Bar & Picture Graphs

Bar
&
Picture
Graphs





Grade
3


Megan
Bien


Education
334:
MW
9:00‐10:20





Standard:



 
 3
 _Data Analysis
 Collect,
organize,
 display,
and
 interpret
data.
 Use
labels
and
a
 variety
of
scales
 and
units
in
 displays.
 3.4.1.1
 Collect,
display
and
interpret
data
using
frequency
 tables,
bar
graphs,
picture
graphs
and
number
line
plots
 having
a
variety
of
scales.
Use
appropriate
titles,
labels
 and
units.








Objectives:
 Unit
Objective:
Students
will
effectively
collect,
display,
and
interpret
data
using
 frequency
tables,
bar
graphs,
and
picture
graphs,
while
using
appropriate
labels
and
 units
for
each.
 
 Daily
Objectives:
 Day
1:
Students
will
collect,
display,
and
interpret
data
using
frequency
tables
and
 bar
graphs,
and
use
appropriate
labels
and
units
for
both.
 • Students
will
be
introduced
to
the
concepts
of
frequency
tables
and
bar
 graphs
 • Student
will
gather
important
information
from
a
word
problem
that
the
 teacher
will
read
aloud
 • Students
will
record
data
onto
frequency
tables
and
bar
graphs
using
pencils
 and
markers
that
displays
the
number
of
hot
lunches
that
were
ordered
 during
a
given
week
 
 Day
2:
Students
will
collect,
display,
and
interpret
data
using
frequency
tables
and
 bar
graphs,
and
use
appropriate
labels
and
units
for
both.
 • Students
will
gather
data
set
from
classmates
that
consists
of
the
months
 they
were
each
born
in
 • Students
will
record
data
onto
frequency
tables
and
bar
graphs
using
pencils
 and
markers
 
 Day
3:
Students
will
collect,
display,
and
interpret
data
using
frequency
tables,
bar
 graphs,
and
picture
graphs,
and
use
appropriate
labels
and
units
for
each.
 • Students
will
review
previous
lessons
by
creating
frequency
tables
and
bar
 graphs
to
show
the
class’s
favorite
type
of
pizza
toppings
using
pencils
and
 markers
 • Students
will
be
introduced
to
picture
graphs
 • Students
will
create
picture
graphs
showing
the
class’s
favorite
type
of
pizza
 toppings
using
pencils
and
markers
 
 Day
4:
Students
will
collect,
display,
and
interpret
data
using
frequency
tables
and
 bar
graphs,
and
use
appropriate
labels
and
units
for
both.
 • Students
will
gather
data
that
consists
of
the
class’s
favorite
seasons
 • Students
will
divide
into
smaller
groups
to
create
frequency
tables
and
 picture
graphs
based
on
the
information
they
gathered
as
a
class
 • Students
will
use
seasonal
pictures
(that
represent
favorite
seasons),
glue,
 pencils,
and
markers
to
create
frequency
tables
and
picture
graphs
 
 Day
5:
Students
will
collect,
display,
and
interpret
data
using
frequency
tables
and
 bar
graphs,
and
use
appropriate
labels
and
units
for
both.
 • Students
will
review
the
different
components
of
frequency
tables,
bar
 graphs,
and
picture
graphs

 • Students
will
be
given
the
class
period
to
collect
their
own
individual
sets
of
 classroom
data
and
create
a
graph
representing
that
information


• Students
will
record
their
individual
data
using
frequency
tables
and
their
 choice
of
either
a
bar
graph
or
a
picture
graph
using
blank
white
paper,
 pencils,
markers,
etc..
(students
will
independently
decide
how
they
want
to
 display
their
data)
 
 Formal
Assessment:
 • The
formal
assessment
will
be
introduced
and
completed
on
the
fifth
day
of
 the
unit
 • Students
will
be
given
the
class
period
to
collect
their
own
individual
sets
of
 classroom
data
and
create
a
graph
representing
that
information
 • Students
will
record
their
individual
data
using
frequency
tables
and
their
 choice
of
either
a
bar
graph
or
a
picture
graph
 o Students
will
be
provided
with
a
blank
frequency
table,
as
well
as
a
 blank
piece
of
white
paper
 • Students
should
use
creativity
and
own
individual
ideas
while
constructing
 frequency
tables
and
graphs
 • Students
will
be
formally
assessed
in
the
following
ways:
 o Completion
and
accuracy
of
frequency
table
 o Completion
and
accuracy
of
bar
graph
or
picture
graphs
 o Using
appropriate
titles,
labels,
and
units
 
 
 


Lesson
Plan:
Day
1
 Grade
3
 Mathematics:
Data
Analysis
–
Collect,
organize,
display,
and
interpret
data
 
 Objective:
Students
will
collect,
display,
and
interpret
data
using
frequency
tables
 and
bar
graphs,
and
use
appropriate
labels
and
units
for
both.
 
 Materials:
 • Pencils
 • Markers
 • Frequency
table
(blank)/overhead
copy
 • Bar
graph
(blank)/overhead
copy
 • Overhead
 
 Standard:
 
 
 3
 _Data Analysis
 Collect,
organize,
 display,
and
 interpret
data.
 Use
labels
and
a
 variety
of
scales
 and
units
in
 displays.
 3.4.1.1
 Collect,
display
and
interpret
data
using
frequency
 tables,
bar
graphs,
picture
graphs
and
number
line
plots
 having
a
variety
of
scales.
Use
appropriate
titles,
labels
 and
units.
 
 Motivation:
 • “Good
morning
boys
and
girls!

As
you
all
probably
remember,
last
week
we
 were
able
to
explore
how
to
tell
time
on
both
a
digital
and
an
analog
clock!

 This
week
we
are
going
to
switch
gears
and
focus
on
a
new
unit.”
 • “I’m
going
to
begin
today’s
class
by
reading
a
word
problem
to
you
all.”
 • “There
were
a
lot
of
hot
lunches
ordered
last
week!

On
Monday,
13
students
 ordered
hot
lunch;
on
Tuesday,
10
students
ordered
hot
lunch;
on
 Wednesday,
16
students
ordered
hot
lunch;
on
Thursday,
8
students
ordered
 hot
lunch;
and
finally,
on
Friday,
14
students
ordered
hot
lunch.”
 • “What
are
the
different
types
of
information
you
hear
in
this
paragraph?”
 o (There
are
10
hot
lunches
on
Tuesday;
There
are
13
hot
lunches
on
 Monday;
etc...)
 • “Great
job!

Does
anybody
have
any
other
ideas
about
how
to
display
all
the
 information
that
I
just
read
to
you?”
 o (Use
a
bar
graph)

 • “That’s
a
great
idea.

We
can
use
a
bar
graph
to
display
how
many
hot
lunches
 were
ordered
last
week.”
 
 Procedure:
 • “Have
any
of
you
ever
heard
of
a
frequency
table?

What
is
the
purpose
of
a
 frequency
table?”
 o (Frequency
tables
can
record
different
sets
of
data)


• “That’s
exactly
right!

Before
we
create
our
bar
graphs,
we
need
an
efficient
 way
to
organize
all
of
our
data.

A
frequency
table
can
help
us
to
organize
the
 information
in
the
paragraph
in
order
to
figure
out
how
many
hot
lunches
 were
ordered
during
the
week.

First
I
am
going
to
hand
you
out
a
frequency
 table
so
that
we
can
make
them
together
as
a
class.

Please
wait
for
further
 instructions
before
you
begin
these
tables.”
 o (Pass
out
frequency
tables)
 • “Now
that
we
all
have
our
frequency
tables,
we
should
go
through
and
make
 sure
we
know
what
all
of
the
different
parts
to
the
table
are
used
for.

This
 information
is
important
because
they
tell
us
what
types
of
data
we
are
 focusing
on,
as
well
as
how
to
graph
it.”
 
 DAYS
 NUMBER
OF
HOT
 LUNCHES
ORDERED
 Monday
 Tuesday
 Wednesday
 Thursday
 Friday
 
 
 • “Looking
at
your
frequency
tables,
you
can
see
that
we
have
two
columns
 labeled
DAYS
and
NUMBER
OF
HOT
LUNCHES
ORDERED.”
 • “We
will
now
begin
filling
out
our
frequency
tables.

Who
can
remind
me
how
 many
students
ordered
hot
lunch
on
Monday?”
 o (13
students)
 • “Good.

So,
who
can
tell
me
what
the
first
number
should
be
in
our
frequency
 tables;
across
from
Monday?”
 o (13)
 • “That’s
right.

Who
can
tell
me
how
many
hot
lunches
were
ordered
on
 Tuesday?”
 o (10)
 o (Continue
this
step
through
Friday)
 • “Nice
work,
third
graders!

We
now
have
the
number
of
hot
lunches
ordered
 from
Monday
through
Friday
recorded
on
our
frequency
tables.”
 o (Hold
up
example
of
various
bar
graphs)
 • “Can
anybody
tell
me
what
these
pictures
are
called?”
 o (Bar
graphs)
 • “Right.

These
are
all
called
bar
graphs.

They
represent
different
sets
of
 information
that
has
been
collected
and
organized.

We
are
going
to
use
our
 frequency
tables
to
create
our
own
bar
graphs.

I
will
now
be
passing
out
a
 blank
bar
graph
to
each
of
you.

Please
wait
to
write
on
your
tables
until
I
 give
you
further
instructions.”
 o (Pass
out
blank
bar
graphs)
 o (Show
example
of
blank
bar
graph)


• “As
you
can
see,
these
bar
graphs
have
no
labels
on
them.

(Point
to
x­axis)
on
 our
bar
graphs,
this
is
known
as
the
x‐axis.

Does
anybody
know
what
we
 might
be
labeling
our
x‐axis
on
our
bar
graphs?”
 o (Days)
 • “Good
job.

Go
ahead
and
label
your
x‐axis
DAYS.

To
be
more
specific,
we
also
 need
to
label
our
axis
with
the
days
of
the
week.

Under
the
horizontal
x‐axis,
 go
ahead
and
label
Monday,
Tuesday,
Wednesday,
Thursday,
and
Friday.

 Keep
in
mind
though,
that
you
will
want
to
leave
a
space
between
each
bar.”
 • (Point
to
y­axis)
So,
if
we
already
have
our
x‐axis,
then
that
must
make
this
 our
y‐axis.

What
should
we
label
our
y‐axis?”
 o (NUMBER
OF
HOT
LUNCHES
ORDERED)
 • “That’s
right,
go
ahead
and
label
your
y‐axis.

To
be
more
specific,
we
also
 need
to
label
our
axis
with
numbers
that
represent
how
many
hot
lunches
 were
ordered,
starting
with
zero,
and
going
up
vertically.

Since
the
most
hot
 lunches
that
were
ordered
last
week
was
16,
we
will
want
to
count
up
a
little
 bit
higher.

Label
your
graphs
up
to
the
number
18.

Go
ahead
and
do
this.”
 o (Be
sure
to
point
out
different
parts
of
graph
as
you
give
directions)
 • “What
else
do
you
think
is
missing
from
our
graphs?”
 o (A
title)
 • “Yes,
we
still
need
to
put
a
title
on
our
bar
graphs
so
that
others
know
what
 our
graph
is
representing.

Who
can
think
of
a
good
title
for
our
graphs?”
 o (Student
responses
may
vary;
Hot
Lunches”
 • “Great
idea!

Let’s
title
our
bar
graph,
HOT
LUNCHES!”
 • “Now
we
need
to
begin
graphing
our
information.

Beginning
with
Monday,
 we
are
going
to
start
from
the
bottom,
and
count
up
to
the
number
of
 students
who
ordered
hot
lunches
on
Monday.

What
number
should
we
be
 counting
up
to?”
 o (13)
 • “Yes!

Now
you
can
choose
any
color
you
want
to
fill
in
the
bars
you
just
 made.

You
can
continue
doing
this
for
the
rest
of
the
days
of
the
week.

Be
 sure
to
use
a
different
color
for
each
day
so
that
the
different
bars
stand
apart
 from
one
another.”
 o (Students
will
be
given
time
to
fill
out
the
rest
of
their
bar
graphs)
 • “Good
job,
boys
and
girls.

Please
put
your
materials
away
so
that
the
only
 thing
on
your
desks
are
your
frequency
tables
and
bar
graphs.”
 • “Who
can
tell
me
what
day
the
most
hot
lunches
were
ordered?”
 o (Wednesday)
 • “What
day
was
the
least
amount
of
hot
lunches
ordered?”
 o (Thursday)
 • “How
many
total
hot
lunches
were
ordered
during
the
week?”
 o (61)
 
 Closure:
 • “Who
can
tell
me
what
they
learned
today
during
class?”
 o (Responses
may
vary)
 o (Teacher
should
call
on
a
few
students
before
dismissal)


• “Very
good.

I
hope
that
you
go
home
tonight
and
share
all
this
new
 information
you
learned
with
your
friends
and
family
after
school!

Now
 please
put
your
materials
away
and
line
up
for
recess.”
 
 Informal
Assessment:
 • Students
will
be
informally
assessed
in
the
following
ways:
 o Teacher
observation
of
questions
asked
throughout
lesson
discussion
 o Frequency
table
 o Bar
graph
 
 Formal
Assessment:
 • N/A
 
 Accommodations:
 • Students
with
learning
disabilities
will
be
given
a
different
bar
graph
that
 already
has
units
labeled.
 • Students
with
visual
impairments
will
be
given
an
enlarged
hand
out
of
the
 word
problem
that
was
read
at
the
beginning
of
class.
 o Students
with
visual
impairments
will
also
be
given
an
enlarged
copy
 of
a
frequency
table
and
bar
graph.
 
 References:

 • Google
Images
Bar
Graph


Name
______________________________
 Date
_______________________
 


Hot
Lunches





DAYS


NUMBER
OF
HOT


LUNCHES


ORDERED


Monday


Tuesday


Wednesday


Thursday


Friday



 


Lesson
Plan:
Day
2
 Grade
3
 Mathematics:
Data
Analysis
–
Collect,
organize,
display,
and
interpret
data
 
 Objective:
Students
will
collect,
display,
and
interpret
data
using
frequency
tables
 and
bar
graphs,
and
use
appropriate
labels
and
units
for
both.
 
 Materials:
 • Post‐it
notes
 • Frequency
table
(blank)
 • Bar
graph
(blank)
 • Pencils

 • Markers
 
 Standard:
 
 
 3
 _Data Analysis
 Collect,
organize,
 display,
and
 interpret
data.
 Use
labels
and
a
 variety
of
scales
 and
units
in
 displays.
 3.4.1.1
 Collect,
display
and
interpret
data
using
frequency
 tables,
bar
graphs,
picture
graphs
and
number
line
plots
 having
a
variety
of
scales.
Use
appropriate
titles,
labels
 and
units.
 
 Motivation:
 • “Good
morning,
boys
and
girls!

Can
anybody
remind
me
what
we
worked
on
 yesterday
during
class?”
 o (We
worked
on
frequency
tables
and
bar
graphs)
 • “Right!

Does
anybody
remember
what
type
of
information
we
graphed
 yesterday
using
our
frequency
tables
and
bar
graphs?”
 o (We
graphed
the
number
of
hot
lunches
that
were
ordered
during
the
 week)
 • “Today,
we
are
going
to
review
frequency
tables
and
bar
graphs
in
a
different
 way.

Yesterday
we
got
our
information
from
a
paragraph
that
I
read
to
you
 at
the
beginning
of
class,
but
today
we
are
going
to
collect
our
data
a
little
 differently.

What
are
some
other
examples
of
information
that
we
can
 graph?”
 o (Age,
height,
shoe
size,
eye
color)
 • “There
are
tons
of
different
examples
that
we
can
use
to
graph
information.

 To
begin
class,
I
am
going
to
pass
out
a
post‐it
note,
a
frequency
table,
and
a
 bar
graph
to
each
of
you.

Once
you
get
your
materials,
I
would
like
you
to
 leave
them
untouched
at
your
desk
until
I
give
you
further
instructions.”
 o (Teacher
should
pass
out
materials)
 
 Procedure:
 o 
(Teacher
should
write
the
words
January
through
December
largely
on
 the
board
at
the
front
of
the
classroom)




 MONTHS
 NUMBER
OF
 BIRTHDAYS
 January
 February
 March
 April
 May
 June
 July
 August
 September
 October
 November
 December
 
 
 • “Thank
you
for
talking
quietly
with
your
neighbors
while
I
was
passing
out
 materials!

Up
on
the
board,
you
will
notice
that
I
have
the
12
months
written
 out.
Quietly,
I
would
like
each
of
you
to
write
your
name
at
the
top
of
your
 post‐it
note,
as
well
your
birthday
month
at
the
bottom
of
your
post‐it
note.

 Please
look
up
at
me
when
you
have
finished
doing
so.”
 • “When
I
tell
you
to
do
so,
I
would
like
you
all
to
place
your
post‐it
note
under
 the
birthday
months
at
the
front
of
the
board,
depending
on
when
your
 birthday
is.

For
example,
my
birthday
is
in
September,
so
I
will
place
my
 post‐it
note
under
the
word
September
at
the
front
of
the
room.”
 o (Teacher
should
place
post­it
note
under
the
word
September)
 • “At
this
time,
I
would
like
the
first
row
to
walk
slowly
and
place
their
post‐it
 notes
on
the
board.”
 o (Teacher
should
continue
to
call
on
students
one
row
at
a
time)
 o (After
each
student
has
placed
their
post­its
on
the
board,
teacher
 should
regain
their
attention)
 • “Now
that
we
have
all
placed
our
post‐it
notes
on
the
board,
we
can
see
the
 collection
of
our
data
for
our
classroom’s
birthdays.

Who
can
tell
me
 something
they
notice
about
our
data
collection?”
 o (Student
responses
will
vary;
April
has
the
most
birthdays;
January
has
 the
least
amount
of
birthdays)
 • “Excellent
observations,
third
graders!

Now
we
are
going
to
take
all
of
this
 information
that
we
have
collected
and
organize
it
so
that
it
will
be
easier
to
 make
our
bar
graphs
later.

I
would
like
everyone
to
take
a
look
at
your
 frequency
tables.

Who
can
tell
me
what
another
name
for
the
MONTHS
 column
could
be?
 o (X­axis)
 • “Good.

Who
can
tell
me
what
another
name
for
the
NUMBER
OF
BIRTHDAYS
 could
be?”
 o (Y­axis)


• “Good
memory,
third
graders.

Since
the
x‐axis
column
has
already
been
filled
 out
for
you,
we
will
only
need
to
fill
out
our
y‐axis.

Can
anybody
tell
me
how
 many
birthdays
we
had
in
January?”
 o (Responses
will
vary
depending
on
class;
4)
 • “Thank
you
for
volunteering.

Just
like
yesterday,
we
are
going
to
fill
out
the
 number
4
on
our
frequency
graphs,
across
from
the
month
of
January.
 
 MONTHS
 NUMBER
OF
 BIRTHDAYS
 January
 February
 March
 April
 May
 June
 July
 August
 September
 October
 November
 December
 4
 
 • “I
would
like
to
give
you
the
next
few
minutes
to
continue
to
fill
this
data
 table
out
on
your
own
by
using
the
information
we
collected
using
our
 post‐it
notes
at
the
front
of
the
classroom.”
 o (Teacher
should
give
students
some
time
to
fill
out
the
rest
of
their
 frequency
tables)
 • “Next
we
need
fill
out
our
bar
graphs.

Who
can
tell
me
what
the
three
 main
parts
to
our
graphs
that
are
missing?
 o (Title,
axis,
labels)
 • “So
what
are
some
examples
of
titles
that
we
could
use
for
our
bar
 graphs?”
 o (Responses
may
vary:
Birthday
Months)
 • “Let’s
use
Birthday
Months
for
our
title!

Go
ahead
and
label
your
titles.”
 • “Now,
I
would
like
everyone
point
to
where
their
x‐axis
is
on
their
bar
 graphs.

Now
point
to
where
your
y‐axis
is
on
your
bar
graphs.

What
 should
we
label
our
x‐axis?”
 o (MONTHS)
 • “Good,
label
your
x‐axis.
What
should
we
label
our
y‐axis?”
 o (NUMBER
OF
BIRTHDAYS)
 • “We
also
need
to
label
January
through
December
on
our
x‐axis,
as
well
as
 the
numbers
on
our
y‐axis.

Go
ahead
and
do
so.”
 • “What
is
the
last
thing
that
we
need
to
do
to
our
bar
graphs?”
 o (Record
our
information/bars)


• “Very
good.

Using
your
frequency
graphs,
I
would
like
you
to
draw
in
the
 bars
on
your
graphs.

Remember
to
use
different
colored
markers.

If
you
 have
any
questions,
first
ask
the
person
sitting
next
to
you,
and
if
you
are
 still
confused,
raise
your
hands
and
I
will
be
around
to
answer
questions.”
 o (Teacher
should
give
students
time
to
fill
out
the
rest
of
their
bar
 graphs)
 • “Boys
and
girls,
please
put
your
markers
away
and
give
me
your
attention
 at
the
front
of
the
room.

What
month
has
the
most
birthdays
in
it?”
 o (Responses
may
vary:
March)
 • “Are
there
any
months
that
have
the
same
number
of
birthdays
in
them?”
 o (October
and
November)
 o (Teacher
should
continue
to
ask
questions
about
the
bar
graphs)
 • “Very
good!

So
is
it
safe
to
say
that
bar
graphs
can
help
us
to
compare
 similarities
and
differences
about
the
information
we
collect?”
 o (Yes)
 
 Closure:
 • “You
all
did
a
great
job
constructing
your
frequency
tables
and
bar
graphs
 today!

We
are
going
to
continue
this
throughout
the
rest
of
the
week
so
 keep
up
the
good
work.

Now
put
your
materials
away
and
get
ready
for
 recess!”
 
 Informal
Assessment:
 • Students
will
be
formally
assessed
in
the
following
ways:
 o Teacher
observation
of
questions
asked
throughout
lesson
discussion
 o Frequency
table
 o Bar
graph
 
 
 Formal
Assessment:
 • N/A
 
 Differentiation:
 • Students
at
a
higher
learning
level
will
be
given
a
frequency
table
without
 labels.
 
 References:
 • Google
Images
Bar
Graph
 
 


Name
_________________________
 Date
____________________
 


Birthday
Data
Table





MONTH


NUMBER
OF


BIRTHDAYS


January


February


March


April



May



June


July


August


September


October


November


December








Lesson
Plan:
Day
3
 Grade
3
 Mathematics:
Data
Analysis
–
Collect,
organize,
display,
and
interpret
data
 
 Objective:
Students
will
collect,
display,
and
interpret
data
using
frequency
tables,
 bar
graphs,
and
picture
graphs,
and
use
appropriate
labels
and
units
for
each.
 
 Materials:
 • Markers
 • Pencil
 • Post‐it
notes
 • Bar
graph
(blank)/overhead
copy
 • Frequency
table
(blank)/overhead
copy
 • Picture
graph
(blank)/overhead
copy
 • Overhead
 
 Standard:
 
 
 3
 _Data Analysis
 Collect,
organize,
 display,
and
 interpret
data.
 Use
labels
and
a
 variety
of
scales
 and
units
in
 displays.
 3.4.1.1
 Collect,
display
and
interpret
data
using
frequency
 tables,
bar
graphs,
picture
graphs
and
number
line
plots
 having
a
variety
of
scales.
Use
appropriate
titles,
labels
 and
units.
 
 
 Motivation:
 • “Good
morning
boys
and
girls!

Can
anybody
remind
me
what
we
learned
 about
yesterday
during
math
class?”
 o (Responses
may
vary:

We
learned
how
to
create
our
own
bar
graphs)
 • “That’s
right!

You
all
did
an
impressive
job
creating
your
own
bar
graphs
 using
the
information
we
collected
as
a
class.

What
are
some
other
ways
that
 we
can
graph
data,
other
than
a
bar
graph??”
 o (Expected
student
response:
A
picture
graph)
 • 
“Very
good,
we
can
also
use
a
picture
graph!

Just
like
the
bar
graph,
this
new
 graph
can
also
display
organized
information.

What
are
some
differences
 between
graphs?”
 o (Picture
graphs
use
pictures
instead
of
bars)
 • “That’s
right,
instead
of
using
numbers
to
represent
information,
these
 graphs
use
pictures.

Today,
we
are
going
to
spend
a
little
more
time
 practicing
bar
graphs
before
we
take
a
closer
look
at
picture
graphs.

First,
 we
will
need
to
gather
some
new
information!

If
you
look
up
at
the
board,
 you
can
see
that
I
have
some
words
written.

Can
somebody
read
these
words
 for
me?”
 o (Cheese,
pepperoni,
sausage,
mushroom,
green
pepper)
 • “Who
can
tell
me
what
information
they
think
we
will
be
graphing
today?”


o (Our
favorite
pizza
toppings)
 • “That’s
correct.

In
a
few
minutes,
I
will
be
passing
out
a
post‐it
note
to
each
 of
you.

Just
like
yesterday,
first
I
would
like
you
to
write
your
name
at
the
 top
of
the
note,
and
your
favorite
pizza
topping
below
it.

If
you
don’t
like
any
 of
these,
just
pick
one
anyway
for
the
sake
of
gathering
information
to
graph.

 For
example,
my
favorite
pizza
topping
is
sausage,
so
I
will
put
my
post‐it
 note
under
‘Sausage’
on
the
board.

After
you
have
done
the
same
thing,
 please
take
a
seat
and
wait
for
further
instructions.”
 o (Teacher
should
first
show
example)
 o (Teacher
should
pass
out
post­it
notes
to
each
student)
 o (While
students
are
posting
their
notes
on
the
board,
teacher
should
 pass
out
a
blank
frequency
table
and
a
bar
graph)
 
 Procedure:
 • “Thank
you
for
being
so
quiet
while
waiting
for
me
to
give
further
 instructions.

As
you
can
see,
while
you
were
placing
your
post‐it
notes,
I
 passed
out
a
frequency
table
and
bar
graph
to
each
of
you.”
 
 PIZZA
TOPPING
 NUMBER
OF
 STUDENTS
 Cheese
 Pepperoni
 Sausage
 Mushroom
 Green
Pepper
 
 
 • “How
many
students
chose
cheese
as
their
favorite
topping?”
 o (Responses
may
vary:
10)
 • “Six
students
are
right!

Go
ahead
and
write
in
a
six
in
the
NUMBER
OF
 STUDENTS
column.

Continue
to
fill
out
your
frequency
tables.”
 o (Teacher
should
give
students
some
time
to
complete
their
frequency
 tables)
 • “Now
that
your
tables
are
completed,
we
are
going
to
start
constructing
our
 bar
graphs.

While
filling
out
your
bar
graphs,
what
are
some
important
 things
we
need
to
include
on
them?”
 o (A
title,
x
and
y­axis,
labels)
 • “Very
good!

I
would
now
like
all
of
you
to
take
the
information
you
have
 recorded
on
your
frequency
tables,
and
make
your
bar
graphs.

If
you
have
 any
questions
while
working,
first
ask
your
partner,
and
then
raise
your
hand
 if
you
are
still
stuck.

Go
ahead!”
 o (Teacher
should
give
students
enough
time
to
fill
out
their
frequency
 tables
and
bar
graphs)
 • “Boys
and
girls,
can
I
please
have
your
attention
at
the
front
of
the
 classroom?

Who
can
tell
me
another
way
to
show
this
information,
besides
 using
a
bar
graph?”


o (Responses
may
vary:
Picture
graph)
 • “Very
good!

We
talked
about
picture
graphs
at
the
very
beginning
of
class
as
 well!

Using
the
same
frequency
tables,
we
can
use
a
picture
graph
as
another
 way
to
show
the
data
we
collected
regarding
our
favorite
pizza
toppings.”
 o (Teacher
should
have
picture
graph
example
on
overhead)
 • “What
is
the
first
thing
we
need
to
do
on
our
pictures
graphs?”
 o (Label
the
different
parts
of
the
graph)
 • “Let’s
start
with
the
title.

What
is
a
good
title
for
our
picture
graphs?”
 o (Pizza
Toppings)
 • “Great
idea!

Go
ahead
and
write
your
titles
down.

Now,
let’s
continue
with
 labeling
our
y‐axis.

What
should
we
label
this?”
 o (Teacher
should
point
to
different
parts
of
picture
graph
while
giving
 instructions)
 o (Number
of
Students)
 • “Perfect!

Go
ahead
and
write
your
y‐axis
labels
down.

Make
sure
you
also
 write
in
your
numbers
along
the
axis.”
 • “Now,
this
is
where
our
picture
graphs
differ
from
our
bar
graphs.

What
 should
we
label
our
x‐axis?”
 o (Pizza
Toppings)
 • “Great!

However,
instead
of
writing
the
different
toppings
(cheese,
 pepperoni,
etc..)
we
are
going
to
draw
pictures
to
represent
them.”
 o (Teacher
should
draw
in
pictures
on
example
on
the
overhead)
 • “Go
ahead
and
draw
your
own
picture
labels
in
on
your
picture
graphs.

Your
 pictures
do
not
have
to
be
exactly
like
mine
either.”
 o (Teacher
should
allow
students
enough
time
to
draw
their
pictures)
 • “Looking
at
our
frequency
tables,
somebody
please
remind
me
how
many
 students
said
cheese
was
their
favorite
pizza
topping?”
 o (Six)
 • “Six
is
right!

Annie,
please
come
up
to
the
overhead
and
draw
six
pieces
of
 cheese,
starting
from
the
bottom
up,
above
our
cheese
picture.”
 • “Continue
filling
out
your
picture
graphs,
using
the
information
on
your
 frequency
tables.

If
you
have
questions,
first
ask
a
peer,
and
if
you
are
still
 having
trouble,
raise
your
hand
and
I
will
be
around
to
answer
questions.

If
 you
finish
early,
use
your
markers
to
color
in
your
pictures
on
your
graphs”
 o (Teacher
should
give
students
enough
time
to
finish
filling
out
their
 picture
graphs)
 
 Closure:
 • “Who
can
tell
me
something
they
learned
today?”
 o (Responses
may
vary:
Bar
graphs
and
Picture
graphs
can
be
used
to
 display
the
same
sets
of
data)
 o (Teacher
should
continue
to
call
on
multiple
students)
 • “I
am
very
impressed
with
how
much
you
all
learned
today!

Please
go
home
 and
share
this
information
with
your
friends
and/or
family
members
after
 school
today!

Now
please
line
up
for
recess!”
 


Informal
Assessment:
 • Students
will
be
informally
assessed
in
the
following
ways:
 o Teacher
observation
of
questions
asked
throughout
lesson
discussion
 o Frequency
tables
 o Bar
graph
 o Picture
graph

 
 Formal
Assessment:
 • N/A
 
 References:
 • Google
Images
Bar
Graph


Megan
____________________________
 Date
______________________
 


Pizza
Toppings





PIZZA


TOPPINGS


NUMBER
OF


STUDENTS


Cheese


Pepperoni


Sausage


Mushroom


Green
Pepper








Name
___________________________
 Date
_____________________


Lesson
Plan:
Day
4
 Grade
3
 Mathematics:
Data
Analysis
–
Collect,
organize,
and
interpret
data
 
 Objective:
Students
will
collect,
display,
and
interpret
data
using
frequency
tables
 and
bar
graphs,
and
use
appropriate
labels
and
units
for
both.
 
 Materials:
 • Glue
 • Pencils
 • Picture
graph
(blank)
 • Frequency
table
(blank)
 • Markers
 • Small
plastic/paper
bowl
 • Overhead
 • Post‐it
notes
 • Flower
pictures
 • Snowman
pictures
 • Rain
Cloud
pictures
 • Leaf
pictures
 
 Standard:
 
 
 3
 _Data Analysis
 Collect,
organize,
 display,
and
 interpret
data.
 Use
labels
and
a
 variety
of
scales
 and
units
in
 displays.
 3.4.1.1
 Collect,
display
and
interpret
data
using
frequency
 tables,
bar
graphs,
picture
graphs
and
number
line
plots
 having
a
variety
of
scales.
Use
appropriate
titles,
labels
 and
units.
 
 Motivation:
 • “Welcome
to
a
fun
filled
day
of
math
everybody!

Who
can
tell
me
what
we
 learned
about
yesterday?”
 o (Responses
may
vary:
We
reviewed
bar
graphs;
We
learned
how
to
 make
picture
graphs;
We
used
our
favorite
pizza
toppings
to
make
both
 graphs)
 • “Very
good.

We
did
a
lot
of
work
with
both
bar
graphs
and
picture
graphs
 yesterday.

Today
we
are
going
to
continue
working
on
our
picture
graph
 skills.”
 • “Who
can
tell
me
what
the
four
seasons
are?”
 o (Spring;
Fall;
Winter;
Summer)
 • “Right!

Our
picture
graphs
today
are
going
to
be
based
on
our
favorite
 seasons.

Once
again,
we
will
be
using
post‐it
notes
to
figure
out
our
 classroom
data.

On
the
board,
you
can
see
that
I
have
written
out
the
four
 seasons;
spring,
fall,
summer,
and
winter.

Just
like
in
previous
lessons,
go
 ahead
and
write
your
name
on
the
top
of
your
post‐it
note,
and
your
favorite


season
below
it
after
I
have
passed
out
one
to
each
of
you.

After
you
have
 completed
that,
go
ahead
and
place
your
note
on
the
board,
and
then
sit
back
 down
so
I
can
give
your
further
instructions.”
 o (Teacher
should
pass
out
one
post­it
note
to
each
student)
 
 Procedure
 • “What
are
some
observations
you
can
make
by
comparing
our
class’s
favorite
 seasons?”
 o (Responses
may
vary:
Most
people
like
summer;
The
least
amount
of
 people
like
winter)
 • “Good
observations,
third
graders.

Today
we
are
going
to
construct
our
 picture
graphs
in
a
slightly
different
way.

First,
I
am
going
to
number
you
off
 into
groups
of
four.

The
number
you
are
assigned
will
determine
what
table
 you
sit
at.

At
each
table,
you
will
find
glue,
and
markers.

I
will
also
be
 handing
out
your
frequency
tables
to
record
the
class’s
information
as
well
as
 blank
graph
paper
for
you
to
make
your
picture
graphs.

You
will
also
see
 four
bowls
in
the
middle,
as
well
as
numerous
small
pieces
of
paper
with
 pictures
on
them
in
each
bowl.

The
pictures
will
represent
the
different
 seasons
that
you
will
be
displaying
on
your
graphs.

The
picture
of
the
flower
 will
represent
summer,
the
picture
of
the
leaf
will
represent
fall,
the
picture
 of
the
snowman
will
represent
winter,
and
the
picture
of
the
rain
cloud
will
 represent
spring.

Each
student,
at
their
assigned
table,
will
use
one
bowl
at
a
 time
and
glue
the
necessary
amount
of
pictures
on
your
picture
graphs.

For
 example,
if
25
students
like
summer,
how
many
flower
pictures
would
you
 glue
on?”
 o (25)
 • “Yes!

What
is
one
thing
we
need
to
remember
while
making
our
picture
 graphs?”
 o (We
need
to
label
our
graphs)
 • “Yes,
remember
to
label
your
graphs,
as
well
as
fill
out
your
frequency
tables.

 Once
in
your
groups,
you
will
each
get
a
few
minutes
to
use
each
bowl
of
 pictures
before
I
ask
you
to
rotate
the
bowls
to
the
right.

Use
your
time
 wisely
while
gluing
the
pictures
on.

If
you
finish
before
the
class
is
over,
you
 may
use
that
time
to
color
your
pictures
with
the
markers
at
your
tables.

If
 you
have
any
questions,
first
ask
your
peers
at
your
table.

If
you
are
still
 confused,
raise
your
hand
and
I
will
be
around
to
assist
you.”
 o (Teacher
should
number
students
off
in
groups
of
four)
 o (Students
should
be
given
4
to
5
minutes
with
each
bowl)
 • “Good
job
staying
on
task,
third
graders.

Can
I
have
all
of
you
please
put
 you’re
your
materials
down
and
give
me
your
attention?

Who
can
tell
me
 one
way
that
bar
graphs
and
pictures
graphs
differ?”
 o (Response
may
vary:
Bar
graphs
use
bars
to
represent
data
and
picture
 graphs
use
picture
to
represent
data)
 • “What
is
a
way
that
bar
graphs
and
pictures
graphs
can
be
considered
 similar?”
 o (Responses
may
vary:
They
can
sometimes
show
the
same
sets
of
data)



 Closure:
 • “Who
can
tell
me
something
they
learned
from
their
picture
graphs
today?”
 o (Responses
may
vary:
We
found
out
what
each
student’s
favorite
season
 was;
We
can
see
that
most
of
the
class
likes
summer;
We
reviewed
 picture
graphs
and
how
to
label)
 • 
“Very
good.

I
hope
you
all
go
home
tonight
with
plenty
things
to
talk
about
 with
your
family
and
friends.

Now
you
may
all
clean
up
and
get
ready
for
 recess!”
 
 Informal
Assessment:
 • Students
will
be
informally
assessed
in
the
following
ways:
 o Teacher
observation
of
questions
asked
throughout
lesson
discussion
 o Frequency
table
 o Picture
graph
 
 
 Formal
Assessment:
 • N/A
 
 References:
 • Google
Images
Flower
 • Google
Images
Snowman
 • Google
Images
Leaf
 • Google
Images
Rain
Cloud
 • Google
Images
Bar
Graph



 
 
 
 
 
 
 
 
 
 
 
 
 


Name
____________________________
 Date
______________________
 


Favorite
Seasons





SEASONS


NUMBER
OF


FAVORITE


SEASONS


Spring


Fall


Winter


Summer



 


Name
_____________________________
 Date
________________________


Lesson
Plan:
Day
5
 Grade
3
 Mathematics:
Data
Analysis
–
Collect,
organize,
and
interpret
data
 
 Objective:
Students
will
collect,
display,
and
interpret
data
using
frequency
tables
 and
bar
graphs,
and
use
appropriate
labels
and
units
for
both.
 
 Materials:
 • White
piece
of
paper
(blank)
 • Frequency
table
(blank)
 • Markers
 • Rulers
 • Pencils
 
 Standard:
 
 
 3
 _Data Analysis
 Collect,
organize,
 display,
and
 interpret
data.
 Use
labels
and
a
 variety
of
scales
 and
units
in
 displays.
 3.4.1.1
 Collect,
display
and
interpret
data
using
frequency
 tables,
bar
graphs,
picture
graphs
and
number
line
plots
 having
a
variety
of
scales.
Use
appropriate
titles,
labels
 and
units.
 
 Motivation:
 • “Hello
boys
and
girls!

Who
can
remind
me
what
we
have
been
working
on
all
 week?”
 o (Frequency
tables;
Bar
graphs;
Picture
graphs)
 • “That’s
right!

We
have
had
a
lot
of
practice
working
with
all
three
of
those.

 What
do
we
call
our
right
and
left
columns
on
our
frequency
tables?”
 o (X
and
y­axis)
 • “Good.

What
is
so
important
about
a
frequency
table?”

 o (Responses
may
vary:
They
help
to
organize
large
amount
of
 information;
It
helps
us
to
make
our
bar
and
picture
graphs)
 • “You
are
all
correct!

What
type
of
labels
do
both
our
bar
and
picture
graphs
 need?”
 o (X­axis
label;
Y­axis
label;
Title)
 • “Besides
our
main
title
and
our
y‐axis
label,
what
else
does
our
y‐axis
usually
 have
on
it?”
 o (Numbers)
 • “What
else
does
our
x‐axis
usually
have
on
it?”
 o (Labels)
 • “Good
work.

Who
can
tell
me
some
examples
of
different
things
we’ve
 graphed
this
week?”
 o (Birthday
months;
Favorite
pizza
toppings;
Favorite
seasons)
 • “Can
we
sometimes
use
the
same
data
to
create
both
a
picture
and
bar
 graph?”


o (Yes)
 • “Wow,
you
all
impressed
me
with
how
much
you
remember
from
our
lessons
 over
the
past
week!

Today
we
are
going
to
use
frequency
tables,
bar
graphs,
 and
picture
graphs
to
display
one
last
set
of
classroom
data.”
 
 
 Procedure:
 • “Over
the
week,
we’ve
looked
at
some
great
examples
of
bar
graphs
and
 picture
graphs
that
have
represented
different
sets
of
classroom
data.

You
 were
able
to
give
me
some
examples
earlier,
such
as
birthday
months
and
 favorite
seasons.

Now
is
your
chance
to
really
show
me
how
much
you
have
 learned
over
the
week.

In
a
moment,
I
am
going
to
pass
out
a
blank
 frequency
table
as
well
as
a
piece
of
larger
white
paper
to
each
of
you.

Please
 leave
them
be
until
I
give
you
further
instructions.”
 o (Teacher
should
pass
out
materials)
 • “Now
that
each
of
you
have
your
materials
I
will
explain
your
task
for
today.

 You
will
each
have
the
opportunity
to
collect
your
own
individual
sets
of
 classroom
data
and
create
a
graph
representing
that
information.

You
will
 chose
to
make
either
a
bar
graph
or
a
picture
graph,
depending
on
your
sets
 of
data.

I
am
going
to
give
you
a
few
minutes
to
brainstorm
some
ideas
that
 you
would
like
to
use
for
your
project.

Once
you
think
of
a
topic,
first
come
to
 my
desk
and
get
my
approval.

After
you
have
my
approval,
what
should
you
 do
next?”
 o (Fill
out
our
frequency
tables)
 • “That’s
right!

Begin
filling
out
your
frequency
tables;
you
should
all
be
 experts
on
these
by
now.

Double
check
to
be
sure
you
have
your
columns
(x
 and
y‐axis)
labeled
correctly.

After
you
have
your
appropriate
labels,
you
can
 begin
to
collect
your
data
from
your
classmates.

If
you
see
a
peer
sitting
and
 brainstorming,
please
do
not
bother
them.

Allow
them
time
to
think
of
their
 own
topic
and
be
respectful
while
conversing
with
your
peers.

Make
sure
 you
gather
feedback
from
at
least
20
students
before
sitting
back
down.

Go
 ahead
and
get
started.”
 o (Feedback
number
may
vary,
according
to
number
of
students
in
class)
 o (Teacher
should
give
students
appropriate
amount
of
time
to
fill
out
 their
independent
frequency
tables)
 • “Can
I
please
have
all
of
your
attention
at
the
front
of
the
classroom
so
I
can
 continue
giving
the
next
set
of
instructions?

Now
that
you
have
filled
out
 your
frequency
tables,
you
will
use
the
blank
piece
of
white
paper
to
 construct
either
your
bar
or
picture
graph.

These
bar
and
picture
graphs
will
 serve
as
your
opportunity
to
really
impress
me
with
your
creativity
and
 knowledge!

You
will
begin
your
graphs
by
using
pencils
and
markers
to
 construct
them
on
your
white
paper.

Make
sure
to
use
appropriate
labels,
 and
be
sure
to
graph
your
data
accurately.

You
can
all
go
ahead
and
get
 started
at
this
time.

I
will
be
around
to
observe
and
answer
questions
after
 each
of
you
has
come
up
with
a
topic
to
graph.

Remember
to
impress
me
 because
you
will
all
be
turning
these
in
for
points!”


o (Teacher
should
give
students
the
entire
class
period
to
work
on
their
 formal
assessments)
 • “Okay,
boys
and
girls,
please
take
a
seat
and
give
me
your
attention.

Who
can
 share
with
the
class
some
of
the
topics
you
chose
to
sue
for
your
graphs?”
 o (Responses
may
vary:
Shoe
size,
Number
of
family
members,
etc…)
 • “I
saw
a
lot
of
great
ideas
and
impressive
graphs
as
I
walked
around
the
 classroom
today!

I
will
be
posting
all
of
your
graphs
up
on
the
wall
so
that
all
 of
your
classmates
can
see
your
amazing
work!”
 
 Closure:
 • “Who
can
tell
me
some
things
they
have
learned
this
week?”
 o (Responses
may
vary)
 o (Teacher
should
continue
to
call
on
multiple
students)
 • “Great
job
today,
third
graders!

Now,
please
pass
up
your
frequency
tables
 and
graphs,
and
line
up
for
recess.

Don’t
forget
to
share
what
we
did
today
 over
the
weekend
with
your
friends
and/or
family!”
 
 Informal
Assessment:
 • Students
will
be
informally
assessed
in
the
following
ways:
 o Teacher
observation
of
questions
asked
throughout
lesson
discussion
 
 Formal
Assessment:
 • Students
will
be
formally
assessed
in
the
following
ways:
 o Completion
and
accuracy
of
frequency
table
 o Completion
and
accuracy
of
bar
graph
or
picture
graph
 o Using
appropriate
titles,
labels,
and
units
 
 Differentiation:
 • Students
at
a
lower
learning
level
will
be
given
additional
time
to
complete
 their
formal
assessments
 o For
example,
one
day
students
may
focus
on
collecting
data
and
 completing
their
frequency
tables,
and
the
next
day
complete
their
 choice
of
a
bar
or
picture
graph
 
 Extension
Activity:
 • After
students
complete
their
frequency
tables
and
bar
or
picture
graph,
 students
will
complete
whichever
of
the
two
graphs
they
did
not
originally
 create.


 o For
example,
if
Susie
chose
to
use
a
bar
graph
to
display
her
peer’s
 favorite
ice
cream
toppings,
she
would
then
graph
the
same
 information
using
a
picture
graph.
 
 References:
 • N/A


Name
_____________________________
 Date
______________________