PK-3 Lesson Plan

Name: Stephanie Sommers Grade: 2

Level: 2 Group Size: 5 Students

Subject/Lesson Topic: Math/Graphing Data

Objectives:

The learner will create a bar graph.

The learner will create a tally chart.
The learner will create a pictograph.
The learner will solve simple problems using information presented from the graph.

Standards/GLEs:

2.MD.D10: 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

problems4 using information presented in a bar graph.

Contextual Factors:

East Baton Rouge Public Elementary School

Small School
Limited family involvement
2nd grade classroom
Students are group according to their academic level. (gifted classroom, low classroom, 2

average classrooms) This classroom is an average classroom.

Classroom desks are arranged in groups (4-5 desks facing one another)
20 Students Total
1 ELL Student He understands English fairly well, but needs to be monitored
1 student that gets pulled for special services (usually not in classroom during math)
 2 students who can leave for special services if they are struggling and need additional

help (This is up to the teacher) (must go to special service instructor to take any tests)
1 student who doesnt do work unless teacher hovers over him (needs to be

reminded/checked on periodically)
3 students who need tests read aloud to them
1 Lead instructor
1 Student intern
Limited space for activities

Teacher Materials/Resources:

Lemonade for Sale Book

Skittles
Small cup or zip lock bag
Napkin or paper plate
Collecting Data & Graphing Chart (tally chart, pictograph, and bar graph)
List of questions for interpreting graphs

Student Materials/Resources:

Crayons
Pencil
Loose Leaf (optional)

Technology Integration:

No technology will be used

Family/Community Connection or Extension:

A weekly newsletter will be sent home with the students discussing the math topic of the

week. Parents are encouraged to assist children with graphing. They can do this
 throughout the day with any type of materials found around the house. For instance, say a

child is playing with Legos, the parent can have the students graph the Legos based off

of their colors, shape, etc. They can also do this within the community. For instance, if a

child is at the park they can make a graph based on the hair color of all the children who

are playing.
Teacher can email/call or write to parents if she needs to send or receive information
Class dojo (parents can see students behavior in the classroom) (another way of

communication with teacher and parents)

Pre-Assessment:

Ask students what a tally chart, bar graph, and pictograph look like.
Record information on a checklist below
Students should know this, because they were taught the

differences during whole group instruction previously this week.

Ask students what different ways they can sort/graph objects.
Record information on a checklist below

Name Objective Right Wrong

Student A Explained a Bar Graph
Student B Confused tally chart and pictograph
What does a
Student C Explained a Tally Chart
tally chart, bar
Student D Explained a Pictograph
Student E graph, and Explained Bar Graph
pictograph look
like?

Name Objective Answer:

Student A Color
Student B What different ways they can Shape
Student C sort/graph objects? Size
Student D Favorite Thing
Student E Type of Thing

Lesson Procedure and Activities:

Introduction.

Open the lesson by asking students if they have ever graphed anything before.
o Let students share what they have graphed and how they graphed it
State the target statement: Today, we are going to graph data on a tally chart, bar

graph, and pictograph.

Next, read, Lemonade for Sale
o Introduce author and title. Tell students to be aware of how graphs are used in

this book.
o When a graph is presented in the story be sure to point it out to the group. See if

they can identify which graph is being shown and how the characters are

graphing their data.

Activities.

Graphing Skittles
o Give each student a cup of skittles.
o Have students sort their skittles by color
o Have students graph their skittles on the tally chart (remind them that on the

fifth one the line crosses)

o Have students graph their skittles on a bar chart (students can use their crayons

to correspond with the color of the skittles they are graphing)

o Have students graph their skittles on the pictograph (be sure to include a key)
Compare the graphs
o Which one is easier to read?
o Which one do the students like better?
o Have students work with a partner and compare their graphs. (What is

similar/different)
 Interpret graph by answering questions
o Which color was the greatest amount?
o Which color was the least?
o What is the difference between the
color with the greatest amount and

the color with the least amount?

o How many red and yellow skittles

were there all together?
Any type of comparing questions
can be used in this activity

Closure.

Have students make up their own word problem using their data; then, find the answer.
Have each student take turns being the teacher. They can show the group their graph

and share their made up word problem. The student can then call on one of the students

to answer their problem.

Once everyone has a turn the students will go back to their desk for independent

work/centers.
o This will be used as a formative assessment (see section below)

Differentiation:

o Lower students They can work on one graph at a time and have simple

comparing problems.
o Advanced students Can be given more skittles so that their graphs are more

advanced. They can graph counting by 2s or 5s. They can compare data using

the following symbols: >, <, =. They could also draw the graphs themselves/label

the graph themselves.

Formative Assessment/Evaluation:
 Collect each students graphing sheet.
o Make sure they filled out each graph correctly using a checklist.
When students are presenting their made up word problem check for their understanding

of interpreting graphs.

Student Name Objective Tally Chart Bar Graph Pictograph

Student A YES OR NO YES OR NO YES OR NO
Student B Student YES OR NO YES OR NO YES OR NO
Student C created a tally YES OR NO YES OR NO YES OR NO
Student D char, bar YES OR NO YES OR NO YES OR NO
Student E graph, and a YES OR NO YES OR NO YES OR NO
pictograph.

Student Name Objective:

Student A YES OR NO
Student B YES OR NO
Student C Student was able to solve YES OR NO
Student D simple problems using YES OR NO
Student E information presented from YES OR NO
the graph.