Lesson Overview

Grade Level Pre-K

Estimated Time Needed one 45 minute math lesson
The lesson objective is data analysis and organization. We will be
categorizing the ways each student gets to school, and then making a bar
graph to represent the data. Teacher introduces concepts and vocabulary,
Lesson Description
explaining that a bar graph is a way to show data so that you can easily see
how many of something there is. Students will then create a bar graph
based on different types of transportation.
V.E.1. Child sorts objects that are the same and different into groups and
Content Area Standards uses language to describe how the groups are organized.
V.E.2. Child collects data and organizes it in a graphic representation
Technology Standards N/A
Students will be able to sort data into groups based on attributes, place into
Objectives
a bar graph and explain the data using the bar graph.

Resources/Materials/Tools
Data
Graph
Organize
Terms/Vocabulary Axes
x-axis
y-axis
intersection
Technology Resources N/A
Pre-made bar graph sheet with different types of transportation to be sorted
stickers to represent each students method of getting to school
prepared graphing chart paper
markers
reference to yesterday’s lesson of a pictorial graph to introduce concept
picture of car
Other Resources
picture of bus
picture of feet
go-around cup
glue for modeling
timer

Lesson Procedures
This template is built on the
traditional “Madeline
Hunter” lesson structure.
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on task
noted in parentheses for each step.
In other words, completely describe
the flow of the lesson-the content to
be presented, and the strategies to
be used. Include actual words you
will use and questions you will ask
Describe how each stage of
the lesson will be managed,
including role of teacher and
learners (who is doing what
at each point), location (e.g.,
classroom, computer lab,
outside), and any special
considerations, such as for
differentiated instruction.
Cite specifically what
resources for this activity
will be used, and describe
in detail how they will be
used.
Note who will be using the
tool and in what ways. Note
any safety considerations
needed.
 students. Consider items such as:
parts of the lesson that might be
difficult, and how you will know
whether you can go on; how to
ensure that students completely
understand directions before
releasing them to work
independently; and what students
will do if they finish their work early.
Teacher will introduce the
word data and term data
organization. T then tells SS
that we will be organizing On the carpet, t in front Picture of bar graph
Focus/Anticipatory Set some data together and we with chart paper, ss for reference and
(motivational hook) are going to create a bar each in a square on the introduction
graph (t shows bar graph carpet.
example) of the different ways
everyone in our class gets to
school each day.
Using chart paper, T explains
labeling the bar graph, using
pictures to represent the three
different ways students in our
class come to school: a car, a
bus and feet. T has stickers to
give each child as they are
called to add their dot to the
graph.
Showing the image of the bar
graph, T explains that the x-
axis goes from left to write,
T shows example of
and shows the different types
bar graph, and models
of data. The y-axis goes from
Content-input sorting data onto a
the intersection which prepared graphing
(Could include content graph. Asks students
represents zero up to the chart paper
outline, presentation, guiding questions to
highest data point. Show that
questioning, modeling, ensure they understand
the markings on the y-axis
examples) the idea that we are
count up from 0 and each line
counting from top to
represents a growth of one.
bottom, not left to right.
T references how yesterday
each student added their
picture to the graph, and today
we’re using dots. If you come
to school in a car, you would
put your dot here (points to the
car column) and the next dot
would go right on top. Ninja
think: where would a person
who walks to school put their
dot? once concept is
understood, move onto guided
 practice.
T has stickers to give each
T calls students one by
child as they are called to add
one, and asks them
their dot to the graph. T should
how they get to school,
ensure that the dots are being
then handing them a
added one on top of the other
sticker to add to the
(dots should have a
graph. other SS should
circumference about as wide stickers/dots
have eyes on the chart,
Guided Practice as the lines being used to images of car, feet,
watching it change. T
(identify students who represent the numbers in the and bus
asks questions about
failed to master lesson bar graph)by asking students prepared graphing
the data as the chart
objectives.) to wait before pressing the chart paper
grows. At the end, T
sticker down, and seeing if go-around cup
models how to read the
their classmates agree that it’s
data, and asks
the right place. Each student
students to read
will place their dot on the
different information
graph, ensuring that each
from the graph using
student feels represented in
the go-around cup.
the data.
T introduces worksheet that is
an empty bar graph, and gives
each student 6 types of
transportation on small
squares of paper. T: You are
T shows worksheet and
going to make your own bar
models glueing one or
graph sorting these types of
two of the vehicles,
transportation by how many
having students
wheels they have. On the x-
designate where the
axis, you see wheels, wings,
data should be glued. T
and oars. That is how you will worksheet
gives each student a
Independent Practice sort the data. You will have 12 data sets for each
blank graph, and the 6
(reteaching and minutes to sort the squares, student
squares of data.
enrichment) and glue them to make a bar glue for modeling
graph that sorts the data so timer
SS walk to their tables
we can easily see how many
and start sorting the
have wheels, how many have
squares.
wings, and how many have
oars. After that, we will come
T sets timer for 12
to the carpet and you’ll share
minutes
your graphs. If you finish early,
you can choose one color to
represent eh data shown for
each bar of your graph. Each
nbar should be it’s own color.
Students come back to carpet,
T continues graph with
as a group we finish the graph same worksheet and
students directions. T
Closure that T started before the went data set as during
restates the purpose of
to their independent practice. independent practice
a bar graph, and the
T collects graphs for
 assessment to guide further vocabulary: data, x-
instruction axis, y-axis,

Plans for Differentiated Instruction/Accommodations

There are a lot of visuals in the making of bar graphs, so students who don’t
communicate orally can still participate in the activity. The personal connection
to the data also maintains interest of those students who may have attention
Special Education
disorders, since they are a part of the data being recorded. Students who are not
Students
able to use glue or write, will still be able to sort the data during independent
practice, and with the aid of a teacher or another student who has mastered the
concept, they will have a completed graph as well.
For ELLs the images will be helpful in understanding the representation of the
English Language
data. The word axis is a latin based word, so while it might be a new word, it is
Learners
similar to the language most speak at home.
those who master the concept and finish their bar graphs early will have the
chance to color their graph as well. This will bring them even more connection
with the graph, for example they may choose to color the column for the oars
Gifted and Talented blue, because oars are used in water, and they associate blue with water.
Additionally, they will be able to help their table mates read the graph by
articulating what they understand, giving their classmates and themselves an
authentic experience using the vocabulary.
Other:

Potential Challenges/Plan B
if students are not seeming to understand the concept, T can model the entire graph before SS go to independent
practice. Closure would consist or reviewing the graph they made together and the ones they made individually,
and vocabulary, instead of students telling T how to finish the graph.

Assessment
The bar graph made during independent practice will give a good indication of which students mastered the
concept of data organization and those who did not.

Notes and Credits