Stage 1 - Desired Results

Established Goals:

Data Management: organizing objects into categories using one attribute;

collecting and organizing categorical data; reading and displaying data using concrete
graphs and pictographs

Overall Expectations:
- collect and organize categorical primary data and display the data using concrete
graphs and
pictographs, without regard to the order of labels on the horizontal axis;
- read and describe primary data presented in concrete graphs and pictographs;
Understandings: Essential Questions:
Students will understand that
- What makes a good sorting rule
- Graphs are used to display data - How can we interpret a graph
- You can graph almost anything - How can we gather our own data to
- There are different types of graphs create a graph
- We can collect data from other people
Students will know Students will be able to

- How to graph data, - Recognize and define relevant

- How to interpret data,
- How to use tally marks, surveys,
- There are different types of graphs
(concrete, pictograph)
vocabulary (graph, concrete,
pictograph, most, least)
- Interpret data and graphs verbally, and
in writing
- Label the x axis according to their
graphing rule

Stage 2 - Assessment Evidence

Performance Tasks: Other Evidence:

- Create multiple concrete graphs, as a - Participation in group discussions

large group, pairs and individually. around essential questions
Present and analyze concrete lego - Written and oral evidence of key
graph, in front of the class to concepts.
demonstrate understanding.
- Create multiple pictographs, as a large
group and in pairs. Culminating task in
pairs survey the class, keeping track of
data using tallies, transferring
information into a pictograph and
analyzing your graph before presenting
to the class.

Stage 3 - Learning Plan

Learning Activities:

- Large group Concrete Shoe Graph, as a class graph our shoes in a concrete graph
on the carpet
- Large and pairs Lego Duplo graph and analysis activity, with group presentation,
mental set starts in a large group, break off into pairs and graph lego according to
one attribute and analyze and then present to the whole class
- Button graph activity, done individually, graph a cup of buttons according to one
attribute and analyze it
- Read and discuss Tally OMeilly, brainstorm as a class how we could use tallies, in
our graphing unit
- Class Ice Cream Survey and Pictograph, carry out the survey and tally process as a
class, then transfer our data into a pictograph
- Culminating Task: Pairs survey and graph assignment, pairs carry out prescribed
survey with classmates using tallies, then transfer their data onto a pictograph, then
analyze their graph. Lastly they present their final graph to the class
Topic: Concrete Graph
Grade: 1 Subject: Math Time: 4th Period
OBJECTIVES
Ontario Curricular Expectation:
Overall Expectation: collect and organize categorical primary data and display the data
using concrete graphs and pictographs, without regard to the order of labels on the
horizontal axis;
Specific Expectation: demonstrate an ability to organize objects into categories by sorting
and classifying objects using one attribute (e.g., colour, size), and by describing informal
sorting experiences (e.g., helping to put away groceries) (Sample problem: Sort a
collection of attribute blocks by colour. Re-sort the same collection by shape.);

Lesson Objectives:
-Sort shoes according to one attribute such as velcro, lace up, rain boots, slip ons,
sandals, slippers

Social Objectives:
- Work as class to graph the shoes and label the Y and X axis.
- Turn taking
- cooperation, teamwork, respect
MENTAL SET Estimated time: 10-15 mins
- Have a large graph set out on the carpet when the class enters the room and ask them
to take a seat around the graph
- Once they are all seated have them remove one shoe, without telling them what we are
doing
- Ask the children if they can guess what we are going to do, prompt them to arrive at a
graph, if they struggle, have them sort their shoes according to type first

STATED OBJECTIVES AND PURPOSE: Estimated time: 5 mins

-We are going to make a concrete graph of our shoes according to one attribute (type;
velcro, lace up, slip on, rain boots, slippers, sandals)
INPUT/ MODELLING/ DEMONSTRATION: Estimated Time: 10 mins

- As a class we will come up with different categories after I prompt them with the first
category of lace up
- Once our x axis is labelled I will place my shoe in the corresponding spot. Ensuring to
demonstrate putting it in the first available square in the appropriate category on the
grid that is on our graph

i) PRACTICE Estimated time: 15 mins Materials:

- One by one students will place their shoes in the appropriate - Large blank
category as well as in the first available square on our grid. graph
- Number Cards
- As a class we will look at our graph and count how many we have - Shoe category
in each category, then I will as the class if there is anything we cards
could put along the side to make it easier for us to count how many - Students shoes,
we have in each
- Helping them to arrive at numbers, then we will place numbers
along the side of our large graph
- Afterwards i will demonstrate how we can use the numbers along
our Y axis to easily count the number of items in each category
CHECKS FOR UNDERSTANDING:
- As a class we will help students identify which category their shoe falls under when help
is needed
- As well as through discussion and observation I will be able to check for understanding

CLOSURE :
- As a class we will discuss other ways we could sort our shoes,which category had the
most, the least, if there were any ties, and brainstorm other things we can sort.
- As well we will discuss the type of graph we just made; concrete graph. By doing so we
can lead into properties of concrete graphs, and name other types of graphs they know.
 CONSIDERATIONS
Multiple Intelligences: Accommodations: Assessment:
verbal linguistic Who: - self-evaluation
- group evaluation
logical/mathematical How - teacher evaluation
musical/rhythmic - kind of assignment - observation
bodily/kinesthetic - breadth - anecdotal notes
visual/spatial - depth - quiz/test
- pace - checklist
interpersonal
- grouping - rubric
intrapersonal - interview
- time - discussion
naturalist
existential - place - learning log/journal
- other
Topic: Concrete Graph
Grade: 1 Subject: Math Time: 4th Period
OBJECTIVES
Ontario Curricular Expectations
Overall Expectations:
- collect and organize categorical primary data and display the data using concrete
graphs and pictographs, without regard to the order of labels on the horizontal axis;
- read and describe primary data presented in concrete graphs and pictographs;

Specific Expectation:
- demonstrate an ability to organize objects into categories by sorting and classifying
objects using one attribute (e.g., colour, size), and by describing informal sorting
experiences (e.g., helping to put away groceries) (Sample problem: Sort a collection of
attribute blocks by colour. Re-sort the same collection by shape.);
- read primary data presented in concrete graphs and pictographs, and describe the data
using comparative language (e.g., more students chose summer than winter as their
single favourite season);

Lesson Objectives:
- Organize objects according to one attribute and analyze the data

Social Objectives:
-Work in pairs to complete the lesson
MENTAL SET Estimated time: 10 mins

Read the letter you have scribed on chart paper:

Dear Room 10,

Here at the Duplo Lego factory we are concerned that our customers are not getting
enough of a variety in each box. You, as our customers, have an important job, we need
you to decide what is the most important attribute of our Duplo Lego; size, colour, shape
or number of connectors. Then you need to take a box of our precious Duplo Lego and
create a concrete graph displaying the contents of your box in regards to the most
important attribute you chose. If helpful work in pairs because like we say here at Duplo
Lego two heads are better than one.

Thanks for your help, Sir. Buildsalot

-Have the boxes of Duplo Lego that they sent to be sorted available to show the class
- Have Duplo sorted randomly into each box ensuring each box has a total of 15
pieces prior to lesson.
-Have students work in pairs to graph their box of Duplo Lego

STATED OBJECTIVES AND PURPOSE: Estimated time: 5 mins

- After Reading the letter aloud to class highlight the key point of the letter and what is
being asked of them
- Organize the lego based on your preferential attribute
- Analyze your graph and complete the handout to send back to the Duplo head office
INPUT/ MODELLING/ DEMONSTRATION: Estimated Time: 5 mins

- Reinforce already learned vocabulary such as attributes, concrete graph, sorting rule
- Have the graph chart paper available to show students how they are to graph their lego

i) PRACTICE Estimated time: 25 mins Materials:

- Chart paper
with pre drawn
- Have students work in pairs to graph their box of Duplo Lego graph
- Each pair of students has to agree on which attribute they are - Duplo Lego
going to sort their lego according to - Markers
- Once that is decided they fill in the blank beside where it says - Pencils
Sorting Rule:_____ - Analysis
- Then they are to fill in their categories along the bottom x axis Handout
according to their chosen attribute
- Once they have filled in all the appropriate spaces, they are to
graph their duplo lego accordingly.
- Once finished they are to come get the class iPad and take a
picture of their graph for future presentation.
- Lastly they are to grab the analysis handout and complete their
analysis of their graph (most, least, something interesting)
CHECKS FOR UNDERSTANDING:

- Along the way there will be checks for understanding in the form of thumbs up or
thumbs down as a whole class
- As well I will be walking around observing the groups to check for understanding
CLOSURE :
- The closure happens during the next math period on the following day, each pair will
have a chance to share with the class their concrete duplo graph. Their pictures will be
display using the projector and they are allowed to use their analysis sheet to guide
their presentation.
- After the presentation we can have a group discussion about everyones graphs and
their data they found.

CONSIDERATIONS
Multiple Intelligences: Accommodations: Assessment:
verbal linguistic Who: 2 Students - self-evaluation
- group evaluation
logical/mathematical How - teacher evaluation
musical/rhythmic - kind of assignment - observation
bodily/kinesthetic - breadth - anecdotal notes
visual/spatial - depth - quiz/test
- pace - checklist
interpersonal
- grouping - rubric
intrapersonal - interview
- time - discussion
naturalist
existential - place - learning log/journal
- other
Topic: Pictograph
Grade: 1 Subject: Math Time: 4+5th Period
OBJECTIVES
Ontario Curricular Expectations
Overall Expectations:
- collect and organize categorical primary data and display the data using concrete
graphs and pictographs, without regard to the order of labels on the horizontal axis;
- read and describe primary data presented in concrete graphs and pictographs;

Specific Expectations:
- demonstrate an ability to organize objects into categories by sorting and classifying
objects using one attribute (e.g., colour, size), and by describing informal sorting
experiences (e.g., helping to put away groceries) (Sample problem: Sort a collection of
attribute blocks by colour. Re-sort the same collection by shape.);
- collect and organize primary data (e.g., data collected by the class) that is categorical
(i.e., that can be organized into categories based on qualities such as colour or hobby),
and display the data using one-to-one correspondence, prepared templates of concrete
graphs and pictographs (with titles and labels), and a variety of recording methods
(e.g., arranging objects, placing stickers, drawing pictures, making tally marks) (Sample
problem: Collect and organize data about the favourite fruit that students in your class
like to eat.).
- read primary data presented in concrete graphs and pictographs, and describe the data
using comparative language (e.g., more students chose summer than winter as their
single favourite season);
- pose and answer questions about collected data (Sample problem:What was the most
popular fruit chosen by the students in your class?).

Lesson Objectives:
- Introduce tallying and pictographs, collect data and organize that data in a pictograph
then analyze the data

Social Objectives:
- Work as a class to collect, organize and analyze the data
- Teamwork, collaboration, respect
MENTAL SET Estimated time: 15 Minutes
- Review the concept of a concrete graph
- Ask the class how else we can graph our data, prompt them to arrive at a pictograph.
- Explain how we are going to graph data provided by the class (a survey), introducing
the concept of a survey
- Brain storm what would be a good question to survey the class
- Introduce the survey question to the class; What flavour of ice cream is your favourite?
Vanilla? Strawberry? or Chocolate?

STATED OBJECTIVES AND PURPOSE: Estimated time: 5 mins

- Explain to the class that we are going to survey the class and then create a pictograph
to display our data

INPUT/ MODELLING/ DEMONSTRATION: Estimated Time: 5 mins

- Introduce the survey question to the class; What flavour of ice cream is your favourite?
Vanilla? Strawberry? or Chocolate?
- Have a large chart paper with a chart organized into three sections one for each flavour
Vanilla, Chocolate, Strawberry
- Model writing my name under my chosen flavour

i) PRACTICE Estimated time: 20 mins Materials:

- Have students raise their hand by favourite flavour and have each - 2 Large pieces
child come up and sign their name according to their favourite of Graph Paper
flavour (chart pre-
drawn, y axis
- As a class count the number of names under each flavour of and x axis pre-
category drawn)
- Discuss how we will differentiate between strawberry, vanilla and - Markers
chocolate on our pictograph
- As a class label the X axis
- Create the pictograph as a class, drawing the ice-cream cones
according to the legend developed by the class
CHECKS FOR UNDERSTANDING:
- Observing the class as we go through to the steps to see if everyone is on the same
page, as well complete all steps as a large group
- Thumbs up or thumbs down, when applicable, for instance; the whole class counts 5
names under chocolate, and we draw five tally marks, I will ask the class Thumbs up if
you agree this is 5 tallies, thumbs down if you dont think this is 5 tallies.
- Have the children explain their thinking, for example Which flavour has the least ?
Why ? or How do you know that ?

CLOSURE :
- Analyze the graph as a class; Which flavour has the least ? which flavour has the
most? Are there any ties ?

CONSIDERATIONS
Multiple Intelligences: Accommodations: Assessment:
verbal linguistic Who: - self-evaluation
- group evaluation
logical/mathematical How - teacher evaluation
musical/rhythmic - kind of assignment - observation
bodily/kinesthetic - breadth - anecdotal notes
visual/spatial - depth - quiz/test
- pace - checklist
interpersonal
- grouping - rubric
intrapersonal - interview
- time - discussion
naturalist
existential - place - learning log/journal
- other