Christy Nix - Picture Graphs Lesson Plan

Lesson Plans

PEPE Lesson Plan Format

(Alabama Professional Education Personnel Evaluation Program)

written by: Christy Nix cnix@webjemm.net, Fall 2001

Graphics, editing and formatting by: Dr. Beth McCulloch Vinson

I. Preparing (to plan for instruction):

Materials:

Alabama Course of Study: Mathematics, page 21, number 48; children’s literature: Click, Clack, Moo Cows That Type; cutouts of cows, chickens, and ducks; die-cut birthday cakes; pattern blocks; transparency graph; blue transparency circles; pink transparencies; chart; Velcro on back of each object; two blank copies of graphs for students.

Objectives: The students will:

· (Application) work with picture graphs;

· (Synthesis) create their own individual graphs; and,

· (Application) construct and read graphs.

Grade Level: First

II. Orienting (to establish purpose, build background, sustain motivation, and provide directions):

Anticipatory Set: The teacher will explain to the students that they will be learning to use a new type of graph. The teacher will read Click, Clack, Moo Cows That Type. Then the teacher will make a graph with the students. The teacher will say, “This type of graph, the picture graph, is a really easy and fun graph to make.”

Purpose: The teacher will say, “The purpose of this lesson is to give all of you another way to graph information. After today’s lesson, you will know two ways to graph. We graph information so that we can organize it and understand it. Tomorrow we will learn another way to graph information.”

Connection to previous learning/build background knowledge: The teacher will say, “Yesterday we learned about line graphs. Today we will do the most fun graph, in my opinion, the picture graph.”

III. Presenting (to use sequential direct instruction):

Teaching Procedures:

· The teacher will explain to the students that they just completed a survey of the book they just read.

· The teacher will define “survey.” The teacher will say, “A survey is a question that is asked to the group to see what is the liked the best.”

· The teacher will discuss the Click, Clack, Moo Cows That Type animal graph.

· The teacher will define “graph.” The teacher will say, “Graphs are a way of showing data.” The teacher will do a birthday graph on the bulleting board; the students will help.

· The teacher will construct a birthday graph. The teacher will count and discuss the birthday graph.

· The teacher will explain that this data or information on the graph.

· The teacher will engage the students for the final graph together.

· The teacher will use the transparency graph, blue circles, and the pink circles to make a picture graph of boys and girls in the classroom.

· The teacher will relate the content to other subjects by giving examples of how to use graphs. The teacher will say, “Graphs can be used in any subject. Scientists and doctors use graphs most every day.”

IV. Practicing and Summarizing (to reinforce and extend ideas):

Review:

· (Application) The teacher will call on volunteers to give examples of the everyday use of graphs.

· (Analysis) The teacher will call on volunteers to explain what “surveying” and “graphs” have in common, or how they go together.

· (Comprehension) The teacher will call on volunteers to explain how we made our graphs, and give, in their own words, what is a “graph.”

Guided Practice:

· The teacher will ask the students for a topic to do a graph, for example, each student’s favorite pizza.

· Each student will receive a blank graph.

· The teacher will survey the students and construct the graph on the overhead

· The students will help the teacher fill in the data by drawing pictures on their own graphs while the teacher draws on her graph.

Independent Practice:

· The teacher will pass out a graph to each student. The students will get into groups of three or four.

· The teacher will assign each group a topic (something in the classroom) to construct their graph.

· Students will draw pictures and complete their graphs.

Summarizing:

· Students will share their graphs with the class.

· The teacher will say, “Today we constructed several picture graphs that we could use in everyday life. When you go home tonight, I want you to think about any pictures you could put into a graph and share them with us tomorrow.”

V. Assessment (to check for attainment of objectives):

The teacher will use a checksheet to assess the guided practice and independent practice activities. The checksheet will have the objectives listed as column headings. Checks and minuses will be used to determine attainment. For enrichment, those students will be instructed to do a graph using their own topic the teacher approves. For remediation, those students will use a handful of pattern blocks and graph them on a graph.

Also, see the Counting PowerPoint Slides Shows at:

http://www.athens.edu/pt3/vinson/counting.ppt

http://www.athens.edu/pt3/vinson/triangles.ppt