The bar graph - math grade 2 - lesson 1

Calendar Math (15 minutes)

Directions

Note to the Teacher: Today you will be introducing the daily Calendar Math routine to students. As students gain more confidence with the routine over the next few weeks, you will gradually give them more responsibility for leading the class through each step.

1.TEACHER SAY: Today is a great day. It is the first day of school. We are going to learn so much in math this year. We will learn about adding and subtracting numbers, shapes, money, telling time, and much more. Th e first couple of weeks, we will review some addition and subtraction strategies you learned last year. Let’s get started with Calendar Math.

Some of you may have some experience with Calendar Math from last year. When I say go, I want you to Turn and Talk to your Shoulder Partner and tell them what you remember about calendars. What are they used for? Why are they important? What do they show us? Go.

STUDENTS DO: Talk to their Shoulder Partner to share what they know about calendars.

TEACHER DO: Walk around the classroom and listen in as the students share what they remember about calendars.

TEACHER SAY: In math, we will begin each day talking about the calendar. Calendars remind us of special days like your birthday and holidays. During Calendar Math, we will discuss what day it is, learn the days of the week and months of the year, and count how many days we have been in school. We will learn about numbers by finding patterns in the 120 Chart.

Note to the Teacher: Each day you will point out the name of the month, day, and year. Th is repetition will help students learn the names of the months of the year and the names of the days of the week.

2.TEACHER SAY: It may have been a while since you have seen a calendar, so let’s go over the different parts of a calendar today.

TEACHER DO: Point to the month at the top of the calendar.

TEACHER SAY: Th is part of the calendar tells us the month we are in. We are in the month of (current month). Please say it with me.

STUDENTS DO: Repeat the month aloud.

TEACHER DO: Point to the days of the week on the calendar.

TEACHER SAY: These are the days of the week. Let’s see how many you remember. Say them with me as I point.

TEACHER DO: Point to the days of the week as the students say them aloud.

STUDENTS DO: Say the days of the week.

TEACHER SAY: The numbers on the calendar tell us how many days are in the month. Let’s count all the numbers together and stop on today’s date.

TEACHER DO: Point to the numbers as the students say them aloud. Stop on today’s date.

STUDENTS DO: Say the numbers as the teacher points.

TEACHER SAY: We can put it all together to say today’s date. We start with the day of the week, then the date, then the month, and then the year. Today is (day) (number date) of (month) (year).

TEACHER DO: Ask students to repeat the date.

STUDENTS DO: Repeat the date.

TEACHER SAY: We have been in school for 1 day.

TEACHER DO: Take 1 counting straw and place it in the Ones pocket as you count aloud.

TEACHER SAY: One. Tomorrow, one of you will place the straw in the pocket. (Note: You may use any counting straw you like, as long as it can be bundled and placed in the pockets you created.)

TEACHER DO: Circle 1 on the 120 chart.

TEACHER SAY: I am putting a circle around the number 1 on the 120 chart. Count 1 with me when I point to the circled number.

STUDENTS DO: Count 1 when the teacher points.

TEACHER SAY: Today is (day) the (date) of (month) (year). Great job. We will practice our Calendar Math routine for a couple of weeks. Soon I will ask you to help lead Calendar Math, so be sure to pay careful attention.

STUDENTS DO: Return to seats.

Learn (40 minutes)

Directions

Note to the Teacher: Have a large class graph posted on the board. Keep it so you can refer to it throughout the school year in future lessons.

1.TEACHER DO: Post the premade poster for the birthday graph on the board.

TEACHER SAY: Today we are going to start by getting to know a little bit about each other and when we celebrate our birthdays. To do that we are going to create a bar graph.

On the board you can see an example of a graph. Turn and Talk to your Shoulder Partner about what you notice. Who can remind us what a Shoulder Partner is? Raise your hand.

STUDENTS DO: Raise hands to volunteer. Selected students explain what a Shoulder Partner is.

TEACHER DO: Review Shoulder Partner with the group if necessary.

TEACHER SAY: Good job. Now turn to your Shoulder Partner and share what you notice about this graph.

STUDENTS DO: Turn to Shoulder Partner and share what they notice about the graph.

TEACHER DO: Use Calling Sticks to choose 2 or 3 students to share.

STUDENTS DO: Selected students share observations.

2.TEACHER SAY: Nice job. At the bottom of the graph are the months of the year. Up the side of the graph there are numbers.

TEACHER DO: Point to the columns, the rows, the month labels on the bottom axis, and the numbers up the side axis.

TEACHER SAY: This is called a BAR GRAPH. This graph has a column for each month of the year and then an empty column. That is because in a bar graph, the bars have a space between them. In a bar graph, each category gets its own bar so there will be space between the columns. There are different types of graphs, but all graphs help us to show data. DATA is another word for information. Who has ever seen a graph before? Give me a Thumbs Up.

STUDENTS DO: Give a Thumbs Up to indicate that they have seen graphs.

TEACHER SAY: Great. Graphs are tools that help us compare pieces of data, or information. Today we will collect some information about each of our birthdays and put it on this bar graph to compare and discuss.

This graph has a COLUMN for each month of the year. A COLUMN goes up and down on this graph. On this graph, each month forms a column that is VERTICAL. VERTICAL means up and down.

TEACHER DO: Point to the column for January and show how the column goes up and down. Model a few times using different columns, repeating the words “column” and “vertical.”

TEACHER SAY: This graph also has ROWS. ROWS go across the graph, or HORIZONTALLY.

TEACHER DO: Point to a few different rows and show how they go across the graph, repeating the words “row” and “horizontal.”

3.TEACHER SAY: Now that we understand a little about the rows and the columns in this graph, let’s collect some data. I am going to say the name of a month. If your birthday is in that month, you will stand up, and I will color in one box on the graph to show that one person was born in that month. When we are finished, we will be able to compare information about our birthday months and learn a little about each other. Ready? Stand up if you were born in January.

STUDENTS DO: Stand up when the teacher says their birthday month.

TEACHER DO: Color in one bar above the month for each student who stood up with a birthday in said month. Continue until you have completed all the months of the year and all the students.

TEACHER SAY: Do you see all the colored in boxes on the graph above each month? That is our data. The boxes create a bar that shows us how many students have birthdays in each month.

TEACHER DO: Demonstrate. Count aloud the number of students in a given month, pointing to the boxes as you count. Count for a few different months that have different numbers of students having birthdays.

STUDENTS DO: Observe as the teacher counts the data.

4.TEACHER SAY: Another way we can see how many students have a birthday in a given month is to look at the side of the graph. Give me a Thumbs Up if you see the numbers written along the side.

STUDENTS DO: Give a Thumbs Up to show they see the numbers.

TEACHER SAY: These numbers help us to read the graph. There is a 1 written along the vertical side at the top of the first box or bar, a number 2 after two bars, and so on. Remember that vertical means up and down.

TEACHER DO: Point to a bar and then show the number along the side (vertical) axis to help students see that each box represents 1 person on this graph.

TEACHER SAY: Instead of counting each box, I could look at the top of the bar that is colored in for (pick a month) and move across the ROW to the numbers on the side. Remember a ROW goes across. Rows are horizontal. Where the bar stops is how many people have birthdays in the month.

TEACHER DO: Pick a month with more than 2 birthdays and point to the top of the colored bar. Move your finger from the top to the vertical axis, pointing to the number.

TEACHER SAY: Whisper into your hand how many students have birthdays in _____ (name of chosen month).

STUDENTS DO: Whisper number of students that have birthdays into their hand.

TEACHER SAY: Nice job. _____ (number) students have birthdays in _____ (chosen month).

5.TEACHER SAY: The last thing that we need to do on our class graph is add a title so that other people will know what our graph is showing. They can read the numbers on the vertical side and the months on the horizontal side, but there is no title yet. What would be a good title for this graph? Raise your hand if you have an idea for a title.

STUDENTS DO: Raise hand to volunteer. Selected students share ideas for a title.

TEACHER DO: Choose one title, such as Class Birthday Graph or Our Birthday Months.

TEACHER SAY: Great. Now we are done. We have collected some data about when each of us has a birthday, we put the data on our bar graphs, and we gave it a title. We can use this graph to compare the data. Turn to your Shoulder Partner and talk about what you notice about birthdays in our class. For example, which month has the most birthdays? Which month has the fewest? How many people have birthdays in the month that your birthday falls?

TEACHER DO: Give 2 to 3 minutes of Wait Time.

STUDENTS DO: Turn to Shoulder Partner and discuss what they observe about the graph.

TEACHER DO: Use Calling Sticks to select students to share something they noticed about the graph.

STUDENTS DO: Selected students share what they or their partner noticed about the birthday graph.

6.TEACHER SAY: Great observations about the bar graph we created today. We will look at this graph some more later, and it will stay in the class so we can use it to see who has birthdays each month.

Reflect (5 minutes)

Directions

Note to the Teacher: Students will have the opportunity each day to share with a partner or the class what they have learned during the lesson. Some days they will record their thoughts on the Math Journal pages that are located in the student book. Reflecting on what students have learned and sharing it with others helps make the learning concrete. Students will learn from hearing how other students think about math concepts and gain confidence in their understanding of math concepts, as well as practice writing about their mathematical thinking.

1.TEACHER SAY: Today was our first day of math class. We started the class looking at the calendar and then made a birthday graph together to see when each of us has a birthday.

At the end of each math class we have a few minutes to share. Sometimes we will reflect and share with a partner or with the whole group. Sometimes we will use the Math Journal pages in our student books to record our thoughts, ideas, and new learning.

Today, I want you to think about something you learned today in math or something that you enjoyed about math class. It can be about the calendar or about the birthday graph. I will give you a few minutes of thinking time. Give me a Thumbs Up when you are ready.

STUDENTS DO: Th ink for a moment and give a Thumbs Up.

TEACHER DO: After a few minutes, use Calling Sticks to ask 3 or 4 students to share what they learned today in math.

STUDENTS DO: Selected students share their thinking with the class.

TEACHER SAY: What a fun first day of math class. I cannot wait for tomorrow. Give your Shoulder Partner a high five.

STUDENTS DO: High Five their Shoulder Partners.