1. Lesson Plan Code: M-1 2. Subject: Mathematics: Data Analysis 3. Grade Level/Course: 2nd Grade 4.

Title: Graphing Characteristics 5. Alignments: 2.6.2.B: Organize and display data using pictures, tallies, charts, bar graphs and pictographs. 2.6.2.C: Describe data displayed in a diagram, graph or table. 1.5.2.F: Use grade appropriate conventions of language when writing and editing. 1.6.2.A: Listen actively and respond to others in small and large group situations. 6. Common Core Standards: CC.2.4.2.A.4: Represent and interpret data using line plots, picture graphs, and bar graphs. CC.1.4.2.F: Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. CC.1.5.2.C: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. CC.1.5.2.E: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 7. Vocabulary: bar graph, frequency, more than, less than, horizontal and vertical axis, tally, tally table 8. Objective(s): Students will be able to correctly represent data using tallies and bar graphs Students will be able to correctly answer questions about the book ,

The Great Graph Challenge. Students will be able to correctly describe their graphs using complete sentences. 9. Essential Question(s): How can we graph characteristics of various items to show their frequency? 10. 11. Duration: 30-45minutes

Materials: My Data Chart and Graph Worksheet Bag of Skittles for each student (each containing 15-20 pieces) Crayons Overhead project with transparency of the data chart and graph worksheet Whiteboard/Chalkboard Suggested Instructional Strategies: Explicit Instruction- directing student attention toward specific learning in a structured environment focused on producing specific learning outcomes. Active Engagement- all students are actively learning, interacting with others, and responding to instruction. Scaffolding- the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students.

12.

13. Instructional Procedure(s): BeforeThe teacher will begin by telling the students they are going to read a book called The Great Graph Contest to the class. Before reading the book, the teacher will ask students to make predictions about what the book, asking them what information can they gather based from the title and the cover. After the students make their predictions, the teacher will tell them that the book is about a pair of friends who end up using math throughout the adventures. After reading the book the teacher will ask the students what types of graphs did the characters in the book use? Why types of information did they graph? How did

they gather their information? DuringThe teacher will begin by talking about how charts and graphs can be used to compare data. The teacher will explain that data can come from a number of sources and can show varying information, just as the book did. The teacher will then tell the students that together, they are going to survey the class and record information based on one characteristic. Before continuing, the teacher will ask students what is a characteristic? Students will think along and then turn to their elbow buddy and discuss before being asked randomly to state what a characteristic is. The teacher will then tell the students that they are going to use hair color as the characteristic for their data. The teacher will use a tally table on the transparency projector to record this characteristic of each student. The teacher will ask the students who can recall from the book what is a tally table or tally chart and offer additional explanation before continuing. After all of the information is tallied, the teacher will then ask the students what information can they gather from chart. The class will then make a bar graph together based on the steps in the book. The teacher will model how to make one on the transparency projector while the students make one on the worksheet. Next, the class as a whole will write three sentences to describe their data. The teacher will prompt students to use comparative terms such as more than and less than. AfterStudents will practice making their own bar graph by using a bag of Skittles as their information/data source. Each student will be given another Data Chart and Graph Worksheet to record the number of Skittles in their bag according to their defining characteristic, their color. Student will also have to write three sentences describing their data. After the students finish their worksheet, the teacher will ask students what other items could they graph using a bar graph? before closing the lesson and transitioning to their next activity. ExtensionsStudents who grasp the concept quickly or complete their worksheet early can compile data from around the room, such as what students are wearing (t shirts, long sleeve shirts, etc) to graph and compare. ModificationsStudents with learning disabilities may receive modified

worksheets that are already labeled along their axis. 14. Formative Assessment: Throughout the lesson the teacher will use the questions to formatively assess students understanding to determine in they are on target to meet the objectives or if further instruction is needed. 15. Related Materials & Resources: