Unit Plan

Grade: 1st

Subject: Representing and Interpreting Data

Established Goals: 1.MD.4

Organize, represent and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Enduring Understandings:

Students will understand that:

- Data can be represented on various types of graphs- Graphs present data in an organized way, making it easier to read and comprehend- Questions can be answered by analyzing data

Essential Question:

- How can we collect, organize and record our findings?

Key Knowledge and Skill Objectives:

Students will be able to:

- Collect data through counting, measuring and conducting surveys- Organize data using pictures, tallies, tables, charts and graphs- Use a variety of graphs to organize/present data- Read/examine data provided on a chart- Answer questions by observing information given on a graph

1Muller 2012

Grade: 1st

Subject: Introduction to collecting data using surveys and tallies

Enduring Understandings:

Students will understand that:

- Tally marks are a quick and easy way to record data- Tally Charts are just one of the ways we can collect data

Key Knowledge and Skills:

Students will be able to:

- Collect data through counting, measuring and conducting surveys- Organize data using pictures, tallies, tables, charts and graphs- Use a variety of graphs to organize/present data- Read/examine data provided on a chart- Answer questions by observing information given on a graph

Resources: computer/projector (video), Ipads, worksheet, pencils, whiteboard and markers

Time Required: 45 Minutes

Environment: classroom: moving between sitting on the rug to being in seats

Hook: Gather the students on the rug and show them the BrainPOP video: Tally Charts and Bar Graphs (http://www.brainpopjr.com/math/data/tallychartsandbargraphs/). This is a good introduction to tally marks and charts.

Procedure:

- Inform the students that tally marks are a great tool in recording data quickly and are very easy to use.

- Explain that all you have to do is draw vertical lines, 1 line represents 1 person, and when you get to 5, you draw a diagonal line across the other 4. Tell students this makes the tallies easier to count.

- Share with students The Tally Mark Song which will make it easier for the students to remember to draw 4 vertical lines and 1 diagonal. Sing the song once for them, so they can hear it, and then have them sing along the next time. (http://aturntolearn.blogspot.com/2012/04/boys-vs-girls-vs-teachers-incredibly.html?showComment=1334281842486#c7432349763656015657

- Tell the students that last night you were watching a show about lions, tigers and bears and you were curious what the class favorite was.

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- Ask the students how they think we can find this information out (The brainPOP video should be fresh in their minds and they should tell you we can collect data using tally marks)

- Praise them for the correct answer or give guidance/direction to get them to the right answer.

- Write Lions, Tigers and Bears on the board vertically- Call the students up one my one to record their tally under their favorite animal- Make sure to draw their attention to the fifth tally and how important the diagonal mark

is. - As a class count the totals (by 5’s) of each animal- Ask the students to tell you what animal has the most tallies? Least? - Distribute the Ipads and direct the children to use the Splashmath app and practice their

skills with tally marks (give 10 minutes to practice) http://studypadinc.com/splash-math-grade-1/data-and-graphs/tally-charts/

- Remind them that tallies are a great way to record information quickly.- Hand out Count, Write and Tally worksheet for the students to practice with tally marks

at home and return to school the next day.o This will be a formative assessment tool for me to know whether the students

understand tally marks or if we need to go back and do more practice. o The worksheet will be graded by: Each household item will be worth 3 points: 1

point for writing the number of each item, 1 point for correct tally formations, and 1pt for the tally matching the number written. The whole worksheet is worth 18 Points

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Obtained from: (http://aturntolearn.blogspot.com/2012/04/boys-vs-girls-vs-teachers-incredibly.html?showComment=1334281842486#c7432349763656015657

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Obtained from:

http://bainbridgeclass.blogspot.com/2011/09/facebook-linky-party-tally-freebie-9.html

5Muller 2012

Grade: 1st

Subject: Pictographs

Enduring Understandings:

Students will understand that:

- Data can be represented on various types of graphs- Graphs present data in an organized way, making it easier to read and comprehend- Questions can be answered by analyzing data

Key Knowledge and Skills:

Students will be able to:

- Collect data through counting, measuring and conducting surveys- Organize data using pictures, tallies, tables, charts and graphs- Use a variety of graphs to organize/present data- Read/examine data provided on a chart- Answer questions by observing information given on a graph

Resources: Chart paper/markers, bus/car/school cutouts for students, construction paper, crayons, glue, worksheet, computers or ipads

Time Required: 30-40 minutes

Environment: Classroom: moving back and forth from carpet to desks. Possibly going to computer lab for extended practice

Hook: Call the students over to the carpet and tell them that Mr.Mcdevitt (principal) called you into his office and said there is a new safety precaution in the building and he needs to know how all my students get home from school.

Procedure:

-While the students are still on the carpet, ask them to close their eyes and think back to what we did yesterday. < Review of yesterday’s lesson>

- Ask the question: What is the first thing we should do to start collecting this data for Mr.Mcdevitt? (Answer: Collect the data---tally chart)

- On a large piece of chart paper, make a tally chart with the title: How we get home from school and the 3 options: bus, pick-up, and stay after school

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- Use Popsicle name sticks to call students up (one-by-one) to record their method of transportation

-When students make their tally, give them a pre-cut picture of what they recorded (example: if a student takes a bus home, give them the bus picture) to take back to their desk and color

-Call the students back over to the carpet and show them: Intro to Graphs video-http://youtu.be/b1dN6CMA-lQ

- Explain that we are going to create a pictograph, which is another way (besides tally charts) that we can organize data (like they saw on the video)

-Tell them a pictograph uses pictures (instead of tallies) to record the data.

-Instruct the students that using the pictures they just colored, we are going to create a class pictograph but gluing our pictures onto the chart

-Call the students up to glue their picture under the correct category.

-After all the students are finished contributing to the pictograph, give the students a few minutes to discuss with their table members things they notice.

-Ask for students to share a few examples.

-Hand out pictograph questions for the students to answer on their own, read the questions out loud but have students answer individually -use this as an evaluation/assessment of their understanding.

- Instruct students to turn in worksheet when complete.

Worksheet grading: This worksheet is a formative assessment that will help the student and teacher know if the student understands how to read the information on a pictograph.

1 point for each correct answer- (4 Points total)

Extended Practice/Assessment:: During time in the computer lab have students practice their newly developed skills on : http://www.ixl.com/math/grade-1/record-data-with-tally-charts-picture-

graphs-tables

This will aide in giving the student immediate feedback and explanation if they don’t understand the answer.

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Clip Art Cutouts for Pictograph

Retrieved from Google Images

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Name:_________________

How our class gets home from school

1. What is the most popular way of getting home?

2. What is the least popular way?

3. How many students take home? ___________

4. How many more students take than students

who stay after ? ___________________________

9Muller 2012

Grade: 1st

Subject: Bar Graphs

Enduring Understandings:

Students will understand that:

- Data can be represented on various types of graphs- Graphs present data in an organized way, making it easier to read and comprehend- Questions can be answered by analyzing data- Bar graphs are an easy and efficient way to visualize data

Key Knowledge and Skills:

Students will be able to:

- Collect data through counting, measuring and conducting surveys- Organize data using pictures, tallies, tables, charts and graphs- Use a variety of graphs to organize/present data- Read/examine data provided on a chart- Answer questions by observing information given on a graph

Resources: Red is Best book, ipads, graphing worksheet, small squares of paper (white), crayons, glue, and chart paper/construction paper

Time Required: 1 hour

Environment: Classroom-moving from desks to carpet. Computer lab.

Hook: Call the students over to the carpet and read Red is Best by Kathy Stinson. Tell the students: Now that we all know what Kelly’s favorite color is (red), you want to find out what all of their favorite colors are.

Procedure:

- Remind the students that we have been learning about different types of graphs for the past few days and we are going to be introduced to another type to organize our “Favorite Color” data.

- Send the students back to their desks and pass out the pre-cut squares of white paper and crayons.

- Tell the students to choose their favorite color crayon and color the entire white square

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- On large chart paper (or construction paper) write all the different colors on the chart (columns) and call each student up one by one to glue their square under the right column.

- When the students are done, finish labeling the graph.- Ask students what they notice about the graph

o If no response, prompt them with questions like: what color has the most? The least? How many people like (color)

- Explain that bar graphs are an easy way to record data about things like what people like, because it is easy and quick to see which is the most liked

- Split the class in half, and do a math rotation: sight word graphing worksheet and ipads. Spend 10 minutes in each station and then flip the goups (so every student does both activities)

o Carpet area: Direct students to go to the Splash Math Bar graph app on ipads- http://studypadinc.com/splash-math-grade-1/data-and-graphs/bar-graphs/

o Desks: Tell students to complete the sight word graphing worksheet

*** Collect the worksheet and evaluate to see if students understand bar graphs or if we need to go back and review some details.

Extended Practice/Assessment: During time in the computer lab, give students time to visit IXL.com and take the “which bar graph is correct?” assessment.

http://www.ixl.com/math/grade-1/which-bar-graph-is-correct

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Adapted from: moffattgirls.blogspot.com

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Grade: 1stSubject: Pie ChartsEnduring Understandings:Students will understand that:

o Data can be represented on various types of graphso Graphs present data in an organized way, making it easier to read and

comprehendo Questions can be answered by analyzing datao Bar graphs are an easy and efficient way to visualize data

Key Knowledge and Skills:Students will be able to:

o Collect data through counting, measuring and recordingo Organize data using pictures, tallies, tables, charts and graphso Use a variety of graphs to organize/present datao Read/examine data provided on a charto Answer questions by observing information given on a graph

Resources:-Crayons, scissors , 2x2 circles, skittles

Time Required: 45 Minutes

Environment: Classroom: desks and rugHook: -Call the students over to the carpet and tell them you are very excited because we get to do our math lesson with candy!- Ask the students if they have ever eaten skittles before. (Answers will vary) -Have the students name the 5 different colors and list them on the board-Instruct the students to go back to their desks to receive instructions on what we will be doing. Procedure:-Pass out the circles (already divided into 10 sections) - Ask how many Skittles do you think will fit on the circle? (Answers will vary.) Ten will fit. -Pass out 10 skittles per student-Student should color the graph according to the colors they actually have on their circle. If a student has 3 reds, (color 3 slices red) 2 yellows, (color 2 slices yellow), etc.

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-Read the questions on the worksheet out loud and give students time to answer using the data on their own graph-After coloring, give students time to look at other student’s pie charts and make observations

Discuss: What do you see/notice? (Everyone’s pie charts will be different depending on what color skittles they got) -Tell the students pie charts are just another way they can record and read data-Collect the students’ pie charts and look at the questions to make sure the students are on track and know how to read the data on pie charts.-Take the students to the computer lab and give them time to practice working with pie charts on the NLVM website: http://nlvm.usu.edu/en/nav/frames_asid_183_g_1_t_5.html?open=activities&from=topic_t_5.html

Lesson adapted and edited from: http://mypages.iit.edu/~smile/ma9514.html

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Name:________________

Skittles Pie Chart

Please answer the following questions: 1. How many RED and YELLOW skittles do you have total? ____________

2. What color do you have the MOST of? ________________

3. What color do you have the LEAST of? ________________

4. Do you have more PURPLE or GREEN ? __________________

15Muller 2012

Grade: 1st

Subject: Review of Graphs

Enduring Understandings:

Students will understand that:

- Data can be represented on various types of graphs- Graphs present data in an organized way, making it easier to read and comprehend- Questions can be answered by analyzing data- Bar graphs are an easy and efficient way to visualize data

Key Knowledge and Skills:

Students will be able to:

- Collect data through counting, measuring and conducting surveys- Organize data using pictures, tallies, tables, charts and graphs- Use a variety of graphs to organize/present 3 categories of data- Read/examine data provided on a chart- Answer questions by observing information given on a graph

Resources: Book-Graphs By Bonnie Bader and Mernie Cole, Smart exchange-Graphing Lesson, computers, class graphs made in previous lessons, data sheet, white printer paper

Time Required: 1 hour

Environment: Classroom-moving from carpet spots to desk and computer lab

Hook: When the students walk into class have all the class made graphs hanging up on one wall (pictograph, pie chart, bar graph, tally chart) and ask the students to take a minute and examine what all the graphs have in common. List their answers on the board. (answers will vary: parts of the graph, labels, different colors, titles, etc.)

Procedure:

-Call students over to their carpet spots and read Graphs by Bonnie Bader and Mernie Cole as a review of the different types of graphs

- Remind students that all the graphs can show the same types of information just in a different way

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- Upload the smart exchange lesson/activity: http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/3d/3da04027-25db-4ae4-b4e3-8c060ff4e153/graphing.notebook#

and work through the slides and activities as a class.

- Take the students to the computer lab for more practice/review of graphs by allowing them time to explore kidsmathgames.com

o http://www.kidsmathgamesonline.com/numbers/mathdata.html

-Now, the students should have good foundation of knowledge of different types of graphs and how to create them.

-Pass out the sheet of paper with data (which has already been collected) and a blank sheet of printer paper

-Tell the students that using this data, they need to create a graph (of their choice) to represent the data.

-Give the students time to complete the graphs

-When you collect them, they will be used as your assessment tool for this lesson. You will have a good understanding of what your students know by looking at their graphs.

- After collected, hang the different graphs all around the room, and let students do a “gallery walk” and check out all the different graphs their classmates made (with the same set of data)

17Muller 2012

Favorite Season

Students, I need your help!Mrs.Kage and I were talking during lunch yesterday. I said my favorite season is summer, Mrs. Kage likes Fall. Our discussion made us curious about what our students favorite season is. We did the research and collected the data, and now it needs to be turned into a graph.Your job: Below you will find the data we collected about our class’ favorite seasons. We need you to choose a type of graph and record the data so we can see what the final vote revealed!

Seasons18

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Fall: 3 StudentsWinter: 6 StudentsSpring: 0 StudentsSummer: 11 Students

** Choose the graph you think would represent this data in the best way

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Name:____________20

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Favorite Seasons GraphingStudent Reflection

1. What type of graph did I make?

2. Why did I choose that type?

3. If I had the chance to make another graph, would I choose the same type? Why?

Name:_____________Types of Graphs

(Pre-Test)1. Write 5 using tally marks

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2. What number does the picture represent?

___________

3. Circle the bar graph

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Answer the following questions using the graph above:

4. How many people have cats?_______

5. How many more people have dogs than birds? __________

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Pictures retrieved from google images

Name:____________Types of Graphs

(Post-Test)1. Write 8 using tally marks

2. Name 3 things all graphs have?

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Answer the following questions using the graph above:

3. What type of graph is this?

4. What is it measuring? (Hint: Title)

5. What color is the most favorite?

6. What color is the least favorite?

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7. What is the total number of students who like Green and Pink?

8. What color did 5 students like the best?

Unit Reflection

1. Topic of the unit:

2. What was successful?

3. Unsuccessful?

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4. What needs to be changed for next year?

5. What can be added to enrich the lesson?

Unit Accommodations

For my students who are struggling with understanding the material in this unit, there are many things that could be done to help them

-practice worksheets/activities for at home practice

- one-on-one time working with student

-work on in-class activities with a partner

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For future students who may have a disability, the following are a few things that can be done to help them succeed:

- Provide written instructions for all activities- Give student a schedule of activities for the day, so they

know exactly what time things should happen- Allow them to work with a partner- Place their seat in a spot where everything is within

eyesight

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