AUSL/NLU Lesson

Name: P.Jang Time: 1:50pm - 3:00pm

Subject/Topic: Math
Data Day
Date: 11.6.2013

Objective
CCS:
Objective:
SWBAT record data using a line plot.
SWBAT answer questions on data given from a line plot.
Assessment / Exit Ticket:
Vocabulary/Key Concepts/Word Wall:
Materials / Technology:
Modifications / Accommodations: TE pg 246 - 250


Do Now (3-5 minutes)
Silent, short, pen to paper, complete w/out teacher direction, preview or review

T will lead Ss in calendar routine. Counting by 1s, 2s, 5s , 10s , adding temperature and weather.

Ss will discuss Days of the Week, Months of the Year, and then date.

T will guide Ss on ways to make the # ____ using straws, tally marks, coins.

Ss will record all the ways they can show the number _______, 5 minutes.

T will call on a few students to share and record answers in the class journal.

See Calendar for more details on the Calendar Lesson.


Opening (3-5 minutes)
The Hook, Preview Objective, Connection to Prior Knowledge.

Ss will be at their desk, facing the front of the classroom. T will have anchor chart up on the chalkboard.

T will ask Ss what is one way we learned to record data. When we collected data about how many pets we have, what did we use to show the data we collected?
(Tally chart)

T will explain to Ss that this is one way to show results of the survey but we are going to learn a new way to show the results of a survey, called line plots.
T: Today we will be learning about a new way to showing data using line plots. I will first show you how to create a line plot using data we have already collected and then later we
will be collecting data together to create our own line plot.











Middle (IWY)
I Do Direct Instruction (5 minute limit)
We Do - Guided Practice
You Do Independent Application by students

Teacher will . . . Student will . . . CFU
I do (5 minute limit):

T will have the Pets tally chart and a blank anchor chart to the front of the classroom.

T: So going back to the tally chart we made earlier this year, what did we collect data on?
T: So using the data we collected, I will show you how to create a line plot that shows the same
exact information but just in a different way. We already know we can show data by using tally
marks. Now watch me create the line plot.

T: The first thing we do when we create a new graph is to title it. We can call it the same thing.
Pet We Have at Home. This way, whoever is reading our graph will know what they are looking
at.

T: Next I need to label the parts of the line plot. On the bottom, I will write the different types of
pets we have. From this we will know what mean what.

T will label the bottom with dog, cat, bird, snake, other?

T will now add the data to the graph.

T: Now it is time to add my data. I will look at my tally marks. I see that our class has _____
dogs at home. I will go to the dog section of my graph. I will put _____ many Xs to show the
I do:







Ss: Pets we have at home.


Ss will show active listening in their chair.
(Eyes on the board, voices at level 0)






















What is the
amount of dogs we have. I will start my Xs on the bottom, and go up/vertical.

T: Next I will record how many cats we have as a class. I see on the tally chart we have _____
cats. I will go to the cat section of the graph and put ____ Xs to show the amount of cats we
have. Again, I will start my Xs on the bottom, go up/vertical. I am making sure my Xs are even
to the other column so it is earlier to read and compare.

T will continue with the rest of the pets and complete the line plot graph.
T: By looking at this line plot graph, I see that some column have more Xs than others. The
tallest column, with the most Xs, show that we have the most of ____ (type of pet). I see the
___ have the least amount of Xs, which means we have the least amount of ____ (type of pet).
Even if I did not have the tally chart, by reading this graph, I can see that we have ____ many
dogs, ____ many cats, ____ many birds, ____ many snakes, ____ many others.

first thing we
have to
remember
when creating
a graph?

What
components
do we need to
remember
when creating
a graph?



We do (guided practice):
T: Now it is time to make a line plot graph together.

T will have a new anchor chart that is labeled, Number of Siblings.

T: We are going to collect data on the number of siblings we have. Siblings is another word for
brothers and sisters. We may have siblings that do not live in our house with us but for this
graph we are only going to count the number of siblings that live in the home with you.


T will give each Ss one sticky note where they will record how many sibling live in their home.
T: I will be giving each of you a sticky note where you will be writing the number of siblings that
live in your home. I will put your sticky note on the table, you will not move it until it is time to
record. If you move it, the stickiness will go away and it will not stick to the graph. You need to
preserve the stickiness.

T will show an example and tell Ss to write big so we can see when we put them on the graph.

T: So again, you are writing the number of brothers and sister that live in your home and make
sure you write as big as you can. I will pass out markers for you to share. When you are done,
you will pass the marker to the next person. You are ONLY writing the number, nothing else.


T will ask Ss one at a time how many siblings live in their home with them and T will tally their
responses on the Number of Sibling Tally Table.

Once all have been recorded, T will ask Ss to figure out the number of siblings that the greatest
number of children have. How did they know this without even counting the tallies? How did
they know?
We do (guided practice):

















Ss will write the number of siblings on their own sticky note.











Are we counting
our brother or
sister who live in
a different house?
(No)

Why will you not
move the sticky
note on table?
(To preserve the
stickiness)
When can you
move your sticky
note?
(When it is time
to graph)
What am I
writing on my
sticky note?
(Only the number
of siblings I have)




T and Ss will check the answer by counting the number of students who have 0, 1, 2, 3, 4, 5 or
more siblings.

T: So again, tally marks is one way we can show us the data we collect, but now lets look at our
line plot.

T will have a pre-made anchor chart with a horizontal line on the bottom and labeled How
Many Siblings We Have At Home.

T will have Ss come up to the board, one at a time, and attach their sticky notes to the board in
columns above their number of siblings. T will help them make even vertical column with no
overlap.

T: As each of your classmates comes up to the board, you will check to make sure your
classmates are putting their sticky note in the correct column. If you see a mistake, you will
raise a silent hand. This means, you should all be at a level 0 and watching to see which column
is getting the most sticky notes or the least sticky notes.

Once all the Ss have recorded their number, T will ask Ss questions to help analyze the line plot.
T: Which column has the most sticky notes? What does that tell us?
T: Which column has the fewest sticky notes? What does that tell us?
T: Can you tell how many siblings the greatest number of children in our class have without
counting? How?
T: How many Ss have no siblings? How many Ss have 3 siblings?
T: Is the information weve collected on the tally chart and line plot the same?



Ss will share how many siblings they have for the tally chart.














Ss will come up to the board and attach their sticky note to
the correct column, according to their number.

The other Ss are observing and watching silently. Raising a
silent hand if they see a mistake.


Ss will answer according to results of the graph.
















What will you do
while the other Ss
are recording
their answers?
(Sitting at a level
0, watching to see
which column is
getting the
most/least sticky
notes.)

What will you do
when you see a
mistake?
(Raise a silent
hand)
You do (@ Bats):
T: Now that youve practiced creating a line plot. I think youre ready to make your own line
plots and analyze the data you have recorded.

T will pass out the You Do worksheet.

T will put a filled out tally chart on the elmo for the Ss to use to create their line plot.

Using the data given on the board, you will create your own line plot and answer questions on
the graph youve created.

Questions:
1. Which season is the favorite?

You do (@ Bats):

Ss will work at their desk

Exit Ticket
Ss will
independently
work on Exit Slip,
answering
questions
according to data
on a line plot
given.

Directions: Read
the graph given
and find out how
many people like
different kinds of
___________________________________________
2. Which season is the least favorite?

___________________________________________
3. How many people like spring the most?

____________________________________________
4. How many people like winter the most?

____________________________________________
5. How many people like fall the most?

____________________________________________
6. How many people like summer the most?

____________________________________________
ice cream.
1. How many
people like
chocolate ice
cream?
2. How many
people like
strawberry ice
cream?
3. How many
people like
vanilla ice cream?
4. How many
people like
chocolate chip ice
cream?
5. What is their
least favorite ice
cream?
6. What is their
favorite ice
cream?

End
Summarize & review content. Preview next days lesson. Homework

Homework: Home Link 3.13. MM pg 85
Turtle Diary Worksheet?