Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
See if they can count the number of letters (Tuesday: syllables) in their
own first name on their fingers
Ask who had 2 letters, 3 letters, 4 letters, etc (Tuesday: Ask who had 3,
4, 5 etc syllables)
Choose a few students to call on and have them count
them out loud
Tell students that today they will create a bar graph together to see
who has the longest name, shortest name, or who might have a tie (Tuesday:
who has the most syllables, least syllables, or a tie)
Remind students of the tooth graph they created
TEACHING PROCEDURES:
Tell students that graphs are an easy way to get information or data
Model and explain the parts of a graph
We are going to need a title so people can know what our
graph is about
Explain that without a title we wouldnt know what were
reading or getting information about
Ask for suggestions to a title. Remind students about the
past tooth graph title and that it must be about the number of letters
in their name
Write the title on the graph. Explain meatball spaces
between words and spaghetti spaces between letters. Read it together.
Tell students that they will be adding their own name to the chart
Write down two sections and explain. Vertical: Number of letters.
Horizontal: Number of people
Tell students that theyll be given a sticky note. Instruct them to write
their name, write the number of letters, and circle the number.
Afterwards students students can come and stick it to the graph. Assist
them if needed.
CLOSURE
After the graph is completed. Review the parts of the graph and what
its purpose is
Tell students that the name of this graph is called a bar graph. It has
bars to tell us information about our title.
Prompt a discussion with students.
How many students names have 5 letters?
Which number has the least/most student names?
Which number has no student names?
Which numbers have the same amount of student names?
How many more names would we need in the 2 row so it
had the same as the 4 row?
How many names does the 7 row and the 10 row have all
together?
How could this graph change or not change over time?
What are you looking at on the graph to help you figure
that out?
What does this graph tell us about the class?
Hang the bar graph up in class to refer back to
Extension:
Have students compare and contrast the number of letters in a name
in another first grade class. See which name is the longest, shortest, and
most common in first grade.
Note: Students might have to go in small groups of 4-5 students.