Design for Learning

Instructor: Lauren Hughes

Lesson Title: Graph This!
Curriculum Area: Math

Grade Level/Cooperating Teacher: 3rd/Mrs. Talley

Date: April 19, 2016
Estimated Time: 45 minutes

Standards Connection:
18.) Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.
Solve one- and two-step how many more and how many less problems using information presented
in scaled bar graphs. [3-MD3]
Learning Objective(s):
When given a booklet, students will interpret data from a bar graph with 83% accuracy.
Learning Objective(s) stated in kid-friendly language:
You will learn how to interpret data from a bar graph.
Evaluation of Learning Objective(s):
The teacher will present the students with a booklet. One the front cover, it will say Measurement and
Data: Stocking Up and Representing and interpreting data. On the inside left page it will have a word
problem with some data recorded using tally marks. On the inside right page it will have a total of 6
questions. The students will work independently to make a bar graph using the data on the left page.
Then they will answer each question using their bar graphs. All students must correctly answer at least 5
out of the 6 questions which is 83% accuracy. The students who do this will be considered proficient and
in the green range. The students who correctly answer 4 out of the 6 questions will be considered in the
yellow range and will receive additional practice. Those who correctly answer less than 4 out of the 6
questions will be considered in the red range and will need further remediation.
Engagement:
The teacher will show a Brain Pop Jr. video concerning bar graphs. This video discusses tally charts, bar
graphs, and how to interpret data on a bar graph. The students have already discussed tally charts, so this
will be a good bridge into bar graphs. Good morning! We are going to watch a short video this morning
to start out lesson. Remember to be respectful and listen quietly to the video. You will need to know the
information from the video later today. It starts out talking about tally charts. Who can tell me what they
remember about tally charts from our lesson last week? Great job! They are a way to organize
information. Please pay close attention to the video because it will show you how to organize that data
from the tally chart in a different way. It will also be interesting because the data collected is about
dinosaurs and we discussed them in science last week. The teacher will start the video. Once the video is
finished, she will ask a couple of questions to lead into the teaching portion of the lesson. Who can tell
me a short sentence summary of what the video was about? Great job, the video was about bar graphs.
Does anyone remember what it said bar graphs were? Awesome, Annie from the video said that a bar
graph is a way to organize and show data. Speaking of data, who thinks they remember what data is?
Turn and talk with your neighbor. Share your definition of data with them. The teacher allows time for
students to discuss while actively listening. I heard some good definitions. Student F, can you share your
partners definition of data with the class. Youre right, data is information. This information can be
collected in forms of surveys, numbers, words, measurements, or observations. We have already
discussed surveys and tally charts and you know how to make a bar graph, but today you will learn how
to interpret data from a bar graph.

Learning Design:

I. Teaching:
The teacher will explain the objective to the students again. She will use literature, Lemonade
for Sale, written by Stuart J. Murphy as well as an anchor chart, large bar graph, and markers.
The teacher will use Lemonade for Sale to discuss bar graphs with the students. As the
characters in the book sale lemonade, one of the girls keeps track of the sales using a bar graph.
The students and teachers will create a replica of this bar graph using a large bar graph on the
board. As they create the graph, they will discuss the scale used as well as where to correctly
place the data. When the bar graph is complete, the teacher will use it to teach students how to
interpret data. We just discussed what data and bar graphs are. Now I want you to write the
defitions for data and bar graphs on one of your sticky notes in your pencil pouch. Once you
finish writing that, come add your sticky note to the chart paper on the board. The teacher
allows time for students to write their definitions and then continues with the lesson. Looking at
these sticky notes, it is clear that you all have a good understanding of data and bar graphs.
Today, you will learn how to interpret the data from a bar graph. This means that you will learn
how to read a bar graph when asked questions. The teacher completes a bar graph review using
the anchor chart. Lets look at this anchor chart together. The teacher points to the chart on the
left side of the board. Remember that a bar graph uses bars to compare information. Most of
the time the data collected is displayed across the bottom, horizontal line and the amount or
number is shown along the side, vertical line. The teacher points to these lines as she discusses.
Another important part of a bar graph is the scale that is used. The scale shows the units used.
For example, the amounts can be displayed by 1s, 2s, 5s, or even 10s. You can choose any
number as your scale, but it is best to choose a friendly number like those listed on the anchor
chart. We saw a bar graph last week in our recycling lesson. That bar graph was organized
using a scale of 100. The teacher transitions into reading the story. Today, I am going to read
you this book called Lemonade for Sale by Stuart J. Murphy. In this story, the children sell
lemonade to raise money. Have any of you ever made lemonade stands? Me too! Well, as they
are selling lemonade, they use a bar graph to keep track of how much they sold each day. As we
read this story, we are going to fill in a replica of their bar graph together. The teacher shows
the students the large bar graph drawn on chart paper. As I place the data on the board, I want
you to fill in the data on your personal bar graph. The teacher passes out Individual Lemonade
Bar Graphs to the students. This will help us keep track of the information in the book and
organize the data in our own bar graph. Are there any questions? The teacher waits for student
questions and then starts reading the book. She will ask questions throughout the reading and fill
in the bar graph. She will ask students how many boxes she should fill in on the bar graph after
she reads that the children sold 30 cups. How many cups of lemonade have the children sold so
far? Thats right! They have sold 30 cups, so where do we need to fill in on the chart? Youre
right! We need to fill up to the 30 line above Monday. The teacher fills in the bar graph above
Monday and continues to read. She stops after the second day when the children have sold 40
more cups. How many cups did the children sale on Tuesday? Yes, they sold 40. How will we
show that on our bar graph? Youre right. Color the boxes to 40 above Tuesday. Will you come
do that please, Student G? The teacher waits for Student G to fill in the bar graph and continues
reading. She stops after the third day when the children have sold 56 cups. How many cups did
the children sale on Wednesday? Correct, they sold 56 cups of lemonade. Turn and talk with
your elbow partner about how we can show 56 on our bar graph. The teacher will wait for the
students to discuss while actively listening. Okay, eyes on me. Who can share how we can show

56 on our bar graph? Very good! We have to color in the boxes above Wednesday all the way
up to halfway between 50 and 60. Awesome job! Will you help me fill in our bar graph? The
teacher will wait for the students to fill in the bar graph above Wednesday and continue reading.
The pattern will continue for Thursday and Friday. Thursday the children sold 24 cups of
lemonade and Friday their sales went over the top of the graph. The teacher will ask questions so
that students have to analyze the data on the bar graph. Your individual bar graph should look
the same as our class bar graph. Now that we have filled out our bar graph, I have some
questions for you. We are going to interpret this data from the bar graph together. Which day
did the children sell the most cups of lemonade? Great job, Friday. Which day did the children
sale the least cups of lemonade? Yes, Thursday. How many cups of lemonade did they sale on
Monday and Tuesday combined? Youre right, 70. How many more cups did they sale on
Tuesday than Monday? Correct, they sold 10 more. Great job! Now you are going to get a
chance to practice interpreting data.
II. Opportunity for Practice:
The teacher transitions into the opportunity for practice part of the lesson plan. Now you are
going to get a chance to create your own bar graph. Each on you will get an M&M Graph and a
bag of M&Ms. Listen carefully. You can NOT eat these M&Ms. It will mess up your data if you
eat them and then you wont be able to complete your bar graph or data interpretation. There
are 7 columns on the bar graph. The first column has a place for you to create your scale. Who
can remind the class what the scale is for? Great job, the scale shows the units used. You can
order the numbers in your scale by any unit such as 1, 2, 5, or 10. The next columns are where
you will place your M&Ms: red, blue, orange, yellow, green, and brown. Your job is to observe
how many M&Ms you have in each color and organize this information in your bar graph. Once
you figure out how many M&Ms you have in a color, shade the bar graph to reflect that data.
Lets do one together. The teacher takes three blue M&Ms out of her bag. I have 3 blue M&Ms
in my bag. How will I show this on my bar graph? Great job, I will shade in the bar above blue
to show 3. Does anyone have any questions? The teacher waits for student questions. You will
work at your table to organize the M&Ms. You can even place them on your bar graph if that
will help you. Then you will shade in the number of boxes that you have for each color. When
you finish your bar graph, answer the questions on the M&M Graph sheet to interpret your data.
Again, does anyone have any questions? The teacher waits for student questions. Okay, I am
going to pass out your supplies. Remember do NOT eat your M&Ms. Each student has one bar
graph and a bag of 20 M&Ms. You may start once you have your M&M Graph and M&Ms.
Remember that this is not a race. Count your M&Ms carefully and take your time. The teacher
walks around the classroom observing how each table group is doing. The teacher assists when
she sees that it is necessary. Everyone is going a great job! Once you have finished, I want you
to share your graph and data interpretations with your table group.
III. Assessment
The teacher will present the students with a booklet. One the front cover, it will say Measurement and
Data: Stocking Up and Representing and interpreting data. On the inside left page it will have a word
problem with some data recorded using tally marks. On the inside right page it will have a total of 6
questions. The students will work independently to make a bar graph using the data on the left page.
Then they will answer each question using their bar graphs. All students must correctly answer at least 5
out of the 6 questions which is 83% accuracy. The students who do this will be considered proficient and

in the green range. The students who correctly answer 4 out of the 6 questions will be considered in the
yellow range and will receive additional practice. Those who correctly answer less than 4 out of the 6
questions will be considered in the red range and will need further remediation.

Okay, eyes on me. I am going to pass out a booklet to everyone. Please do not open the booklet
until I tell you to do so. The teacher passes out the booklets and keeps one to use as a model
when explaining the instructions. Look at the front cover with me. Can somebody read what the
cover says please? Thank you! The title says Stocking Up and there is a bird with some
worms in his mouth on the front. If you look at the inside left page there is a story about this
bird. Listen carefully as I read aloud. Scout spends most of the day looking for worms. He
wakes up early each day to begin his search. Scout lists on a table the total number of worms he
finds. The table says there are 15 worms on Monday, 28 on Tuesday, 16 on Wednesday, 27 on
Thursday, and it has a ? for Friday. Look at question 2 with me before you start and we will
figure out the number of worms collected on Friday together. It says that he collected a total of
98 worms. Knowing this total number, how can we find the number of worms for Friday? Good
job, we can subtract the other days from 98 to get Fridays worm count. Do that at your seat
and raise your hand when you know the correct answer. The teacher allows time for students to
find the number of worms collected for Friday. Okay, Student H, what did you get for Friday?
Youre right, Scout collected 12 worms on Friday. That is your answer for question number 2.
Now you should have a completed table to make your bar graph. There are 6 total questions in
this booklet and a bonus question on the back. You are going to use the table on the left page to
make a bar graph of the data. Then you are going to answer the questions to interpret the data
on your bar graph. You have seen these types of questions before, so it should look familiar to
you. Are there any questions? The teacher waits for student questions. Remember to complete
this independently and do not talk. Raise your hand if you have a question and I will come to
you. When you are finished, you may work on frog games.
IV. Closure:
The teacher will instruct everyones attention back to her. The students will share their bar
graphs and data interpretations from the assessment portion with their neighbor. The teacher will
actively walk around the room to listen. She will then give each of the students a tweet template.
The students will have a chance to compose a tweet about what they learned concerning bar
graphs. Okay, eyes on me. Take a couple of minutes to share your bar graph and your data
interpretations with your neighbor. Do not change any of your answers. Just compare what you
have with what your neighbor has. The teacher allows time for students to complete this turn
and talk exercise while walking around the room to actively listen. I heard some great data
interpretations and saw some excellent bar graphs. Thank you for your hard work on that
section. Now I am going to pass around a tweet template to everyone. We have used these
before, but remember that a tweet can only have 140 characters. Your job is to write a tweet
about what you learned today. It can be about bar graphs, scales, data, or anything along those
lines. When you finish, place them in the green basket. The teacher will pass out the tweet
template and allow students time to work. We will share your tweet results and post them on our
Twitter Time wall when you get back from physical education. You all did a great job today!
Thank you!
Materials and Resources:
Bar Graph Video https://jr.brainpop.com/math/data/tallychartsandbargraphs/
Booklet

 Tweet Template
M&Ms
M&Ms Bar Graph Worksheet
Lemonade for Sale by Stuart J. Murphy
Large Bar Graph
Anchor Chart
Sticky Note
Individual Lemonade Graphs
Differentiation Strategies (including plans for individual learners):
High End Learners They will have a Tic Tac Toe board where they can choose other ways to analyze
data that will challenge them further.
Low End Learners They will complete the bar graph practice using 15 M&Ms instead of 20 so that they
can better analyze the data. They will also have a bar graph template to use during the assessment to help
them better compose their bar graph and analyze the data.
Data Analysis:
Twenty students were assessed after this lesson was taught. Eight of the students scored a 100% on the
bar graph questions placing them in the green range. Five of the students scored an 83% on the bar graph
questions also placing them in the green range. Four of the students scored a 66% on the bar graph
questions placing them in the yellow range. Three of the students scored a 50% on the bar graph
questions placing them in the red range. The students had various scores on the assessment, but most of
the problems missed were due to being in a hurry to get to physical education. Since this is the case,
students falling in the low yellow or red range will retest on bar graphs. I will remind them prior to the
assessment to take their time and not rush just to get to physical education. I will also do a mini lesson on
reading bar graphs to gather data. I will work with them on this mini lesson during the math centers.
Reflection:
As a result of this lesson, my students learned how to analyze data from a bar graph. Literature
Lemonade for Sale was used to teach this concept. The students were engaged through the whole lesson
and the lesson went as planned. The atmosphere of the classroom was focused other than one of two
students. Once I regained their attention, they were fine. We did some turn and talks to make it more
interactive. The students enjoyed completing the class bar graph as well as using M&Ms to complete
their own bar graphs. They especially liked eating the M&Ms afterwards. I played a bar graph video to
engage the students which added a fun component to the lesson. After looking at the assessments, I
realized that the students learned how to analyze bar graph data, but were making mistakes due to rushing
through their work. I will complete a mini lesson with them and then they will be reassessed. If I were to
do this lesson over, I would make sure to circulate the room more and ask more higher level thinking
questions.

Samford University
Design for Learning