Design for Learning

Instructor: Lynn Putnam

Lesson Title: Graph It!
Curriculum Area: Math

Grade Level/Cooperating Teacher:3rd

grade/ Mrs. Norrell
Date: February 25, 2015
Estimated Time: 30 minutes

Standards Connection: 3.18 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. [3MD3]
Learning Objective(s): Students will demonstrate their knowledge of taking data and
graphing it through the completion of a quiz, scoring at least an 80%.
Learning Objective(s) stated in kid-friendly language: Today, boys and girls, we
will be continuing our discussion about bar graphs through collecting class data,
graphing it on a bar graph, and answering questions about the data.
Evaluation of Learning Objective(s): The students will take a 4-question quiz, worth
10 points. The students must score at least an 80% (8/10) based on a rubric (attached).
If not, the information will be revisited using a different strategy.
Engagement: The teacher will call students to the carpet based on their table groups.
Okay boys and girls, its math time! Can I please get (students name) table to join me
on the carpet? Continue this until all students are on the carpet. Alright, can I get all
eyes and ears on me? We are going to begin math today by taking some data, which
we will then graph as a class. I know you all have been working very hard on your
graphing skills lately! Before we begin graphing, I would like everyone to please rate for
me how you feel about graphing. Put up one finger if you are unsure, two fingers if you
feel pretty good, and three fingers if you feel very confident in your graphing abilities.
Teacher scans the room and takes mental notes of who may be unsure or not very
confident in their graphing abilities. Thank you. For those of you who are unsure or not
super confident, this lesson will help you become a pro at graphing. Now, we are going
to collect our data. The data we will be collecting will be of our favorite specials class.
So, we have: STEAM, Music, Art, PE, and Library. The teacher vertically lists these on
the board. Can I please have everyone close his or her eyes so you can vote on which
specials class is your favorite? The teacher scans the room to make sure all eyes are
closed. Alright, can you please raise your hand if your favorite specials class is
STEAM? The teacher counts the number of raised hands and records this next to

STEAM on the whiteboard. Okay, you all can put your hands down. Please raise your
hand if Music is your favorite. The teacher counts the number of raised hands and
records this next to Music on the whiteboard. She continues this pattern to collect the
rest of the data for the specials classes. Art? PE? Library? Before she tells the class to
open their eyes, she adds up the number of votes recorded on the board to make sure
that every student has voted. Alright, you can now open your eyes. Teacher practices
cold call. (Student name) how can we tell if everyone in the class voted? That is right,
we need to add up the numbers next to each category and see if they equal 20 because
there are 20 students in the class. I am going to give you all a moment to add these up.
Please give me a thumbs up when you have an answer. Teacher waits until she sees
the majority of the thumbs up. Now, share with your partner what number you got and if
you think everyone voted. Students turn and talk for about a minute. Teacher claps a
rhythmic pattern to get students attention. Please raise your hand if you think everyone
voted. Great, it looks like we have a consensus that everyone voted. If not everyone
voted, the teacher will do the voting process again and make sure that every student
participates. Transition to teaching
Learning Design:
I. Teaching: Use the data collected during the engagement to make a bar graph. Ask
questions about the graph. Get students to come up and fill in portions of the graph.
Question on how the graph should be labeled. The teacher will introduce the new
vocabulary words: x-axis, y-axis, and scale. The teacher will ask the class how to make
fractions, how many more people liked this than that, etc. Alright, boys and girls, now
we are going to graph this data we have collected. Teacher pulls out a piece of chart
paper and attaches it to the white board. What is the first thing I must do to begin our
graph? Yes, I must draw the graph. Teacher draws the graph. I have two new
vocabulary words for you all. They are the x-axis and the y-axis. That is what these two
lines are called. The teacher points out the x-axis and the y-axis and clearly labels the
graph with x and y. So that is how we are going to refer to these lines of the graph.
What should we title our graph? The teacher gets suggestions from the class and titles
it what they think is fitting. (Student name) what should we do next? Yes, we need to
make a scale. To remind the class, a scale is the numbers you put on the x or y-axis in
order to graph the data correctly, but because this is a bar graph, we only put numbers
on the y-axis. So what should our largest number of our scale be on the y-axis? Student
may respond with the largest number of students that voted for a special (ex. if 12
students voted for STEAM as their favorite, the student would say 12), or a number
slightly larger than that number. The teacher should suggest that they choose a number
a little larger so the bars on the graph do not go up to the very top. Now that we have
chosen the biggest number of our scale for the y-axis, how should we number it?
Should we count by 1s, 2s, or 5s? The teacher will let the class decide, and she will

label the graph with those numbers on the y-axis. So, we have the graph, a title for the
graph, and a scale, but what else is missing before we actually put the data on the
graph? Thats right, we must label the x and y-axes. What should we label them?
Discuss this with your elbow buddy. Teacher lets students discuss for about a minute.
Would anyone like to share what they decided the x and y-axes should be labeled? The
teacher calls on a few buddy groups to get their ideas. The teacher then chooses labels
that she thinks best and clearly fit the information. Why is it important to label the x and
y-axes? Thats right, it gives information about the data the graph contains. Otherwise, if
someone looked at it and the graph wasnt labeled, they would have no idea what these
bars represented. Teacher labels the axes. Great! Now that everything is labeled and
scaled, we are able to begin putting the data on the graph. Can I please have a
volunteer to come up and graph our data for STEAM? The teacher writes STEAM on
the graph so the student knows where to make the bar. The teacher calls on a student
and has him or her come to the front to graph STEAM. Before you begin drawing the
bar, how many people voted for STEAM as their favorite? Student answers. So what
does that mean? Student will respond that it means that is how far up the bar should go
on the graph. The student makes the bar and fills it in. The teacher continues this
process for all five specials, calling up a different student each time to fill in that portion
of the bar graph. Great job boys and girls! We have successfully filled in the graph.
Now, I have some questions for you all. By looking at our data, what is the most popular
specials class? How many more people like STEAM than Art? Now this one may be
tricky, how many people like Art and PE than like Library? How did you figure that out?
Does everyone understand how to solve that? After each question, the teacher gives
the students time to discuss with their elbow buddy. She then has groups share their
answers and has the class agree or disagree using hand signals. Transition to
practice
II. Opportunity for Practice: Students will be given a set of data for them to draw and
represent on a graph. They will then have questions they must answer about their
graphs as a group. Students will get to share their graphs with the class. Now that we
have collected data and successfully graphed it and answered questions based on the
bar graph, it is now your turn to practice with your table groups. I am going to give you
all directions, and then I will dismiss you to your tables. So, I am going to give each
table group a set of data. Each group will get a piece of chart paper and you will use
your own markers. You will then use the data to make your own bar graphs. You will be
given about 10 minutes to complete this. Once you are done, please put your graph on
the shelves on the left side of the room. We will then get to display these in the hallway!
Are there any questions? Teacher answers questions if there are any, and then
dismisses students back to their seats by their table groups. She then passes out the
data and chart paper. She walks around the room and facilitates as the students are
working. After about 10 minutes, teacher transitions to assessment...

III. Assessment: The students will be given a written quiz. This will have a set of data
and an empty graph. They must then fill in the graph with the data and answer
questions about the graph. Wonderful job making your graphs, boys and girls! Now, it is
time to put our knowledge to the test with a short quiz. Please quickly and quietly clear
off your desks. Teacher waits for about a minute as this is being done quietly. She then
passes out the quiz to the students and reviews the directions. Lets go over the
directions before you begin the quiz. You will read number 1 and graph the information
on the graph. Please make sure that you label your graph! Then, you will use the
information that you just graphed to answer problems two, three, and four. Please take
your time; there is no need to rush! When you are finished, turn it in to the basket at the
front of the room, and then you may read quietly while we wait for everyone to finish.
And dont forget, this is a quiz, so it must be done on your own! Now, you may begin!
The teacher walks around the room and makes mental notes as the students are
working.
IV. Closure: Can I please have all eyes and ears on me? Everyone has finished their
quizzes. The teacher asks questions. How does making a bar graph help us understand
data? Why is it important to collect data? How can we use bar graphs in our daily lives?
Now that we have gone over graphing and taking data, lets now rate our understanding
of graphing again just like we did at the beginning of class. Put up one finger if you are
unsure, two fingers if you feel pretty good, and three fingers if you feel very confident in
your graphing abilities. Teacher scans the room and takes mental notes of who may be
unsure or not very confident in their graphing abilities and who has changed their score
from the beginning of class. Great job today, boys and girls! Give yourselves a pat on
the back!
Materials and Resources:
White board
Dry erase markers
Chart paper (6 pieces)
Markers (provided by the students)
Quiz (1 per student)
Quiz Scoring Rubric
Data for practice (5)
Differentiation Strategies (including plans for individual learners): Those students
who fail to score an 80% on the quiz will revisit the material using a different strategy.
This strategy is Concrete Graph. The teacher will give the student a set of data and
the student will use blocks to represent the data, rather than making a graph on paper.
The student will select a different color block to represent the different items that the

data was collected on. He or she will then stack the blocks to represent the number of
each item. For example if the data was on favorite colors and 3 people like the color
blue, then the child will stack 3 blocks on top of each other. This will help the child to
manipulate objects and concretely understand the graphing process.
Data Analysis:
Score
10/10
9/10
8/10
6/10

Number of students
11
3
4
1

Reflection: I feel wonderful about how the lesson went. I am encouraged by Dr. Phillips
feedback so gave me after observing my lesson. She said I had wonderful confidence,
control of the room, and worked well with the children. She also liked the practice I had,
and the children did too! The only reason one student scored below an 8/10 is because
he is reading on a first grade level. In hindsight, I should have sat down with him and
read the quiz to him so he would have understood the data scenario. I can work on
reiterating the students thinking so the rest of my students can track along. There was
also once when I got confused by a students reasoning, but if I had written on the board
what she was saying to make her thinking visible, I think the class and myself could
have understood her better. Overall, I am proud of the lesson and the students.

Name____________________

Date_________________

Graphing Quiz
1. Mrs. Jones has 20 students in her class. She asked the students in her class
what their favorite ice cream flavor was. 5 students like chocolate, 8 students like
vanilla, and 7 students like strawberry. Graph this information on the chart. Do
not forget to label the graph correctly!

2. How many more students like vanilla than chocolate?

3. How many less students like chocolate than strawberry?

4. How many more students like chocolate and vanilla than strawberry?

Quiz Scoring Rubric

#

Point Value

4 points- 2 points for correctly graphing each ice cream flavor and 2 points for
labeling the graph correctly

2 points- 1 point for showing work and 1 point for the correct answer

2 points- 1 point for showing work and 1 point for the correct answer

2 points- 1 point for showing work and 1 point for the correct answer

Graph 1
There are 25 students in Mrs. Dunnings class. She wants to know what everyones favorite fruit
is. She finds that 10 students like oranges, 4 students like pears, 7 students like apples, and 4
students like bananas. Graph this data on a bar graph.

Graph 2
Lindsey wants to bake a cake for her family reunion. She collects data of her familys favorite
cake flavors. She finds that 10 people like chocolate, 4 people like red velvet, 8 people like
vanilla, and 2 people like carrot cake. Graph this data on a bar graph.

Graph 3
Joseph wants to know what everyones favorite season is in his class. He finds that 3 people
like fall, 5 people like winter, 8 people like spring, and 10 people like summer. Graph this data
on a bar graph.

Graph 4
Mrs. Smith wants to have a pizza party for her class. She collects data to see where she should
order the pizza from. She finds that 5 students like Pizza Hut, 9 students like Dominos, and 6
students like Papa Johns. Graph this data on a bar graph.

Graph 5
Mr. Berry wants to make a T-shirt for the third grade field trip. He wants it to be a color that the
majority of students would like, so he collects data. He finds that 10 students like purple, 8
students like orange, 6 students like green, and 11 students like red. Graph this data on a bar
graph.