Hewitt

I Can Make a Bar Graph

Name: Collin Hewitt
T ime Allotted: 3 Days (45 min/day)
Grade Level:1st/2nd Grade
Subject(s):Mathematics
Materials Required: (22 Survey Says sheets, 22 extra Survey Says sheets, 22 Largest
Whales, 22 Whats in Grandma Bettys Basket, 22 Extra Bar graph sheets, 22 Help Mr.
Hewitt Sheets, Smart board, Brain Pop Jr. Site, sticky notes, written numbers on sheets, a stack
of note cards.)
Michigan Content Expectations:
2.MD.10- Draw a picture graph and/or a bar graph with a 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.

Objective(s):
Obj. #1- TSW create the rows(categories) and columns (amount) of a bar graph with a
single-unit scale first having a single-unit scale with a group by the end of class.
Obj. #2- TSW place the correct data into the bar graph using first a picture graph method
that leads to a bar-graph method that will be shown on the table by the end of the class.

Assessment:
Obj. #1
Informal Formative (Lesson 1): As the class works through the anticipatory set they will look
at each corner and we will ask questions about the graphs in each corner.
- The teacher will ask questions for each student.
- What is on the graph?
- What does every graph need to have?
- How did you come to that conclusion?
This will help the student get familiar with well done bar graphs so when they make their own
bar graphs they can remember and refer to those on the wall.
Interim Assessment (Lesson 1): The formal summative assessment will work for both
objectives. This will be as the groups create their own graph together. Each group of students
will make a graph on their tables that is tangible and fun. They will need to have the essentials on
every graph, which are having an amount and four categories. They will not be allowed to move
on until this objective is satisfied. This is objective 1s summative assessment. Obj. #2 Once
they have checked this part with me they will need to collect material from a bin. Each student
will select a different material for his or her group that will be apart of their graph. They will first

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create a picture graph and then they will use different color sticky notes to show how a bar graph
works. They will need to follow the rubric at the bottom of this lesson.
Obj.#2
Informal Formative(Lesson 2): The students will work in groups to answer a couple questions
together just talking as a group at each corner. The sheet you will use for group discussion is
Largest Whales Whats in Grandma Bettys Basket Favorite Colors and
- They will take a look at the content in each. What is the different between a bar graph
and a picture graph.
- I will then go over the answers with the students together.
- The students are already grouped pretty evenly so I will make sure to have equal time.
- Use a timer that the students can see on the smart board. Give them about 3-4 min
Formal Summative: (Assessment Day 3) On the third day. The students will create their own
graph at one of the test stations. At the center of this station, the students will look on the sheet
and see their names. Next to there names will have a different amount of 4 different objects. (For
example- Caleb- 4 red shapes- 2 blue shapes- 7 green shapes- 4 yellow shapes) The students will
then write the amounts any categories on their own graphs, and place the shapes on the graph.
They will be able to follow the checklist next to their graph to make sure they have all the correct
components. They also did this in a group the day before so they should be able to recall the
process. Once they have finished their picture-graph they will raise their hands and the teacher
will take a picture. At the second station the students will use the same list with the numbers that
they personally had for example (Caleb- 4 red shapes- 2 blue shapes- 7 green shapes- 4 yellow
shapes). They will now use small foam squares to create an actual bar-graph representing the
number of objects they had on their picture graph. Again once the student has finished the bar
graph, the student will raise their hands, and the teacher will take a picture. The final station is
solving the simple put-together, take-apart, and comparing problems test. The three stations
combined will be the summative assessment.

Instructional Procedure: Lesson 1

1. Anticipatory Set: (Allotted Time: 6 min)
- FOUR CORNERS
a.) Game consists of four corners in the room. At each corner there will be different
subject of a category. Ex) #1 horse, #2 cat, #3 dog, #4 goldfish
b.) A question will be posed to the students such as What animal do you like the
best?
c.) Once the categories are shown the students will hurry to the corner they like the
best.
d.) Once all the students have moved the students will see how many are in each group
and we will collect the data.
e.) We will do this three to four times

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#1 horse, #2 cat, #3 dog, #4 goldfish

#1 football, #2 basketball, #3 soccer, #4 baseball/softball
#1 fall, #2 summer, #3 spring, #4 winter
#1 Easter, #2 Christmas, #3 Thanks Giving, #4 Halloween

2. State Purpose and Objective of Lesson: (Allotted Time: 2 min)

a. a.) Today I am creating a bar graph using data I collected and answering
questions using my bar graph
b. So that I can read and understand different forms of data in our everyday world.
c. I will know I have it when I have completed the required bar graph.
3. Instruction: (Allotted Time: 20 min)
a. Direct Interactive Instruction:
i. Play video clip from Brain Pops Jr. called Tally Charts and Bar
Graphs http://www.brainpopjr.com/math/data/tallychartsandbargraphs/
(play only the second half- we will watch it again at the end of class Start
at 2:08)
ii. Discussion (Largest-Whale) (Whats in Grandma Bettys Basket)
(Favorite Colors)
In each corner there will be a different graph
Let the students look at each graph
What is something that the graph has on it?
What do all bar graphs need to have to make it work?
Answers: Categories and numbers on the side
Ask a few more questions about what each graph needs.
b. Modeling: Lesson 1
i. We will take the data we found from our Which Season do we like the
best This activity is under games on Brain Pop Site above. We will
Talley ours up and correctly place it.
ii. We will create our own tally chart and create our own seasons amount on
Brain Pop, picture maker. Hopefully this works on the smart board.
iii. After the teacher models one with the students will work on the ice cream
one and the students will work on it.
c. Guided Practice: Lesson 1
i. Clear your table. The students will now create their own bar graphs they
will collect the data by grabbing a handful from each bin. You will be
working together with the people at your table. Talk about what you are
going to grab with your tablemates to make sure you all grab from a
different bin. Have a student tell you the directions again. Each student
will grab one hand full, and bring it back to their table. Make sure you are
listening. Once you have your data and materials do not touch it.
ii. Now what does every graph need first? Categories, and amounts.
iii. Have the students create the columns and rows. To create columns and
rows please as the teacher make note cards that go up to number ten as

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iv.
v.
vi.
vii.

well as handing out 4 blank note cards for them to place the name of their
categories on the table. ( Need a stack of note cards)
Collect the data
Place the data on the graph. Represent it one to one. Right. What have we
just created? A picture graph.
Now can you create a bar graph knowing the totals or each category?
Graph the total on the graph, just like the ones in the video and the model
using the sticky notes.

d. Independent Practice: Lesson 1

The students will work on it till it is completed. We will all go around the room
and the students will share what they did for their bar graph. Groups 1&2 will go
over to 3&4 to see what they did and then the groups will go to the other
explaining what they have done. Before you clean up make sure Mr. Hewitt gets a
picture of the model.
4.

Differentiated Consideration (Adjust instruction and assessments, tools, resources or

activities for students who):
This is some extra work for the students to do if the group finishes early! If they are
all struggling then they will have more time to work on the subject with the help of the
teacher which is you(whoever is reading this).
i. Whats in Grandma Bettys Basket Need at least 6/8 show efficiency.
If the students are struggling refer them to a few of the different
things that we learned in the video and previous work
If they finish quickly they can begin to start their closure work
during that time.
Also they can take the quiz on the smart board for fun using the
Brain Pops Jr. Site
ii. Survey Says ice cream sheet.
It would be good to have the colors already picked out for each
column so they all look similar. They will also be less confusing
for the students.
For the students who finish early they can start creating a second
bar graph and walk around the room and ask each of their
classmates whether they like a dog, cat, horse, or other. They will
keep tallies for themselves and color in the bar graph. If they
cannot finish this extra work it will not be a problem.
Also if a student struggles on this assignment, after completing it
the teacher will go through why they were wrong, then the teacher
will ask them to try again with the dog, cat, horse, or other sheet.

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Needs different modes of learning or learn through a different
multiple intelligence strategies than what was delivered. There are
lots of different modes of learning throughout the lesson.
iii. This is designed to help the struggling students with also making sure to
provide challenging ideas with the students who strive for more challenge.
iv. This may need to be adapted if you have special needs in your classroom.

5. Closure: (Allotted Time: 5 min)

a. We will watch the video and go over what we also did in the lesson!
b. The students will be reinforced with the objectives as they show a few examples
of how they learned the content. (Mr. Hewitts Helpers).
6. References:
Klein, DC.(n.d.) Bar Graph-Largest Whales. Teacherspayteachers.com
http://www.teacherspayteachers.com/Product/Bar-Graph-Largest-Whales-709629
Top Notch Teaching.(n.d.) Bar Graph Worksheet. Teachersparteachers.com
http://www.teacherspayteachers.com/Product/Bar-graph-worksheet-233228
Website.(n.d.) Graphs and Tallies Brain Pop Jr. www.brainpopjr.com

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RUBRIC
8/8 Advanced- 5
6-7/8 Proficient- 4
4-5/8 Developing- 3
2-3/8 Needs improvement- 2
0-1/8 In progress- 1
We are not doing question 9-11!

9/9 Advanced- 5
7-8/9 Proficient- 4
5-6/9 Developing- 3
2-4/9 Needs Improvement- 2
0-1/9 In Progress- 1

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Proper set up for

The student has
picture
both categories and
graph.(needs
amounts. (2pts)
categories and
amounts on the
side of graph) It is
set up properly.

The student only

has one category
placed. (1pt)

The student does

not have any
columns or
amounts. (0pts)

The data is
The data is the
correctly placed
correct amount
and is well shown placed in all four
on the picture
categories showing
graph in four
a well-made Barcategories.
Graph. (8pts) (2pts
for each amount
and category)

Only two or three

categories and
amounts is
correctly placed.
(6-3pts) (2pts for
each amount and
category)

There is only one

or less of the data
correctly placed in
the graph. (2-0pts)
(2pts for each
amount and
category)

The student needs to have an 8/10 to show proficiency. A picture that is taken of
their graph on the table will be the guide for grading them. This is a great way to
summative assess both objectives. Add the picture of their graph with each rubric
to hand back to the students.
RUBRIC
9-10/10 Advanced- 5
7-8/10 Proficient- 4
5-6/10 Developing- 3
3-4/10 Needs improvement- 2
0-2/10 In progress- 1

Questions
9/9 Advanced- 5
7-8/9 Proficient- 4
5-6/9 Developing- 3
2-4/9 Needs Improvement- 2
0-1/9 In Progress- 1

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Proper set up for

The student has
bar graph. (needs both categories and
categories and
amounts. (2pts)
amounts on the
side of graph)

The student only

has one category
placed. (1pt)

The student does

not have any
columns or
amounts. (0pts)

The data is
The data is the
correctly placed
correct amount
and is well shown placed in all four
on the bar graph categories showing
in four categories. a well-made Bar
Graph. (8pts) (2pts
for each amount
and category)

Only two or three

categories and
amounts is
correctly placed.
(6-3pts) (2pts for
each amount and
category)

There is only one

or less of the data
correctly placed in
the graph. (2-0pts)
(2pts for each
amount and
category)

The student needs to have an 8/10 to show proficiency. A picture that is taken of
their graph on the table will be the guide for grading them. This is a great way to
summative assess both objectives. Add the picture of their graph with each rubric
to hand back to the students.
RUBRIC
9-10/10 Advanced- 5
7-8/10 Proficient- 4
5-6/10 Developing- 3
3-4/10 Needs improvement- 2
0-2/10 In progress- 1

Questions
9/9 Advanced- 5
7-8/9 Proficient- 4
5-6/9 Developing- 3
2-4/9 Needs Improvement- 2
0-1/9 In Progress- 1