Student Work Samples

Lesson one

During this lesson, students used the anchor chart shown to the right to complete a labeling sheet of the different parts of a bar graph. 



Students later completed a worksheet where they were asked to read numerical values from the same graph. After students completed this, students were given the opportunity to work on another worksheet. The first two worksheets shown below are from students who were meeting learning goals consistently throughout the lesson. The latter worksheet is an example of a student who did not meet learning goals on the initial worksheet, but met them on the final worksheet during independent practice time. 

Lesson two

During this lesson, students answered questions about a graph on two worksheets. One was simple - similar to what is shown above from lesson one. Student work from the first worksheet is shown below.



The other worksheet was more complex and language-heavy. Students found it very challenging to solve some of these problems. With dictation support,  students were able to successfully complete some problems.

Lesson three

During the third lesson, students completed a Valentines Day themed picture graph worksheet with a partner. Students then completed another worksheet independently. 

Student work for partnership #1 can be seen below. 



Below, you can see each students' independent work. 


Partnership #2's group work can be seen below:



Their independent work can be seen below:



Group #2's independent work is important because it indicates a critical misunderstanding of the key in a picture graph - which I address in my fourth LAP. 

Lesson four
During this lesson, students completed a modified version of the Valentine's worksheet they had completed with a partner earlier in the week as well as a new worksheet. Student work fell into two distinct strategies: Equations and skip counting. 

Student work that used an equation to find the values on the graph is shown below:



Student work that skip counted to find the values on the graph are shown below:



The above student work provides evidence that addressing the misconceptions around the value of the key was the right call. 

Lesson Five:

During this lesson students used manipulative mats to create graphs - as shown below.




Student work above reflects the varying understandings of the value of a key demonstrated by students during the 5th LAP. The first image illistrates evident misunderstanding of the key. The student puts one symbol for each ice cream cone - without using the key. The second image reflects a student appropriately using the key by using one symbol to represent each ice cream cone.