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Students will be able to use data gathered to complete a graph. Students will be able to use the data from a graph to answer questions.
- Tell your students that today they will use what they have learned about counting, adding, subtracting, and graphing to create their own graphs.
- Review these concepts with your students.
- Create graphs with two or three categories to survey the class during your morning routine. Ask questions such as "What type of lunch will you have?" (home/school) or "How do you get the school?" (walk/car/bike/bus)
- Create an anchor chart for reference. Include addition, subtraction and graph with a student-friendly definition and example of each.
- Instruct students to share the meaning of addition and subtraction in their own words in a partner.
Explicit Instruction/Teacher modeling(15 minutes)
- Display the graphing template, and review the different parts of the graph.
- Show students a set of counters from a sandwich bag.
- Instruct your students to sort by colors.
- Hold the counters up as you sort them so that your students can count them as you sort.
- Ask your students to tell you how many groups you sorted.
- Have your students tell you what you will do with the information or data that you have gathered.
- Ask for a volunteer to show you how to graph the data on the given graph.
- Starting from the bottom, use a marker to color in one box for each counter.
- Bring your students' attention to the information at the bottom of the graph.
- Inform students that the columns should be labeled with the color.
- Finally, direct students’ attention to the question part of the worksheet.
- Have them answer the questions related to the graph that they create.
- Review the meaning of the word "counter." To count means to figure out how many of something there are. We will use the objects as a tool to count. Ask students what shape the counters are (circle).
- Formatively assess whole class by asking students to show you on their fingers how many categories you created. Prompt them to show you how many counters were in each category.
- Gesture with hands wide apart, and instruct students to repeat after you, "Most." Gesture with hands close together as students repeat, "Least."
- Ask students to explain in their own words what is meant by the question, "What’s the difference between the color with the most counters and the color with the least counters?" Rephrase the question, "How many more ____ counters are there than ____ counters?" and model subtracting to solve.
Guided Practice(10 minutes)
- Give each of your students a sandwich bag with counters to sort.
- Instruct your students to sort the items and count how many they have in total.
- Ask your students to count how many items are in each group they created.
- Review adjective placement, emphasizing that the color word comes first (i.e., "the red counter" not "the counter red").
- Provide the sentence frame, "I have (number) (color) counters." Ask students to use the sentence frame to tell you how many of each color counter they have.
- Prompt students to tell you the total number of counters using the sentence frame, "I have ____ counters total."
- Create an anchor chart that includes: I have, You have, He/She/ It has, We have, They have. Remind students that when we talk about someone else, we use has and not have.
- Prompt students to tell you how many counters of a certain color another student has.
Independent working time(15 minutes)
- Inform students that they will create their own graph using counters in the bag.
- Remind students to refer back to your example if they need additional guidance.
- Have them fill out the worksheet with their own sandwich bags.
- Create a visual with the steps for the activity:
- 1) Sort the counters by color.
- 2) Label the graph.
- 3) Color one square for each counter.
- 4) Answer the questions.
- Work in a teacher-led small group to graph the counters and answer the questions.
- Prompt students to explain in their own words the steps for sorting and graphing the counters.
- Give the students a blank worksheet on which they can create their own graph and questions. Encourage your students to use whatever data they choose, such as comparing ice cream flavors and favorite pets.
- Use only two different colored counters. Use fewer counters in the sandwich bags (from 2-5).
- Observe your students as they complete the lesson, giving guidance as they work.
- Display the example that you created as a class for reference as students complete the activity.
- Listen as students explain their thinking as they answer the questions in partners.
Review and closing(5 minutes)
- Ask a student to volunteer to show their graphs.
- Have them show their sandwich bag counters as well, and instruct the rest of the class to check the student's work.
- As students share their graphs with the class, chorally count the number of counters in each category.
- Invite students reflect on their learning by asking, "What information does the graph show?" Encourage students to share information beyond what is asked in the questions.