Learning Experience 2

Learning Goal:
How do we read and make sense of graphs and tables?

Success Criteria:
I know how to understand the information on graphs.
I can use the information in a graph to answer questions.
I know to check the legend in a pictograph to find out what scale of the graph is.

Specific Expectations:
- compare similarities and differences between two related sets of data, using a variety of strategies.
- read, interpret, and draw conclusions from primary data, and from secondary data presented in charts,
tables, and graphs.

Rationale: Depending on how students did with the previous lesson with reading and interpreting information
from pictographs, I would increase the level of difficulty with the skip counting in the data. If students are havin
difficulty, I would adjust the lesson accordingly.

Activation of Prior Knowledge:

Minds on Math Activity: 2-3 Minute Challenge- How many people saw the Lion King over the 5 days?

If students struggle, the teacher should draw attention to skip counting strategies and patterns. The teacher can
encourage students to use number charts to help reinforce patterns.

The teacher will build on student knowledge on identifying information from a pictograph.
The teacher will draw attention to skip counting when counting by 25.
Action[35 minutes]:

Materials needed: Projector, math journals, reading pictograph worksheets, exit card prompt, and glue sticks.

Building Shared Understanding:

The teacher will practice reading information off of the pictograph with the students. The teacher will draw
attention to skip counting strategies such as using a number chart at their desk.
A special focus will be placed on skip counting by 10, 20, and 25 as a target goal for these students.
Differentiation: Two students have modified expectations and will be working with scales of 5 & 10.
Two students have modified expectations and will be working with scales of 1, 2 & possibly 5.
Students will be practicing skip counting with the teacher and interpreting the graph’s information. The teacher
encourage the students to decode problems: Apples are picked every year at the Smith Family Orchard. In what
year did the Smith family harvest 100 apples? How many more apples were harvested in 2013 than in 2010?
Students will practice highlighting the important pieces of information to break down questions into manageabl
pieces.

Independent Work: Students will be given independent practice with scales of 10, 20 and 25.

Consolidation:
Exit Card:  How many more tickets were bought for The Secret Life of Pets 2 than The Lion King?
Fill in the blanks for the legend. [5 minutes]

Reflection on the back of the exit card:

Write down one thing that you think you are an expert about with pictographs.
Write down one thing you want to learn more about. [3 minutes]
The information on the exit card will act as assessment for learning, so I can adjust my lessons as needed. This
activity will also act as assessment as learning as students are reflecting on their learning process.

Teacher Reflection: Do my students need more practice and guidance with reading pictographs or are they
reading to build on their knowledge of pictograph? [10 minutes]