Lindseyraganmathminiunit 3

Assignment # 3 Effective Facilitation Practices
(Math 3-day mini-unit)

An effective educator serves as a facilitator of learning by
engaging all learners in critical thinking, creativity,
collaborative problem solving and meaningful application
of knowledge and skills. (InTASC Standards 1,7 and 8)
Math Mini-Unit
Lindsey Ragan
ED 496 Assignment #3
February 28, 2016
Instructional Wonder
How does the use of anchor charts impact second grade
students ability to create bar graphs and compare problems
using information presented in bar graphs as evidenced by a preand posttest?
Rationale
ACCRS math standard 2-MD10 states that students should be able to
draw a bar graph (with single-unit scale) to represent a data set with up to
four categories. They should also be able to solve simple put-together, takeapart, and compare problems using information presented in the bar graph.
This is a very important skill for second grade students to learn. I have a selfcontained class of eighteen second grade students, and this is a skill that
they will need for the rest of their lives. Second grade builds the foundation
for collecting and using data to create a display. This mini-unit plan includes
strategies to support my second grade students in meeting this standard.
The main strategy that I will be using in my math unit is anchor charts. I will
be using anchor charts to focus my students thoughts on the different parts
of a bar graph, how to create them, and how to use them for problem
solving. My instructional wonder is, How does the use of anchor charts
impact second grade students ability to create bar graphs and compare
problems using information presented in bar graphs as evidenced by a preand posttest? I will assess if the standard is met by using student data that
I will collect using a pre- and posttest. I will compare the beginning and
ending test scores and draw a conclusion about the impact of my instruction
on student learning.
Math Mini-Unit Outcomes and Related Standards
Math Standards:
23.) 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-MD10]
Technology Standards:
10.) Design original works using digital tools.
English Language Arts:
29.) Participate in collaborative conversations with diverse partners about
Grade 2 topics and texts with peers and adults in small and larger groups.
[SL.2.1]
28.) Recall information from experiences or gather information from provided
sources to answer a question. [W.2.8]
Connected Student Instruction Lesson Plans
DAY 1 EED Lesson Plan

LEARNING CYCLE FORMAT
Name: Lindsey Ragan
Instructional Wonder: How does the use of anchor charts impact second
grade students ability to create bar graphs and compare problems using
information presented in bar graphs as evidenced by a pre- and posttest?
Grade Level: 2nd
Subject: Math- reading a bar graph
Date: February 27, 2016
Key Idea Concepts/Skills of Lesson: reading a bar graph
Lesson Goals: The students will learn how to read a bar graph.
Prerequisite Skills and/or Concepts: comparing and contrasting, addition and
subtraction, number sense
Accommodations:
Gifted/Early Finishers- Students can brainstorm places where they could find
bar graphs in real life
Alabama Course of Study Reference:
graph. [2-MD10]
CT Signature:
Exploration: (Contains student activities that focus attention, diagnosis
student prior learning and relates previous learning to new experience.)
Objective: The
Procedures:
Assessment: The
students will read bar Before beginning the
teacher will assess the
graphs that represent unit, the teacher will
students discussions
a data set with up to
assess the students
to see if they will be
four categories.
prior knowledge using able to read bar
the pre-test handout.
graphs that represent
Materials:
1. The teacher will
1. pre-test handout
begin the lesson by
four categories.
2. equity sticks
displaying the
3. PowerPoint to guide essential question on
instruction
the board. The
teacher will have the
students chorally read
the essential question.
The essential question
is:
How is a bar graph
used to show data?
2. The teacher will
start by asking the
students, What is a
bar graph, and what
do they do? The
teacher will give the
students one minute
to collect their
thoughts, and then
the teacher will have
the students turn and
talk to their shoulder
partners. The teacher
will give the students
one to two minutes to
talk to their shoulder
will then say, Come
back to me in 3,2,1.
The students will end
their conversations
and return their
attention to the
teacher.
3. The teacher will
then ask several
students what they
discussed with their
shoulder partners. The
teacher will use equity
sticks to call on the
student pairs. The
teacher will listen and
assess the students
prior knowledge of bar
graphs.
Invention: (Contains student activities that are appropriate and
meaningful. These provide explanation, provide examples, and provide
closure.
Objective: The
Procedures:
Assessment: The
students will read bar 1. The teacher will
teacher will listen to
graphs that represent begin by telling the
students oral
students, A bar graph responses to the
four categories.
uses bars to show
question, What is one
data.
thing that you learned
2. The teacher will
about reading bar
Materials:
display a picture of
graphs? in order to
1. PowerPoint
the bar graph on the
determine if students
2. sticky notes
board using the
can read bar graphs
3. parts of a bar graph PowerPoint.
that represent a data
anchor chart
3. The teacher will use set with up to four
4. equity sticks
the reading a bar

categories.
graph anchor chart to
show the students
how to read a bar
graph. The teacher
will begin with
number one. The
teacher will say, The
first step to reading a
bar graph is to read
the title. Why is it
important for us to
know what the title of
the bar graph is? The
teacher will call on a
student to answer the
question. The teacher
will move onto the
next step in reading a
bar graph, After we
look at the title, then
we need to ask
ourselves, what is this
graph trying to tell
me? The teacher will
model her thought
process by saying, I
think that this bar
graph is trying to tell
me about kids
favorite types of
juices. I can tell this
by looking at the title
of the bar graph and
the data that it
displays. The teacher
will then move to the
next part of the
anchor chart. The
teacher will say, The
next thing that I need
to look at are the
headings. Across the
bottom of the graph,
the heading tells me
that these are the
types of juices and the
side of the graph tells
me the number of
students that like it.

The teacher will then
say, Now I need to
look at the bars and
read the information
that they give me. I
can look at the red
bar and see that only
two students like red
juice. I can also look
at the purple bar and
see that only six
students like purple
juice.
4. The teacher will ask
the students a
question to create a
bar graph. The
teacher will ask the
students about their
favorite flavor of ice
cream. The teacher
will give the students
four options:
strawberry, vanilla,
chocolate, or cookies
and cream. The
students will use their
sticky notes to create
a bar graph on the
board.
Closure: The teacher
will have the students
turn and talk to their
shoulder partner
about one thing that
they learned about
reading bar graphs.
The teacher will use
the equity sticks to
have the students
share what they
shoulder partners.
Expansion: (Contains student activities that provide practice, provide
application, and evaluate student understanding and learning.)
Objective: The
students will read bar
four categories.
Materials:
1. blank bar graph
recording sheet
2. equity sticks
Procedures:
1. After creating the
class bar graph, the
teacher will pass out
the blank bar graph
recording sheet. The
students help her
label the parts of the
bar graph that is
displayed on the
board. The students
will label the parts of
the bar graph on their
recording sheets.
2. The teacher will
then have the
students record the
data displayed by the
bar graph on the
board.
3. After the students
record their data from
the class bar graph,
then the teacher will
have the students
work with their
shoulder partners to
answer questions at
the bottom of the
recording sheet.
4. After the students
have completed the
recording sheet, the
students come back
together and go over
the answers to the
recording sheet. The
sticks to call on
students to come up
to the board and
answer the question.
Lesson Plan References:
Assessment: The
teacher will assess
students recording
sheets to determine if
they can read bar
four categories.
Go Math! Lesson 10.4

https://s-media-cacheak0.pinimg.com/736x/5f/d5/2e/5fd52ebcd520687cecd0aeaec629e906.j
pg
http://indulgy.com/post/1dCvvK1rQ1/anchor-chart
Power Point, Student Handouts, Rubrics:

Recording Sheets
1. From the graph, I can see that _________ students like

chocolate ice cream.
2. What is the title of this bar graph?
3. What is the heading that goes across the bottom of the

graph?
4. Do students prefer strawberry or cookies and cream ice
cream?
5. Which type of ice cream does our class like best?
DAY 2- EED Lesson Plan

Name: Lindsey Ragan
Instructional Wonder: How does the use of anchor charts impact second
grade students ability to create bar graphs and compare problems using
information presented in bar graphs as evidenced by a pre- and posttest?
Grade Level: 2nd
Subject: math- creating bar graphs
Date: March 1, 2016
Key Idea Concepts/Skills of Lesson: using data to create a bar graph with up
to four categories
Lesson Goals: Students will learn to create a bar graph with up to four
categories using data.
Prerequisite Skills and/or Concepts: students will have already learned how to
read bar graphs, adding and subtracting, number sense
Accommodations:
Gifted/Early Finishers- Students will create their own question for members of
the class to answer and then create a bar graph based on that data
graph. [2-MD10]
CT Signature:
Objective: The
Procedures:
Assessment: The
students will create a
1. The teacher will
teacher will assess
bar graph to represent begin the lesson by
students oral and
displaying the
written responses to
four categories.
essential question on
the question, What is
the board using the
something that you
Materials:
PowerPoint. The
already know about
1. PowerPoint
teacher will then say,
creating a bar graph?
2. index cards
Lets read the
in order to determine
3. table job cards
essential question
if students will be able
together. Read it with
to create a bar graph
me in 3,2,1. The
to represent a data
students will chorally
set with up to four
read the essential
categories.
question along with
the teacher. The
essential question is:
How do you make a
bar graph to show
data?
2. The teacher will
then say, I want you
to think for a minute.
What kind of
information can you
display using a bar
graph?
3. The teacher will
pass out the index
cards and have each
student write down
their thoughts on the
index card. The
students one to two
minutes to write their
thoughts on the index
card.
4. The teacher will
then have several
students share what
they wrote on their
index cards. The
materials manager
collect the index cards
for the table and put
them in the table
basket in the middle
of the table.
closure.
Objective: The
Procedures:
Assessment: The
1. The teacher will
bar graph to represent begin this phase of
students bar graph
the lesson by creating recording sheets and
four categories.
a bar graph along with index cards to see if
the class. The teacher students can create a
will tell the students,
bar graph to represent
Materials:
I am going to ask you a data set with up to
1. PowerPoint
a question. I want you four categories.
2. Creating a Bar
to pick the choice that
Graph Anchor Chart
you like most. This
3. Bar graph recording data that we collect
sheet
will be used to make a
4. table job cards
class bar graph. Here
is my question: Which
of these colors is your

favorite? Your choices
are green, red, blue,
and pink. I want you
to keep your answer
to yourself and we will
vote.
2. The teacher will
then say, How many
people like green?
The teacher will count
the number of hands
raised and write the
number on the board.
How many people
like red? The teacher
will count the number
of hands raised and
write the number on
the board. How many
people like blue? The
teacher will count the
number of hands
How many people
like pink? The
teacher will count the
number of hands
3. The teacher will
then say, We can use
bar graphs to organize
our data. Lets make a
bar graph using the
data that we just
collected. I have a
chart for us to use
while we make our bar
graphs.
4. The teacher will
then say, The first
step to creating a bar
graph is collecting
data. Since we have
already collected our
data, we can move on
to the next step. Our
second step is to write

a title. What should
the title of our class
bar graph be? The
students will tell the
teacher a title for the
class bar graph. The
teacher will write the
title on the class bar
graph.
5. The teacher will
then say, Now that
our bar graph has a
title, we need to add
the headings. The
teacher will point to
the bottom and side
of the bar graph and
say, This is where the
headings of the bar
graph go. The
headings help us to
understand the
information that we
collect. The bottom
heading of my bar
graph tells us the
names of the colors,
and the side tells me
how many students
like that color.
6. The teacher will
point to number four
on the anchor chart
and say, Before I
start graphing our
data, I need to look at
the data. The teacher
tell her how many
students like green
and then she will draw
and color the bar.
7. The teacher will tell
the students to work
with their shoulder
partner for the bars
for red and blue. The
teacher will walk
around among the

students and monitor
their work.
8. The teacher will call
the class back to
attention by saying,
Back to me in 3,2,1.
The teacher will ask
two students to come
up and show the class
what they put on their
bar graphs. The
teacher will ask the
class if they agree or
disagree with what
the students did.
9. The teacher will
then have the
students work
independently on the
bar graph to fill in the
final color. The
teacher will walk
around among the
students to monitor
their work and answer
any questions that
they have.
10. The teacher will
call one more student
to the board to fill in
one final bar on the
bar graph.
will have the materials
manager retrieve the
index cards from the
basket at each table
group. The teacher
will ask the students
flip the index card
over to the back, and
then have the
students tell her
something that they
learned from todays
lesson on creating bar
graphs.

Objective: The
Procedures:
Assessment: The
1. Before dividing the
teacher will assess
bar graph to represent students into station
students performance
groups, the teacher
using anecdotal notes
four categories.
will go through the
during stations to
steps to completing
determine if students
each station. The
can create a bar
teacher will split the
graph to represent a
Materials:
students into groups
data set with up to
1. PowerPoint
of 4 to 6.
four categories.
2. Unit cubes
Unit Cube Bar
3. chart paper
Graph- the
4. markers
teacher will tell
5. task cards
the students
6. bar graph checklist
that they will
7. Ziploc bags
choose a card
8. bar graph matching
with data on it.
game cards
The students
9. table job cards
will read the
10. data cards
card, and then
create a 3D bar
graph based on
their card. The
teacher will
explain that one
Lego block is
equal to one.
Students will be
working
independently
at the block
station.
Students will
have to find one
person in their
group to discuss
their block
graph with.
Chart Paper
Graph- each
student group
will be given a
data set, a piece
of chart paper,
markers, and a
checklist.
Students will
create a bar
graph based on
the data they
are given. The
group will work
together to
draw and label
the bar graph
on the chart
paper. Students
will check their
work with a
checklist to
make sure they
have included
all the
necessary parts.
Bar Graph
Matching
Game- At this
station, student
pairs will be
given Ziploc
bags with
matching game
cards in them.
Like a traditional
matching game,
all the cards will
be flipped face
down. Students
will flip the
cards over to
see if they have
a matching pair.
Students will
have to match
the bar graph
data to the
picture of the
bar graph. The
student who
collects the
most matching
pairs wins.
Students will be
told that if they
finish their
game before
time is up, then
they should
switch bags with
another partner
group. The
teacher will
provide an
answer key
(which is a copy
of the matching
cards before
they were cut
apart) so that
students can
check the
matches that
they made.
2. The teacher will tell
the students that if
they forget what to
do, there are
directions at each
station. The reporter
from each group
should read the
directions to the rest
of the group.
3. The teacher will
divide the students
into three groups. The
teacher will then send
one group of students
to each station.
4. The teacher will
give the students
approximately 10
minutes at each
station rotation. The
teacher will walk
around among the
student groups during
station time to answer
any questions.
5. At the end of each
rotation, the teacher
will ring a bell. She
will then ask the
students to stop what

they are doing, clean
up the station that
they are at, and
quietly move to the
next station.
http://www.lookwerelearning.com/2016/01/lego-bar-graphs-for1st-grade/
http://dewey.district65.net/teachers/washingtonm/mathcharts/
#G
https://www.eduplace.com/math/mw/background/5/06a/te_5_06
a_graphs_ideas.html
http://www.readingrockets.org/article/creating-bar-graphs
http://www.mathblaster.com/coolmath/articles/fun-ways-ofgraphing
https://www.eduplace.com/math/mw/background/2/03/te_2_03_
overview.html
http://www.mathkinz.com/Graphs/BarGraph.html
http://www.basic-mathematics.com/bar-graphs.html
http://www.ducksters.com/kidsmath/picture_graphs.php
http://www.futureedge.com/blackboard/MathM3E112/index.html
http://worksheets.tutorvista.com/misleading-graphworksheet.html
http://www.enchantedlearning.com/math/graphs/bargraph/
http://www.studyzone.org/testprep/math4/d/bargraph4l.cfm
http://teachersnetwork.org/teachnetlab/miami/2003/sampedro2/lesson_plan4BarGraphs.htm
http://www.education.com/game/color-bar-graph/
https://www.pinterest.com/kdelly/graphing-tallies-math/
https://www.commoncore4kids.com/bar-graphs/
http://www.ck12.org/book/CK-12-Middle-School-Math-Grade6/section/2.7/
http://statistics.about.com/od/HelpandTutorials/a/What-Is-ABar-Graph.htm
https://psychlopedia.wikispaces.com/Histogram?
responseToken=0eeccd5bba2c23a1a5289d5d0d07293ad
http://www.onlinemathlearning.com/bar-charts.html
2 students like red

juice
8 students like
orange juice
10 students like
yellow juice
6 students like
purple juice
9 students like
soccer
4 students like
softball
6 students like
basketball
3 students like other
sports
4 votes for Corn
Flakes
2 votes for Cheerios
6 votes for Life
3 votes for Kix
10 people like
cheese
15 people like
mushrooms and
olives
20 people like
sausage
25 people like
pepperoni
10 people like cats
4 people like dogs
3 people like
hamsters
There were 2 days

of snow in
December.
There were 6 days
of snow in January.
There were 14 days
of snow in
February.
There were 3 days
of snow in March.
10 people have
blue eyes.
20 people have
green eyes.
30 people have
brown eyes.
There are 6
quarters.
There are 4 dimes.
There are 8 nickels.
There are 12
pennies.
John made an 85
on his test.
Tom made a 90 on
his test.
Adam made a 95
on his test.
Chris made a 90 on
his test.
23 people like red.

15 people like blue.
10 people like
green.
5 people like black.
Less than 5 people
like pink.
Game Set 2
5 people like
the best.
8 people like
the best.
6 people like
the best.
2 people like
the best.
cats
dogs
fish
frogs
25 people like
baseball.
17 people like
basketball.
14 people like
gymnastics.
27 people like
soccer.
13 people like
tennis.
9 people like
chocolate ice
cream.
5 people like
vanilla.
7 people like
strawberry.
9 people like the

color red.
5 people like the
color green
8 people like the
color yellow
5 people like the
color blue
4 people like the
color purple
We saw 6 police
cars.
We saw 3
ambulances.
We saw 4 racecars.
We saw 9 trains.
We saw 6 trucks.
We saw 1 fire
engine.
We saw 7
airplanes.
16 people like
apples.
3 people like
oranges.
1 person likes
pears.
6 people like
bananas.
There were 3 days

of snow in March.
There were 14 days
of snow in February.
There were 6 days
of snow in January.
There were 2 days
of snow in
December.
There were
carrots.
There were
tomatoes.
There were
zucchini.
There were
squash.
There were
potatoes.
100
80
60
100
40
100 people like

pizza.
80 people like
cheeseburgers.
20 people like
pasta.
There were 250

visitors in March.
There were 300
visitors in February.
There were 150
visitors in January.
Bar Graph Checklist:

Put a check mark in each box if you and your group have done
this.
Did your group work together?
Does your bar graph have a title?
Does your bar graph have headings?
Is your bar graph neat?
Police Officer
Materials
Manager
It is your job to make sure It is your job to retrieve all

that your group is staying
the materials that your
on task. If not, let the
group needs to complete
teacher know.
an assignment.
Technology Guru
You are responsible for

the iPads at your table. If
your group needs to look
something up, then it is
your job to do it.
Maintenance
It is your job to return all

the materials once your
group is done and throw
away any garbage left at
your table.
Reporter
It is your job to present

your groups assignment
to the class.
Station #1
At this station, you will work with your
group to create a bar graph. I have
given you a set of data to use. Model
your graph like the recording sheet
that we used earlier. Look at the
checklist to make sure you included
everything. Remember, work as a
team and have fun!
Station #2
At this station, you will create bar

graphs using these cubes. Grab a data
card and make you bar graph from
that data. When you are done, find
one person in your group to discuss
your bar graph with. If there is extra
time, get another data card and make
another bar graph.
Station #3
At this station you will be playing a
bar graph matching game. You will
need a partner to play this game. Get
your cards out of the Ziploc bag and
lay them face down. Flip over two
cards to see if they are a match. If
they match, then you get to keep the
cards. If they dont match, then flip
the cards back over. The partner with
the most cards at the end of the game
wins. When you and your partner are
finished, swap bags with another

group.
3D Bar Graph Data Cards
Create a bar graph that shows:
4 people like pizza
6 people like hamburgers
2 people like sandwiches
5 people like chicken fingers

9 people like math
4 people like writing
3 people like social studies
1 person likes science
7 students need more crayons
10 students need more pencils
3 students need more markers
5 students need more erasers

5 people like dogs
3 people like cats
6 people like birds
2 people like snakes
2 people like watching movies
5 people like reading books
3 people like playing outside
1 person likes drawing pictures
8 people are wearing green
5 people are wearing yellow
3 people are wearing blue
2 people are wearing orange
DAY 3
EED Lesson Plan
Name: Lindsey Ragan
Instructional Wonder: How does
the use of anchor charts impact
second grade students ability to create bar graphs and compare problems
using information presented in bar graphs as evidenced by a pre- and posttest?
Grade Level: 2nd
Subject: math- bar graphs
Date: March 3, 2016
Key Idea Concepts/Skills of Lesson: problem solving using bar graphs,
reading and understanding bar graphs
Lesson Goals: Students will learn how to problem solve using bar graphs
Prerequisite Skills and/or Concepts: reading a bar graph, addition and
subtraction, number sense
Accommodations:
Gifted/Early Finishers- Students will go to
http://www.abcya.com/fuzz_bugs_graphing.htm to play a bar graph problem
solving game.
graph. [2-MD10]
CT Signature:
Objective: Students
Procedures:
Assessment: The
will be able to solve
1.The teacher will
teacher will assess
simple put-together,
begin the lesson by
students responses
take-apart, and
displaying the
on the Padlet to the
compare problems
essential question on
question: What does a
using the information
the board. The
problem-solver do? in
presented in a bar
order to determine if
graph.
students chorally read students will be able
the essential question. to solve simple putMaterials:
The essential question together, take-apart,
1. PowerPoint
is: How does making and compare
2. iPads
a bar graph help when problems using the
3. QR code with link to solving problems
information presented
Padlet
about data?
in a bar graph.
http://padlet.com/lrag 2. After the students
an1/rm6x82qeloec
read the essential
question, the teacher
will display a QR code
on the board. The
students use their
iPads to scan the QR
codes. The QR code
will send the students
to a Padlet where a
question is posted:
What is something
that a good problem
solver does?
http://padlet.com/lrag
an1/rm6x82qeloec
The teacher will read
the question to the
students. The teacher
will tell the students
to respond to the
question on their
iPads. The teacher will
give the students 2 to
3 minutes to respond
to the question on
Padlet.
3. The teacher will
share several of the
posts and ask
clarifying questions if
necessary.
closure.
Objective: Students
Procedures:
Assessment: The
1. The teacher will
teacher will assess
begin this phase of
students oral
take-apart, and
the lesson by
responses and sticky
compare problems
introducing the
notes to determine if
anchor chart.
students will be able
presented in a bar
2. The teacher will
to solve simple putgraph.
say, These are some together, take-apart,
things that I think that and compare
great problem-solvers problems using the
Materials:
do. I think that
1. Anchor chart
problem solvers are
in a bar graph.
2. PowerPoint
determined. That
3. chart paper for
means they never
sticky note bar graph
give up!
4. sticky notes
3. The teacher will
5. equity sticks
then say, Problem
solvers read the
question more than
once! Why do you
think that it is
important to read the
question more than

once? The teacher
turn and talk for 30
seconds to answer her
will then say, Come
back to me in 3,2,1.
The students will close
out their
conversations at
return their attention
to the teacher. The
teacher will ask one
student to share what
they talked about with
his/her partner.
4. The teacher will
then say, Problem
solvers underline or
circle the important
information in the
problem. This helps us
unlock the problem.
5. Now lets make a
bar graph. We have
learned about a lot of
different book genres
this semester. We are
going to vote on our
favorite genre. Our
choices are dramas,
fiction, nonfiction, and
poetry. I want you to
pick your favorite
genre. The teacher
will have a blank bar
graph prepared on a
piece of chart paper.
The teacher will have
one of the materials
managers pass out
the sticky notes.
6. The teacher will
then say, I want you
to vote on the genre
that you like best. I
want Family 1 to come
up and vote first. Next
I want Family 2 to
come and vote. Then
Family 3 may come
vote, and then I want
Family 4 to come up
and vote.
7. The teacher will
then say, Now that
we have collected
data, we are going to
use this data to solve
problems.
8. The teacher will use
the PowerPoint to
display the questions
that the class will be
answering. The
teacher will say, My
first question is, How
many people like
poetry? The
students will look at
the class bar graph
and tell the teacher
how many students
voted for poetry.
9. The teacher will ask
the question, How
many more people
like poetry instead of
nonfiction. The
teacher will model her
thinking. I can see
that 5 people like
poetry and only 2
people like nonfiction.
In order for me to find
out how many more,
do you think that I
need to add or
subtract? The
students will respond
with, Subtract. The
teacher will then say,
What is 5 minus 2?
The students will
respond with, Three.
The teacher will then
say, This bar graph
tells me that three

more people prefer
poetry over
nonfiction.
then ask, How many
people prefer fiction
over nonfiction? I
want you to turn and
talk to your partner.
The teacher will allow
the students to turn
and talk to their
will ask the students,
What did you and
your partner decide
based on the bar
graph? The students
will tell the teacher
what they discussed
with their partners.
then ask, How many
people like drama? I
want you to put the
answer in your hand.
The teacher will give
the students three
seconds to put their
answer into their
hands. The teacher
will then say, Let it
go. The students will
release their answers
for the teacher to
hear.
will give each student
a sticky note. The
students answer the
question: Why do you
think that it is
important to be a
problem solver? The
students respond to
the question using
their sticky notes. The

students one minute
to respond to the
will then have the
students turn and talk
to their partner about
what they wrote on
their sticky notes. The
sticks to choose
several students to
share what they
partner.
Objective: Students
Procedures:
Assessment: The
1. The teacher will
give each group a
students chart papers
take-apart, and
piece of chart paper, a in order to determine
compare problems
completed bar graph, if students were able
and a set of questions to solve simple putpresented in a bar
for the bar graph.
together, take-apart,
graph.
2. The teacher will tell and compare
each group to work
problems using the
together to solve the
problems that go with in a bar graph.
Materials:
their bar graph.
1. chart paper
3. The teacher will
2. 4 different,
remind the students
completed bar graphs that if they get stuck
3. question sheets
then they can look at
that go with each bar
the anchor charts that
graph
we used with this
4. Post-test
weeks lessons.
4. The teacher will
give the students 15
to 20 minutes to
answer the questions
about the bar graphs
that they were given.
5. The teacher will
walk around among
the student groups
and answer questions.
6. After all student
groups have finished

solving their bar
graph problems, the
each group come up
and explain how they
solved their problems.
7. At the end of the
lesson, the teacher
will assess her
students learning by
giving them the posttest.
QR Code with link to Padlet
http://padlet.com/lragan1/rm6x82qeloec
Bar Graph 1 Questions

1.How many students in all voted on this bar
graph?
2.How many more students like science instead
of writing?
3.How many students like social studies and
writing?
4.How many students like math?

5.Do students prefer science or social studies?
graph?
2.How many students like cats more than birds?
3.How many students like fish?
4.Do students prefer dogs or cats?
5.How many students like fish and birds?

graph?
2.How many students prefer art instead of
media?
3.Do students prefer computer or music?
4.How many students like music?
5.How many students like computer and
media?
1. How many students voted on this bar graph?
2. How many students like playing outside?
3. How many more students prefer playing
outside instead of painting?
4. How many students like sports and video
games?
5. Do students prefer painting or video games?
ASSESSMENT PLAN
Pre-Assessment I will be pre-assessing my students through the use of a
pre-test. Students will independently take this test. The pre-test contains
eight questions that ask students to identify parts of a bar graph, answer
questions about bar graphs, and to create a bar graph based on a set of data
that is provided.
Math Mini-Unit Assessment
Name:_______________________________________
1.
What
A.
B.
C.
D.
is this type of graph called?

bar graph
line plot
picture graph
picture bar
2.
What
A.
B.
C.
D.
is this part of a bar graph called?

the name
the top
the title
the picture
3. What are bar graphs for?

A. to be pretty
B. to display data
C. to be read
D. to put on a math test
5. List the four types of juices on this bar graph.
6. How many students like yellow juice?
7. How many more students like purple juice than read juice?
8. Miss Ragan asked her students about their favorite foods. She found out
that 4 students like pizza, 6 students like hamburgers, 5 students like
chicken fingers, and only 2 students like macaroni. Draw a label a bar graph
that displays this data.
Day 1 The teacher will begin Day 1 by giving her students the pre-test. The
teacher will listen to and assess the students discussions in order to assess
their prior knowledge of reading bar graphs. In the invention phase of the
lesson, the teacher will assess students oral responses to the question,
What is one thing that you learned about reading bar graphs? In the
expansion phase of the lesson, the teacher will assess students bar graph
recording sheets to determine if the students can read bar graphs.
Name:_______________________________________
1.
What
E.
F.
G.
H.

bar graph
line plot
picture graph
picture bar
2.
What
E.
F.
G.
H.

the name
the top
the title
the picture

A. to be pretty
B. to display data
C. to be read
Day 2 The teacher will begin the lesson by assessing students prior
knowledge of creating bar graphs. The teacher will ask the students what
they already know about creating a bar graph. The teacher will give the
students index cards to respond to her question on. During the invention
phase of the lesson, the teacher will assess students bar graph recording
sheets and their written responses to the closure question: What did you
learn about bar graphs today? The teacher will also assess the students
performance during stations through the use of anecdotal notes. At the chart
paper bar graph station, the teacher will provide a checklist for the students
to check their work with. At the matching station, the teacher will provide an
answer key (an uncut version of the matching cards).
Teacher Checklist & Notes:

Family 1:
Sophia:
Qua:
Lucas:
Dominque:
Family 2:
J.J.:
Aidan:
Emily:
Jay:
Family 3:
Matthew:
Evan:
MaKya:
Jake:
Family 4:
Tymeria:
Rachel:
Jessica:
Charlie:
Bar Graph Checklist:

Put a check mark in each box if you and your group have done
this.
Did your group work together?
Does your bar graph have a title?
Does your bar graph have headings?
Is your bar graph neat?
Day 3 The teacher will begin the lesson by having the students scan a QR
code and answer a question posted on a Padlet. The question is, What is
something that a good problem solver does?
In the invention phase of the lesson, the teacher will assess students oral
responses about the bar graph and she will assess the students responses
on their sticky notes. The students will answer this question on their sticky
notes: How does looking at a bar graph help you solve problems? In the
expansion phase of the lesson, the teacher will assess students chart papers
to determine if they were able to solve problems using the bar graphs that
they were given. At the end of the lesson, the teacher will assess student
learning by giving them the post-test.
Name:_______________________________________
1.
What
I.
J.
K.
L.

bar graph
line plot
picture graph
picture bar
2.
What
I.
J.
K.
L.

the name
the top
the title
the picture

A. to be pretty
B. to display data
C. to be read
Post-Assessment I will be re-assessing my students learning at the end

of the unit. I will assess their learning by using the same test that I used
before I began the unit. The assessment will measure if students learned the
parts of a bar graph, how to answer questions using a bar graph, and how to
create a bar graph based on a set of data.
Name:_______________________________________
1.
What is this type of graph called?

M. bar graph
N. line plot
O. picture graph
P. picture bar
2.
What is this part of a bar graph called?

M. the name
N. the top
O. the title
P. the picture
A. to be pretty
B. to display data
C. to be read
Resources:
https://s-media-cacheak0.pinimg.com/736x/5f/d5/2e/5fd52ebcd520687cecd0aeaec629e906.jpg
http://indulgy.com/post/1dCvvK1rQ1/anchor-chart
http://www.lookwerelearning.com/2016/01/lego-bar-graphs-for-1stgrade/
http://dewey.district65.net/teachers/washingtonm/mathcharts/#G
https://www.eduplace.com/math/mw/background/5/06a/te_5_06a_gra
phs_ideas.html
http://www.readingrockets.org/article/creating-bar-graphs
http://www.mathblaster.com/coolmath/articles/fun-ways-of-graphing
https://www.eduplace.com/math/mw/background/2/03/te_2_03_overv
iew.html
http://www.mathkinz.com/Graphs/BarGraph.html
http://www.ducksters.com/kidsmath/picture_graphs.php
http://www.future-edge.com/blackboard/MathM3E112/index.html
http://worksheets.tutorvista.com/misleading-graph-worksheet.html
http://www.enchantedlearning.com/math/graphs/bargraph/
http://www.studyzone.org/testprep/math4/d/bargraph4l.cfm
http://teachersnetwork.org/teachnetlab/miami/2003/sampedro2/lesson_plan4BarGraphs.htm
http://www.education.com/game/color-bar-graph/
https://www.pinterest.com/kdelly/graphing-tallies-math/
https://www.commoncore4kids.com/bar-graphs/
http://www.ck12.org/book/CK-12-Middle-School-Math-Grade6/section/2.7/
http://statistics.about.com/od/HelpandTutorials/a/What-Is-A-BarGraph.htm
https://psychlopedia.wikispaces.com/Histogram?
responseToken=0eeccd5bba2c23a1a5289d5d0d07293ad
http://www.onlinemathlearning.com/bar-charts.html

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Assignment # 3 Effective Facilitation Practices

(Math 3-day mini-unit)

Connected Student Instruction Lesson Plans

DAY 1 EED Lesson Plan

the reading a bar

students that like it.

Lesson Plan References:

Go Math! Lesson 10.4

Power Point, Student Handouts, Rubrics:

1. From the graph, I can see that _________ students like

3. What is the heading that goes across the bottom of the

DAY 2- EED Lesson Plan

of these colors is your

second step is to write

around among the

Expansion: (Contains student activities that provide practice, provide

students to stop what

2 students like red

There were 2 days

23 people like red.

9 people like the

There were 3 days

100 people like

There were 250

Bar Graph Checklist:

Did your group work together?

Does your bar graph have a title?

Does your bar graph have headings?

Is your bar graph neat?

It is your job to make sure It is your job to retrieve all

You are responsible for

It is your job to return all

It is your job to present

At this station, you will create bar

finished, swap bags with another

Create a bar graph that shows:

Create a bar graph that shows:

question more than

tells me that three

their sticky notes. The

groups have finished

Bar Graph 1 Questions

4.How many students like math?

Bar Graph 3 Questions

is this type of graph called?

is this part of a bar graph called?

3. What are bar graphs for?

5. List the four types of juices on this bar graph.

6. How many students like yellow juice?

Math Mini-Unit Assessment

is this type of graph called?

is this part of a bar graph called?

3. What are bar graphs for?

5. List the four types of juices on this bar graph.

6. How many students like yellow juice?

Teacher Checklist & Notes:

Bar Graph Checklist:

Did your group work together?

Does your bar graph have a title?

Does your bar graph have headings?

Is your bar graph neat?

is this type of graph called?