Kaitlyn Kendrick, Jena Streett, Plains Elementary School, November 21st, 2013, 8:40-9:45 A.

TITLE/TYPE OF LESSON Bar Graphs: Graphing Final day B. CONTEXT OF LESSON This is the final day for the graphing unit. The students have learned about graphing for two weeks and will be taking their unit test tomorrow on the information. The students have been exposed to different kinds of graphs: bar graphs, pictographs, and coordinate graphs. Today the focus will be on bar graphs and using tally marks to display the data, something that the students have been working on since the beginning of the unit. C. LEARNING OBJECTIVES Understand The student will understand that bar graphs bake it easy to compare data. The student will understand how to interpret data in order to analyze it. Know The student will know all the components of a bar graph, including title, labels, and leaving spaces between each category. The student will know that analyzing the bar graph will help us answer questions and make decisions about the data. Do The student will compare and contrast data with their bar graphs. The student will describe and draw conclusions about the data in a bar graph.

D. ASSESSING LEARNING I will be walking around the classroom to see how the students are working together. During this time, I will have a sheet in my hands that has each students name and I will be writing down if they are participating in the activity or simply being a bystander. If the student is not participating and helping the group, I will give them a warning that they need to be a part of the group and make sure they are working together. If they do not begin to work with their group, I will make a note of it and it will come off part of their participation grade. As well, if the students are having trouble working together because of differences or fighting, I will talk to the group and talk to them about what the problem is and see if we can figure things out. If they cannot begin to work together, their grad will also be deducted. I will also be assessing the students on the components of their bar graph. I will grade to see if they have a title, if they marked their axis (labels), if they created their tally chart correctly, if the data on the animal sheet matches the tally chart and the bar graph, and making sure that they left spaces between their bars. As well, the students need to write a question to ask the class, so they will need to make sure that they have that as well.

Kaitlyn Kendrick, Jena Streett, Plains Elementary School, November 21st, 2013, 8:40-9:45 E. RELATED VIRGINIA STANDARDS OF LEARNING 2.17 The student will use data from experiments to construct picture graphs, pictographs, and bar graphs. 2.19 The student will analyze data displayed in picture graphs, pictographs, and bar graphs. F. MATERIALS NEEDED Large graph paper Laminated animal pictures Blank white computer paper Pencils / markers Document camera Directions worksheet G. PROCEDURE To begin the lesson, we will begin by discussing the different types of graphs that we have been learning about. I will ask the students to name the three different graphs we have learned about: bar graphs, pictographs, and coordinate graphs. The students will struggle with pronouncing coordinate graph, but I will ask them to describe what this kind of graph looks like. I will also remind the students that we use graphs to represent our data in a better way so that we can read it more easily and compare and contrast between different parts of the graph. I will then ask them to give me examples of a bar graph. I will draw a bar graph on the board as the students explain and I will circle the important terms that the students should know. I will explain the title, the two labels (horizontal and vertical), and that we can have bars that are horizontal or vertical. With a horizontal graph, the numbers need to be on the horizontal axis, and for a vertical graph, the numbers need to be on the vertical axis. I will then begin explaining that today we will make our own graphs with different kinds of data. I will explain that we need to make sure that we include all the important parts of our graph when we are creating our own. I will explain that we are making a bar graph that has vertical bars I will explain that vertical means up and down. Numbers will be on the vertical axis and the animals names will be on the vertical axis. I will display the directions on the front board so the students can see. I will explain that they will be able to have their own set of directions for their own group, and that one student will be responsible for making sure that all of those components are covered on the bar graph. The students will have to make a tally chart to first display their information. Each group will be given a piece of paper where they must make their tally chart. I will remind the students that the tally chart should have a title and should have the animals names. If the students are struggling remembering aspects of the tally chart, I will also draw one of those on the board to remind them so they will have access to it while they are working.

Kaitlyn Kendrick, Jena Streett, Plains Elementary School, November 21st, 2013, 8:40-9:45 I will then go through the directions, having students reading through them and making sure they follow along. The students will need to include everything that is on the direction sheet, and they will place a check mark next to it once they have done it on their bar graph. The students are also required to write their own question about the data. I will ask the class if they can think of any questions that we have asked along the way when talking about graphs. I will ask them how we have analyzed our data in the past. If the students are struggling, I will give them an example, such as which animal is there the least of? I will be encouraging the students to use the word least and greatest instead of smallest and biggest since we have been introduced to them week by week. I will then explain that its very important that we work together, because they will also be graded on how well they worked together. Working together is something that is stressed in Plains Elementary School so I want the students to be able to work together to make their graph the best they can. I will then tell the students that when they are doing their graphs they should be doing it in pencil first in case they make any mistakes. Then, once they are sure that all their data matches up, they can go over it in markers. They are encouraged to use different colors for the different bars and fill in each bar. It is also very important to remind the students that they need to make sure their work is very neat and that they dont rush through it because they have the entire math lesson to be working on it. I will then list out the students who are in each group. Once I call their name, I will give the group the animal sheet, tally sheet, direction sheet, and the last the graph paper. Once they have all their supplies, they will be able to begin. They will have to find their own location around the room so they can spread out with their group members. While the students are working, I will be walking throughout the room, asking the students questions about their data and making sure that they are all working together. I will have a sheet with the students names to make sure they are working together appropriately and working hard. If they are not working together, I will remind the students that they need to work together because working together helps us accomplish things faster and sometimes even better. I will be spending the next amount of time walking throughout the classroom watching the students and answering any questions that the students may have. Once the students have finished, they will double-check all of their work to make sure they didnt make any mistakes. If a group is finished earlier than other groups, I will encourage them to create more questions about their graphs. Once all the groups are finished, the students will come back to their seats and get ready to present the data to the rest of the class. I will call each group one by one and ask them to present their graph. They will explain how many of each animal there was and then they will ask the class their question. The rest of the class will need to answer the question.

Kaitlyn Kendrick, Jena Streett, Plains Elementary School, November 21st, 2013, 8:40-9:45 After each group has presented, we will display them all at the front of the room so we can see if there are any similarities between graphs. We will then end the lesson by a discussion of how we used the bar graphs to help us answer questions about the data.

H. DIFFERENTIATON There is one student in the classroom who works with special needs, and he is placed in a group with people who I believe he will be able to work fine with. There is the occasional meltdown with this student, but I think that with this group, he will be able to work with them. This student also has not adapted well to me in the classroom. He is constantly defiant with me and doesnt seem to accept me as a teacher in the classroom. The boy, my cooperating teacher, and I all talked together yesterday about how he has to start treating me the same way that he treats Mrs. Streett, so I am hoping that things will be changed today. If things arent, I will still talk to him the same as the other students and expect the same out of him. If there is a group that seems to struggle a lot, I will go over to them and ask them questions that will help them. I will also remind them to look to the board for an example that they can use. I will remind them that they should not be copying my graph but have similarities with certain aspects. I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? The students may not be listening to my directions and constantly be talking. This class is very talkative, so I wouldnt be surprised if this was something that happened because it has happened to me as well as my cooperating teacher. I have found that clapping to get their attention always works great. I will use that to gather their attention and remind them that they must listen to the directions and review so they can make sure they do their graph correctly and are learning. The lesson could be too short. If the lesson seems to end earlier than expected, we will make another graph together as a class on the same paper at the front of the classroom. This time, though, we will be making the bars horizontally rather than vertically, comparing that way. The lesson could be too long. If the lesson goes over the time we have for Math, we will be able to finish them the next day before the test. If this happens, it might be a good reminder for them before the test as a little review.