Lesson one: Introduction to Bar Graphs
During this lesson, students were introduced to what a graph was (a picture that shows information) through bar graphs. Students explored the important parts of a bar graph (title, labels, key, scale) and labeled a graph about students with each part. After whole group modeling, students read a bar graph with assistance from peers/teachers. At the end of the lesson, students shared out things they would be interested in reading graphs on or graphing during this unit. Our class created a list of data ideas that informed my planning for the rest of the unit.
Students will be able to:
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- identify the key features of a graph (title, labels, key, scale).
- read a bar graph with support.
A full version of my first LAP can be found here.
Lesson two: Bar graphs
During this lesson, we continued to build off knowledge from our previous lesson to ensure that students had a strong understanding of reading bar graphs before moving on to picture graphs (LAP three). During this lesson, students were introduced to constructing an equation to solve one-step ‘how many more’ or ‘how many less’ problems with verbal dictation of the written problems.
Students will be able to:
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- read a bar graph.
- create an equation to solve a one-step problem from data presented in a bar graph.
A full version of my second LAP can be found here.
Lesson three: Introduction Picture Graphs
During this lesson, students were shown a bar and picture graph illustrating the same data and asked to share what they noticed/wondered. After developing a solid understanding that picture and bar graphs could represent the same data in similar, but different ways, we examined the key on a bar graph. In order to engage students physically, students did a movement while chanting “It’s the key to understanding” in response to “What’s the key?”. After modeling how to approach solving problems, I assessed student confidence (thumbs up, thumbs down, thumb sideways) and paired students up so that any students who were in the middle or not confident were paired with a student who felt confident. I was also careful to pair students with a partner who spoke their native language (ELL ones and twos). Students worked with partners to complete a worksheet with the written questions dictated for them.
Students will be able to:
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- read a picture graph with whole group support.
- create an equation from a picture graph.
A full version of my third LAP can be found here.
Lesson four: Picture Graph Key - Addressing Misconceptions
During this lesson we reviewed pictures graphs, focusing specifically on the key and reading them. Student work during our previous lesson indicated that there were evident misconceptions about how to use the key to build an equation. After addressing this, we highlighted a strategy for reading a picture graph that a student shared during a previous lesson – skip counting. The lesson ended with differentiated math centers – with one rotation being small group instruction with me.
Students will be able to:
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- read a scaled picture graph without support.
A full version of my fourth LAP can be found here.
Lesson five: Constructing a Picture Graph
During our final lesson in this unit, we will co-construct a picture graph of our favorite ice cream flavors based on data I collected from students before purchasing ice cream for our class ice cream party. After modeling how to construct a scaled picture graph from data, we will break into differentiated math station rotations. I will lead a station where students will use a manipulative mat to create a picture graph with varying data and scales.
Students will be able to:
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- construct a scaled graph from data with support.
A full version of my fifth and final LAP can be found here.