Teacher Candidate: Amanda Wood

Date and Time of Lesson: March 21, 2013 at 9:45 a.m. Subject/Grade Level: Mathematics/ 2nd grade

School: Merrywood Elementary

Description of Lesson: The teacher will discuss the use of graphs and create a bar graph with the class. Students will use this bar graph to answer simple questions.

Lesson Title: Bar Graphs

Curriculum Standards Addressed: Common Core Standard(s): 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. SSCA: Section 1. (A) The General Assembly finds that: (1) A safe and civil environment in school is necessary for students to learn and achieve high academic standards. EEDA: Standard 5: Students will understand how community awareness relates to work. 5.2. Describe the workers in their community Cross Curricular Connections: Language Arts will be integrated into this lesson because the teacher will read a book aloud. During the read aloud the students will answer questions to determine key details in the text (2.RL.1). Students will also collaboratively work together as a class to discuss and collect data in order to create a bar graph (2.SL.1).

Instructional Objective(s) Criteria: The teacher and class will cooperatively work together to create a bar graph with four categories. The students will work individually to answer put-together, takeapart, and compare problems using information from the bar graph.

Assessment(s) of the Objectives: Pre-assessment- Students will be instructed to write a sentence explaining why people use bar graphs. These will be collected by the teacher.

During- A checklist (attached) will be used to note if each student is

participating in the group activity of creating a bar graph.

Post-assessment- Students will individually complete a worksheet in which they will answer put-together, take-apart, and compare problems. They will answer these problems using information from the bar graph that they created as a class. These will be collected by the teacher. Grades will be recorded in a table (attached).

Materials/Resources: graph paper poster paper sticky notes (1 per student) pictures of four different types of food (pizza, chicken nuggets, nachos, cheeseburgers) book- Lemonade for Sale by Stuart J. Murphy SmartBoard computer/laptop pencils markers graph worksheet (20) Prerequisites (Prior Knowledge): Students should be familiar with organizing, representing, and interpreting data with up to three categories as well as answering and asking questions about the total number of data points, how many in each category, and how many more or less in one category than another (1.MD.4).

References: Murphy, S. (1998). Lemonade for sale. New York, NY: HarperCollins. Safe School Climate Act

Procedures: Step 1: Provide students with notebook paper and ask them to write a sentence about what they think bar graphs can be used for. Allot about 5 min. for this pre-assessment. Once students complete the pre-assessment, collect them.

Step 2: Ask students to quietly tiptoe to the carpet. Explain to students that they will be working together, as a class, to create a bar graph as well as answering questions using the bar graph. Explain the importance of working together as a team and respecting each other (SSCA).

Step 3: Read the book, Lemonade for Sale by Stuart J. Murphy. During the read aloud, make sure to present the illustrations to the students.

Step 4: After reading the book, ask students why the children in the book were using graphs. Also ask students to raise their hand to give another example of what could be used for. Explain to them that, with your help, they will cooperatively work together, as a class, to create a bar graph that will have four categories (SSCA). Explain that the bar graph will be used to show how many students in the class like pizza, chicken nuggets, nachos, or cheeseburgers best.

Step 5: Discuss with students that workers in the community can use bar graphs for different reasons. Explain that the lunch staff may use graphs to figure out which foods students like best and which foods students like least (EEDA).

Step 6: After discussing the use of graphs with the class dismiss students back to their desks. Provide each student with a sticky note as well as a piece of graphing paper. Present the piece of poster paper to the class and label it pizza, chicken nuggets, nachos, and cheeseburgers. Ask the students to come place their sticky notes under pizza if they like pizza the best. Do the same for each of the remaining three categories.

Step 7: After all students have placed their sticky notes on the poster paper, use the SmartBoard to present the graphing paper. Explain to students that they will help create a bar graph on the SmartBoard and they will copy the same information onto their own graph paper. Title the graph

Our Favorite Foods. Label the vertical side 1-15, and label the horizontal side pizza, chicken nuggets, nachos, and cheeseburger. Allow students a few minutes to copy this information onto their graphs.

Step 8: Instruct the class to look at the chart that was made on the poster paper and answer how many students liked pizza, how many liked chicken nuggets, how many liked nachos, and how many liked cheeseburgers. Fill in the correct amount of squares for each category. Once students have copied the graph onto their pieces of graph paper, explain to them that they will be using the graph to answer some questions. Also explain to the students that they will be doing this individually. Instruct them to use their nosy neighbors (manila folders) while completing the work.

Step 9: Provide each student with a worksheet. Read over each question with the class and allow them to complete the worksheet. Once students have finished the worksheet, go over each problem with them. Instruct students to use their makers at their tables to place a check by the problems they got right and the correct answer by the problems they missed. Collect the worksheets and dismiss students to their next activity.

Step 10: Record students grades in the grading table.

Accommodations: The teacher will create a large display of the graph on the SmartBoard for students to use while answering questions. Students will also be provided with graph paper so that they can copy the graph from the SmartBoard onto their own graph paper. When students begin working on the worksheet, the teacher will read each question aloud to the class.