Math in the Farm

Grade: 1st
Curriculum Standards
CC.2.4.1.A.4: Represent and interpret data using tables/charts.
2.2.1.A: Apply concepts of addition and subtraction to solve problems up to
10.
2.8.1.F: Describe and answer questions about data from classroom graphs and
charts.

Objectives
Students will be able to interpret classroom data to create a graph.
Students will be able to add and subtract animals from a story.
Students will be able to make AB patterns.

Materials

Picture cards of farm animals

Crayons and markers
Construction paper

String / yarn
Tape or hole puncher
Roosters Off to See the World by Eric Carle

Introduction

To begin the lesson we will discuss the things we have learned

about the farm. Then I will read the book Roosters Off to See
the World by Eric Carle. This will be an interactive read-aloud mini
lesson. As we read the book I will be asking students to add the
animals in the story. The story begins with a Rooster going on a

journey to see the world and along the way a few animals join him.
As we come across a new animal I will pause and ask the students
to add how many animals are in the story. As we near the end of
the story, a few of the animals start going back home; again I will
pause and ask students to subtract in order to tell me how many
animals are left. At the end of the story I will mention that even
though the story is about a rooster the rest of the animals in the
story are not farm animals (frog, fish, and cat) so as a class we
will make a list of the farm animals.
Guided Practice

Once we have made the farm animal list, I will ask every student
what their favorite farm animal is out of cow, pig, duck, sheep,
horse, and rooster. On the board I would the different animals
separated into columns. Then as I ask each student what their
favorite animal is, I will be putting a picture card of that animal
underneath each column. I will then say now that we have a list of
everyones favorite farm animal, we will create a bar graph.
Students should already be familiar with making bar graphs, but I
will still model how to create the bar graph. After showing them
how to label the x and y axis I will model how to go about filling
out their graph (students would already have a premade blank bar
graph). During this section I will also explain that once they are
done doing their bar graphs we will make masks of the two animals
that people liked the most.
Independent Practice

The students will work on the rest of the bar graph on their own.
I will be circling around the room helping students who are
struggling and assigning animals to those students who are done or
almost done so that they can begin making their mask.

Once every student has finished their mask we will make a whole
class AB pattern. It all depends on the animals that had the most
likes, for example if the two animals were cow and horse than the
pattern would go cow, horse, cow, horse, cow, horse, cow, horse
etc. or vice versa, until every student was lined up. The student
will first say what they are in their normal voice and then I will
have them repeat the pattern but this time making the sound of
the animal so it would go moo, neigh, moo, neigh, moo, neigh etc.

Assessment/ Evaluation

One objective of this lesson was to get students to interpret

classroom data and make it into a graph. I can easily check which
of the students met the goal and who still needs a bit more work
on that topic when I walked around during independent practice.
The other objective was to be able to create a simple AB pattern
and I was able to check that by having the students line up without
me telling them where to go and seeing who understood the concept
of an AB pattern and who needed help moving to the right spot. As
a closing activity I will have students share a thing or two that
they learned today.