Sarah Vogt Date: Time: Subject: Topic: SOL: 10/03/13 12:50-2:20 p.m.

Math Creating and Analyzing Bar Graphs 3.17: The student will a) collect and organize data, using observations, measurements, surveys, or experiments; b) construct a line plot, a picture graph, or a bar graph to represent the data; and c) read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data. Objectives: The student will understand how data can be collected and organized. The student will understand that data can be displayed in a bar graph. The student will understand how to construct a bar graph. The student will understand that data sets can be interpreted and analyzed to draw conclusions. Rationale: This lesson provides students various opportunities to understand bar graphs. Students will have whole-group, guided practice, small-group, paired, and individual practice with this concept through hands-on activities that allow students to create and analyze bar graphs. Essential Knowledge and Skills: The student will use problem solving, mathematical communication, mathematical reasoning, and connections to: -Formulate questions to investigate; -Design data investigations to answer formulated questions, limiting the number of categories for data collection to four; -Collect data, using surveys, polls, questionnaires, scientific experiments, and observations; -Organize data and construct a bar graph on grid paper representing 16 or fewer data points for no more than four categories;

-Label each axis on a bar graph and give the bar graph a title and limit increments on the numerical axis to whole numbers representing multiples of 1, 2, 5, or 10; -Read the information presented on a simple bar or picture graph (e.g., the title, the categories, the description of the two axes); -Describe the categories of data and the data as a whole; -Identify parts of the data that have special characteristics, including categories with the greatest, the least, or the same; -Select a correct interpretation of a graph from a set of interpretations of the graph, where one is correct and the remaining are incorrect. Previous Knowledge and Skills: SOL 2.17: The student will use data from experiments to construct picture graphs, pictographs, and bar graphs. SOL 2.19: The student will analyze data displayed in picture graphs, pictographs, and bar graphs. Materials: Bag of word problems (for snapshot) SMART Exchange bar graph lesson Interactive math notebooks Glue Graph paper Graph analysis questions 5 bar graph examples Bags of accompanying analysis questions for the bar graph examples 2 challenging bar graph examples and analysis questions (extension) Bar graph review sheet (for homework)

Snapshot: Students will complete daily word problems in groups using problem-solving organizer. Groups will pick a word problem from the bag, complete the problem using the four part graphic organizer, and share their work with the class. (5 Minutes) Instructional Focus: I will begin the lesson with questioning: What is a good way to collect and organize data?. The students will complete a teacher lead interactive SMART Exchange presentation on bar graphs.

Presentation:http://exchange.smarttech.com/details.html?id=09a93bc8-62c0-4564-96e9a2cc996e41c6 (10 Minutes) Guided Practice: The students will work in three small groups to complete two group workstations and one independent station. 1) Working in groups of two or three, the students will complete the following online bar graphing games: 1.http://www.ixl.com/math/grade-3/interpret-bar-graphs, 2.http://www.ixl.com/math/grade-3/create-bar-graphs, 3.http://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/1 5/m3_15_00_x.swf, 4.http://www.softschools.com/math/data_analysis/bar_graph/activities/favourite_colors_ bar_chart/, 5.http://www.softschools.com/math/data_analysis/bar_graph/activities/vegetables_bar_ch art/ (15 Minutes) 2) The students will work in groups of two or three. They will look at a bar graph and answer analysis questions about the graph that are attached to the graph in a plastic bag. Students will take turns asking and answering questions. (15 Minutes) Independent Practice: I will work with small groups to set the students up for the graphing activity for the class review. Students will use their interactive math journals for the activity. I will ask students to list example questions that can be used to collect data that can be graphed. I will stress that the questions should have answers that can be put in to at least four categories; not yes or no questions. Then, the students will write in their interactive notebooks. On the left side of the notebook, they will write My Survey and Question. Next to the word Question, students will write their own question that they want to use in a survey to graph. After the students have their questions, they will write the word Categories underneath. Then, students will list four answer categories for their questions. On the right side of the notebook, the students will glue in a piece of graph paper and printed out analysis questions. The students will write the words Bar Graph at the top of the page. Then, we will have a short discussion about the important parts of a bar graph (title, x-axis, y-axis, numerical values on the y-axis, categories on the x-axis, and spacing between the categories). I will model this by creating my own graph

and labeling the parts with an example (Favorite Colors Graph) as we go along. Then, students will label parts to their own graphs as related to their survey question. To conclude, I will briefly go over the expectations for the class review activity. (15 Minutes) Class Review: The students will use the materials created during the independent practice station to complete a survey and graphing activity. I will begin by explaining the rules. Students will be expected to ask a total of six people their survey question. They will record their answers in their notebooks with tally marks. When surveying, students will start by asking the people at their table and then move on to other students close to them. When they are asking the survey questions, the students must walk around the room and must ask using a whisper voice. If they are unable to follow these two conditions, then they will be disqualified from the activity and will have to use made-up data to complete their graph. After students complete the survey, they will return to their seats to graph their data and answer the analysis questions. After all of the students have completed the activity, students can volunteer to share their work with the class. (15 minutes) Application: The students will apply bar graphs to real-world use through a whole-class discussion. When can you use bar graphs in the real world? (You can use them any time you want to compare data. Example: rainfall, number of students in school in different grades, test scores, lunch orders, etc.) (5 minutes) Assessment: The students will be assessed for understanding based on their interactive notebooks in the construction of their graphs and their answers to the analysis questions. Homework: Students will complete a bar graph review sheet. Differentiation: The lesson is created with universal design in mind. The students who are below grade level will receive extra support from the special education teacher as appropriate. I will also provide extra, more challenging bar graphs and analysis questions in the guided practice station for the students who have mastered the concepts.