Name: Kristina Hass Date: February 21, 2017

Grade Level: 2 Class Period: 9:00 -10:00 AM

Subject: Math Lesson # & Title: Bar Graphs
Function of the Lesson (check all that apply):
**Introduce New Skill or Content
Practice
Review
Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale:

Learner Attributes: There are a total of 20 students (11 boys and 9 girls) in the second grade classroom.
There are students from different socio-economic backgrounds and ethnicities. Three students are
identified with disabilities and one student is identified as an ELL.
One student is identified with autism and is on the high functioning end of the spectrum. She is on grade
level in mathematics but struggles at oral and written communication and is currently performing two
grade levels below her peers in ELA subjects.
Two other students receive special education services in reading, written expression, and math. The first
student is identified with a Specific Learning Disability and reads one grade level below peers. He has
significant difficulty forming written sentences and paragraphs on given topics. He often makes errors in
capitalization, punctuation, and spelling which impact the readability of his writing. In math, the student
can solve grade level equations with the aid of a number chart. He has difficulty answering applied math
problems due to limited reading skills and the need for concrete examples in math. The student is
extremely motivated to learn. The second student is identified with an Intellectual Disability and reads
nearly three grade levels below peers. The student can copy basic words but has difficulty writing basic
words or sentences from memory. In math, the student can solve addition and subtraction equations with
the aid of a calculator. He has difficulty answering applied math problems and cannot count money or tell
time. The student shows little interest in reading, writing or math within the classroom setting but enjoys
working with classmates on projects.
One student is identified as ELL. This student recently arrived in the USA and appears to have some
receptive language abilities in understanding basic conversations. She struggles with communicating what
she knows both orally in English or in written format.

Classroom Environment: The classroom is bright and inviting to the students. The room is set up for
having 20 students in mind, with the desks grouped in five teams of four students. Teams are grouped
heterogeneously but this often changes dependent on the lesson. The Smartboard and chalkboard are
visible to each of the students in every seat. There are two designated small group worktables situated
around the room. The classroom has three student computers and a set of ten iPads. There is also a
carpeted area with beanbags if students choose to complete their independent work there. The room is
decorated with student work, a word wall, and anchor posters with helpful reference information.
Everything in the room has a place. It is highly organized with labeled bins of supplies. Students are
aware of where everything is located and independence, problem-solving, and peer support are
encouraged. Students have a routine for entering, turning in assignments, answering questions, etc.

Rationale: It is important to take into account that some of the students come from different cultures,
races, and socio-economic situations when planning the lesson. Teachers must also take into account prior
experiences and unique learning needs of the students with disabilities and ELL student when planning
this lesson. It is advantageous to relate the assignment to real life experiences and use various learning
supports to help all students develop the targeted lesson skills.
Content Standards:
Standard: 2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set
with up to four categories. Solve simple put-together, take-apart, and compare problems using
information presented in a bar graph.
Rationale: This standard is being taught because it is important for students to be able to apply data
collected in any setting by using a graph. Various graphs are often used in the real world to compare
results of surveys or outcomes of situations, and students should be able to pull data from a graph, as well
as create one based on given data. The students prior knowledge includes the ability to group
information that is alike and compare survey results by doing so, as well as adding and subtracting values.

Learning Objectives:
1. When given a set of data based on a simple survey (ex. Favorite Sport), the students will create a
properly labeled bar graph containing this data with an 80% accuracy.
2. When given a bar graph containing up to four categories of data, the students will compare
information and identify values of results based on the various categories by reading the graph
with an 80% accuracy.
3. When given a bar graph containing up to four categories of data, the students will explain the sum
of / difference between two values on the graph with an 80% accuracy.

Academic Language:
Survey Bar graph Y-axis
Data Category Compare
Visual Value
Graph X-axis

Assessment Plan: Formative Assessment:

1. At the beginning of the lesson, students will fill out the first two sections of a KWL chart,
describing what they already know about graphs and displaying data, and what they want to know
about graphs and data. In the K section, students may mention their prior knowledge about taking
surveys, sorting out information into groups, and adding or subtracting values to learn about the
information. The students may want to know (W) about the different types of graphs are, how to
read a graph, and why graphs are used. At the end of the lesson, students will complete the L
section of the chart, detailing any new information they learned about the topic. For example,
students may state that they now know how to label or read a graph, as well as the definition of
graph, x-axis, y-axis, etc. These charts will be collected after the lessons completion for the
teacher to review and check progress.
2. The students will each use a white board while the teacher displays a bar graph on the SMART
board. The teacher will ask students questions about the graph, such as How many people say
that red is their favorite color? How many more people like blue than yellow? Which color
do the most people like? The students will write their answers on their white boards and hold
them up so the teacher can check for understanding, going over topics that seem to still need
practice.
3. Upon introducing the various parts of the graph such as the x-axis and y-axis, the title, the
categories, and the values, he or she will again use an example graph on the SMART board. The
teacher will then point at a section of the graph and ask students whether he or she is pointing at
the x-axis, y-axis, or title section. On cue, the students will respond out loud with their answer.
The teacher will then ask students what goes in that position: the values, categories, or title.
When given a cue, students will again respond out loud. The teacher will observe to see if any
students appear confused or lost, and will write their names down on a post-it note to assist later.
 4. Before ending the class wide discussion, the teacher will quickly ask students for a Fist-to-Five
on their current understanding of bar graphs, and will take note of students who may need extra
help. If many students are still confused, the teacher will continue to review the topic as a class.
5. After the completion of the lesson, the teacher will pass out a post-it note to each student, and will
ask students to anonymously write one question that they still have or one point that they are still
unsure of. The students will hand in the completed post-it notes to the teacher, who will search
for commonly asked questions to answer first, and will move to less common questions as time
allows.
6. During the lesson closure, the teacher will ask students to Think, Pair, Share ideas regarding
ways that they can use bar graphs to compare values in their own lives (ex. surveys on favorite
things, the heights of their friends, the number of siblings their classmates have), and will call on
several volunteers to share their answers.

Assessment Plan: Summative Assessment:

1. The students will each receive a bag of M&Ms, which they will organize by color, counting the
number of each different color and writing it on an exit slip that they will receive. They will then
be asked to draw and label a bar graph containing the information collected based on their bag of
M&Ms. The graph must include a title on the top of the page, number values on the y-axis, and
categories on the x-axis. While each student will have a different amount of each color M&M,
the exit slips will be graded based on accuracy of the graph to the number of different colors
written down. The goal for students is to have an 80% accuracy at drawing graphs.
2. Next, the students will be asked to review the data displayed on their graph in order to answer
questions such as How many red M&Ms were in your bag?, How many total M&Ms were
either blue or green?, Which color M&M did you have the most of? The goal is for students to
have at least an 80% accuracy at reading graphs, in this case this requires answering 5/6 questions
correctly.
3. This activity will assess students abilities to create a bar graph based on a given set of data. It
will also test their ability to analyze the graph to solve problems and answer questions about the
given data.

Procedures: Lesson Introduction (10 minutes):

1. The teacher will grab students attention by asking them to share their favorite season with the
class, calling on several students to share.
2. The teacher will then ask students if they can remember what everyone else said. Is there a better
way to organize the students answers?
3. Students may recall their prior knowledge on taking surveys to collect what we call data.
4. To do a quick review of the survey, ask students what else they can remember about surveys (ex.
They collect information, use tally marks, etc.)
5. Take a quick survey on favorite seasons, creating a basic chart on the SMART board containing a
section for each season.
6. Students will be called by table to approach the SMART board in a line and take a turn each to
draw a tally mark in the section representing their favorite season.
7. Once all students have made their tally marks, look at the board and say, While the survey
DOES gather our data, there is an even better way to organize it in a visual representation called a
graph. The teacher will explain that graphs are often used instead of surveys because they are
more visually appealing, or easier to look at and understand quickly.
8. The teacher will then explain that the graph in todays lesson is a bar graph, which displays how
much of various results there are. Explain that students will be learning how to read a bar graph,
as well as how to draw one based on a given set of data.
Procedures: Lesson Body (40 minutes total):
Explicit Instruction: I do (15 minutes)
1. Have students quickly fill out the K and W section of a KWL chart (formative assessment) in
order to get a good idea of what they already know.
2. Display a bar graph example on the SMART board, and define it to students as a graph that uses
bars to tell someone how much of different results there are.
3. Explain that the graph is a visual representation of the collected data, which means that it is easy
to look at and quickly tell what it is about.
4. Say, The title goes at the top, and explains what kind of data the graph is displaying. Point to
the graphs title while speaking, and have students read the title aloud all together.
5. Say, The categories of different results go on what is called the x-axis, which is the horizontal
line that goes from side to side. Point to the x-axis while speaking, then have students read the
categories aloud all together while pointing to them one at a time.
6. Say, The values tell us how much of each category has occurred, and are on the y-axis, the
vertical line going up and down. Point to the y-axis while speaking, then have students read the
values out loud all together while pointing to them one at a time (Each value will be separated by
one for this lesson).
7. Point to the bars within the graph, and explain that the height of each bar represents the number
of occurrences of the result that it is placed on top of. Draw a line from the top of the bar to the y-
axis, and explain that the bar height aligns with its respective value.
8. Next, demonstrate that the higher a bar is, the higher the value is, and the more of a result there is.
For example, a bar that lines up with the value of four shows that a result has occurred four times,
while a bar lining up with the value of two means the result has only occurred twice.
9. Illustrate that the graph makes it easy to compare the values of various results, because it is easy
to tell which categories have the highest bars, and which categories have the lowest. To do this,
go through several examples of bar graphs and have students review them one at a time. Ask
which result has the highest value based on the bars, and which result has the lowest value,
having students answer as a group.
10. As a quick assessment, point to some parts of an example graph, asking, Is this the top section,
the x-axis, or the y-axis? Have students respond as a group. Upon the correct answer, ask,
What goes in this place? The title, categories, or values? Again, have students answer as a
group (formative assessment).
11. To check progress, have students do a Fist-to-Five on how comfortable they believe themselves
to be on graphs (formative assessment).

Structured and Guided Practice: We do (20 minutes)

1. The teacher will once again bring up the survey that the students took on their favorite seasons,
and will explain, Not only can we learn to read graphs, we can also use data to make our own
graphs.
2. Ask the students What are some of the parts of a graph that we talked about? Students may
volunteer with suggestions. If a student correctly identifies a part of the graph (title, x-axis, y-
axis, values, categories), draw this part on a large white board next to the SMART board.
3. Once students have identified every part of the graph, explain that It is now time to add the data
to our graph.
4. Ask, How many students said they liked spring the best? Have the entire class respond as a
group with the value.
5. Point to the graphs x-axis and have students identify the category to draw from. Then point to
the y-axis and have students identify the value to draw up to.
6. Draw a bar to match the survey results and student responses.
7. Repeat steps 4-6 for the categories representing summer, fall, and winter.
 8. Once the graph is complete, have students each get a small white board, a marker, and an eraser.
Tell the students, Now we are going to review what we have learned so far about the parts of a
graph, as well as how to read and create a graph.
9. Ask a variety of questions about graphs, specifically the graph on seasons that the class
completed. Questions should include labeling and identifying the parts of a graph (x-axis, y-axis,
title, categories, values), solving problems based on information from the graph on favorite
seasons (how many students liked spring or summer, how many more students liked fall than
winter, which season was liked by the fewest students), and creating aspects of a graph on their
own (draw an x-axis and a y-axis, draw a new graph for seasons in which 4 people like spring, 6
people like summer, 3 people like fall, and 1 person likes winter).
10. Students will write their individual answers on their white boards to hold up for the teacher. The
teacher will move around the room after each question, checking to see that students are
understanding the material. If a significant number of students miss the same question, the
teacher will make a note and reteach this area. If a student has missed a significant number of
questions, the teacher will also make a note to give the student some extra assistance.
11. Have students get into small groups by table, and pass out a rainfall data set to each group.
Students will work as a group to design a bar graph based on their set of data.
12. After a group completes their graph, they will be asked to raise their hand, and the teacher will
come to check for accuracy. Once the graph has been approved, the teacher will hand the group a
set of questions about the data, which the students will answer as a group.
13. After a group completes the questions, they will again raise their hands so the teacher can check
for accuracy.

Independent Practice: You do (10 minutes)

1. For this activity, the teacher will hand each student a bag of M&Ms and an exit slip.
2. Explain that the students will be creating their own graph and using it to compare the number of
red, blue, green, and yellow M&Ms in their bag.
3. Students will count the number of red M&Ms, and will record the amount on their exit slip. They
will then do the same thing for blue, green, and yellow M&Ms.
4. Next, students will be asked to draw and label a bar graph based on their collected data. Students
should include a title on the top, the categories (colors) on the x-axis, and the values (number) on
the y-axis.
5. Students will then be asked several questions regarding their data, such as How many red
M&Ms were in your bag?, How many total M&Ms were either blue or green?, Which color
M&M did you have the most of?
6. Once a student completes the worksheet, he or she will exchange it for a post-it note, on which
the student will be asked to write one question that he or she still has about graphs (formative
assessment). The post-it note will then be stuck to the white board at the front of the room.
7. The teacher will read each post-it note, and will go over any topics that students still found
confusing to answer questions.
8. Finally, students will fill out the L section on their KWL chart, describing new information that
they learned about graphs (formative assessment).

Procedures: Lesson Closure (5 minutes):

1. Begin the lesson closure by reminding students that a graph can display data like a survey, yet in
a more visually appealing manner.
2. Review the main parts of a bar graph, such as the x-axis, y-axis, title, and bars, as well as the
function of these parts.
3. The teacher will display and discuss some real world uses of graphs, such as to compare rainfall
over time, to compare the number of people born in different months, to compare populations in
various places, to compare money earned by different groups of people, etc.
 4. Ask students to Think, Pair, Share about other ways that they can use graphs in their own lives
and call on some students to volunteer answers (formative assessment).
5. To conclude the lesson, the teacher will explain that next, students will be learning about another
type of graph known as a line graph, which compares changes in values over time.

Differentiation, Individualized Instruction, and Assessment:

1. The lesson will work with the ELL student through its use of many visuals, such as example
graphs. As for the survey about seasons, images will align with each category so that the student
can find the season she plans to mark as her favorite. The independent worksheet will highlight
color words to help the student make some connections between these words and their meanings,
and will provide answer choices so that she may circle her answers rather than writing them out
herself. The KWL chart will be labeled in the ELL students native language as well as English,
and the student will be allowed to create her answers in any format of her choosing, such as
drawing pictures rather than writing. In addition, the teacher will work with the student whenever
she may need assistance throughout the lesson, giving her extra time to consider her ideas.
2. The lesson will also assist the three students with disabilities as needed. The student with autism,
who is on grade level in math will still complete the same work as the other students; however, as
she struggles with ELA subjects, assistance will be given in any reading and writing. During
guided practice, the teacher will place this student in a group with other students who will be able
to assist with reading data out loud. For independent practice, the teacher will read problems out
loud to this student when needed, and will write down the students responses as needed. Like
the ELL student, color words will be highlighted to allow for connections between the words and
their corresponding colors.
3. The student with the Specific Learning Disability will receive similar assistance to the student
with autism when it comes to reading and writing. The teacher will read questions aloud, and
will write down the students answer when needed. Additionally, color words will be highlighted
to make connections. This student will also be placed in a group with students who are able to
assist with reading during guided practice. As this student also struggles in some math problem
solving areas, a number line will be provided to the student for independent practice, in case the
student needs a reference for solving certain equations (ex. discovering how many more blue
M&Ms than green M&Ms he has).
4. The student with the Intellectual Disability will also receive reading and writing assistance. In
addition, he will be provided with a calculator in order to solve certain equations (ex. discovering
how many more blue M&Ms than green M&Ms he has). As this student enjoys group work, he
will be encouraged to participate during guided practice, in order to gain a better understanding of
concepts. During independent practice, the student will be able to work with the teacher to keep
his interest peaked.

Instructional Materials and Support:

KWL charts White boards Individual bags of
SMART board Markers M&Ms
Example bar graphs Erasers Pencils
Chart displaying Data sets on rainfall Post-it notes
seasons Exit slip

Research and Theory Commentary:

1. Blooms Taxonomy of Questions is used in this lesson, as the students will be asked to use a
variety of levels of thinking. For example, students will be using simple knowledge and
comprehension skills to identify values on a graph or survey. They will also be asked to compare
 values by analyzing graphs, in order to explain how much more or less of a result there is than
another. Additionally, students will be using synthesis to create bar graphs of their own.
2. The lesson also incorporates Vygotskys scaffolding technique, in which the teachers
responsibility diminishes throughout. This lesson begins with a class wide discussion and
introduction of graphs, which is led by the teacher, with some options for assessment and
participation. Next, however, the teacher lessens his or her support, as the students begin to
complete work in small groups instead of as a class, with some assistance from the teacher. By
the summative assessment section of the lesson, the student does all of the work on his or her
own, without assistance from the teacher.
3. The lesson uses John Deweys idea of learning by doing, as it gives students the opportunity to
collect data independently and draw their own graphs. Instead of simply listening to a teacher
throughout the lesson, students can create a graph based on M&M colors. Each student receives
their own bag of M&Ms for this activity, and is therefore able to organize them by color and
record his or her findings.
 Graph Examples

What kind of pet do you own?

http://www.math-salamanders.com/bar-graphs-first-grade.html https://www.tes.com/lessons/OneqfBzoi3Oijw/bar-graphs

Rainfall

Day
http://www.rasmus.is/uk/t/M/st21p01.htm

Rainfall Data Set (Guided Practice)

Day Inches of Rain
Monday 3
Tuesday 1
Wednesday 6
Thursday 4
 Exit Slip (ELL)
Name: __________________________

Directions: Count the number of red, blue, green, and yellow M&Ms that you have in your
bag. Record the numbers below.

Red: 1 2 3 4 5 6 Green: 1 2 3 4 5 6
Blue: 1 2 3 4 5 6 Yellow: 1 2 3 4 5 6

Next, create a bar graph based on your M&M data. Make sure to include ALL parts of a
graph!

Circle the best answers to the following questions.

1. How many red M&Ms were in your bag? 1 2 3 4 5 6

2. How many total M&Ms were either blue or green? 1 2 3 4 5 6 7 8 9 10

3. Which color M&M did you have the most of? Red Blue Green Yellow

4. Which color M&M did you have the least of? Red Blue Green Yellow

5. How many more of your highest color did you have than your lowest color?

1 2 3 4 5 6

6. How many total M&Ms were in your bag? Hint: add the value of every color.

8 9 10 11 12 13 14 15
 Exit Slip (Reading Assistance)
Name: __________________________

Directions: Count the number of red, blue, green, and yellow M&Ms that you have in your
bag. Record the numbers below.

Red: Green:
Blue: Yellow:

Next, create a bar graph based on your M&M data. Make sure to include ALL parts of a
graph!

1. How many red M&Ms were in your bag? _________________________________

2. How many total M&Ms were either blue or green? _________________________

3. Which color M&M did you have the most of? ______________________________

4. Which color M&M did you have the least of? ______________________________

5. How many more of your highest color did you have than your lowest color?

______________________________

6. How many total M&Ms were in your bag? Hint: add the value of every color.

______________________________
 Exit Slip
Name: __________________________

Directions: Count the number of red, blue, green, and yellow M&Ms that you have in your
bag. Record the numbers below.

Red: Green:
Blue: Yellow:

Next, create a bar graph based on your M&M data. Make sure to include ALL parts of a
graph!

1. How many red M&Ms were in your bag? _________________________________

2. How many total M&Ms were either blue or green? _________________________

3. Which color M&M did you have the most of? ______________________________

4. Which color M&M did you have the least of? ______________________________

5. How many more of your highest color did you have than your lowest color?

______________________________

6. How many total M&Ms were in your bag? Hint: add the value of every color.
 K W L
What I KNOW What I WANT What I LEARNED
to know

Name:______________