Shoe, Graph, Shoe!
Students will organize, represent, and interpret data with up to three categories. Students will ask and answer questions about the total number of data points and how many are in each category. Students will identify how many more and less are in one category.
Introduction (10 minutes)
- Bringing students together at their reading or gathering place, introduce the book Pete the Cat.
- Take a quick survey, or questionnaire, on who has heard or read the book, and write the results using a t-chart and tally marks on the whiteboard.
- Review tally marks with students and explain how the data was collected. Share results with the class.
- Next, read aloud Pete the Cat to students.
Explicit Instruction/Teacher Modeling (10 minutes)
- After the read aloud, return to the board and create a new table, or chart of information, to collect data on favorite shoes from the story.
- Write on the left side of the board to leave room for a bar graph, or a chart that shows information with rectangles and height.
- Explain to students that this survey helps with data collection, or gathering information, and it could be used to create a bar graph.
- Create a bar graph next to the table to show results from the data collection.
- Ask the students questions based on the results from the bar graph. For example: Which shoe had the fewest votes? Which shoe received most of the votes? How many students total voted for red and blue shoes?
- Next, tell students that the class will collect data once again on shoes, but this time it will be on their shoes.
- Determine an area in the classroom to display a row of shoes, and ask students to take one shoe off for this activity.
- Once all shoes are placed in a row, determine how the shoes can be grouped. For example: color, size, type of shoe, laces, or non-laced.
- On graph paper, create a graph with at least 3 categories (x-axis) and number of student votes (y-axis) as a class.
- Model collecting the data. Transfer this information to make a completed bar graph with students.
- Have students collect their shoe and return to their seats.
Guided Practice/Interactive Modeling (5 minutes)
- To begin, pass out the worksheet titled Understanding Graphs.
- Review the directions with students, and explain how graphs can look differently.
- Ask students to identify similarities and differences between the class graph and the graph on the handout.
- After students share their observations, model and complete a few questions with the class.
Independent Working Time (10 minutes)
- Have students continue working independently on the Understanding Graphs worksheet.
- Monitor the classroom for students who need additional guidance.
- Remind students to complete and write their answers.
- Enrichment: To challenge students, have students create their own surveys to ask the class. Ask your students to collect data and create bar graphs to represent their information.
- Support: For students who need support, form a small group and complete the Understanding Graphs worksheet together. For students who need support in reading information from a graph, have students create a bar graph utilizing the Garden Graphing worksheet. Follow up with student questioning to check for understanding.
Assessment (5 minutes)
- To assess student understanding, monitor students during their independent work time, and provide support when necessary.
- At the conclusion of the lesson, collect student work and check for understanding to see if students are ready to move on or are in need of re-teaching.
- Assign the Favorite Foods and Farmers Market worksheets as homework to promote family involvement and communicate what was learned in class.
Review and Closing (10 minutes)
- Ask students for any problems they would like to review or correct together in class from the Understanding Graphs worksheet.
- Encourage students to create their own questions from the worksheet to ask the class.
- Ask students to share what they learned in class today.