writing
o Speaking
o Listening
o Viewing
o Vocabulary

Application
o Hands on
o Meaningful
o Linked to objectives
o Engaging
o Active Learning

Assessment
o Rubric
o Written
o Oral

Objective
o Linked to
Standard
o Integrated with
Language Arts
o Age Appropriate