Yesterday we looked at a bar graph about favorite fruit. It had a scale of 2. We practiced counting by 2s to be able to answer questions about the graph. Today we are going to look at a bar graph that will have a different scale. Let’s look at it now and see if you can tell what the scale is. Since this graph is going vertically, the scale is up the vertical side.
ولمشاهدة شرح دروس ماث جريد 2 الترم الاول المنهج الجديد بأسلوب سهل وبسيط
ولمشاهدة شرح دروس ماث جريد 2 الترم الاول المنهج الجديد بأسلوب سهل وبسيط
Mathematics Teacher`s Guide primary 2
Math primary 2 first term lesson 7
Learn (40 minutes)
Learn (40 minutes)
Directions
1.TEACHER DO: Display large copy of the Favorite Colors bar graph.
STUDENTS DO: Look at graph to determine scale. Give a Thumbs Up when they know the answer. Selected students share their thinking.
TEACHER SAY: On this graph, the scale is 10. That means that each time we go up a line on the graph, we are skip counting by 10. Let’s warm up for today’s math lesson by skip counting by 10 together. We will count from 10 to 120. We will say the number and then clap. Each clap will represent all the numbers we are skipping as we count. Where can we look if we need help knowing what number comes next? Think quietly for a moment and raise your hand if you have an idea.
STUDENTS DO: Think quietly and then raise hand to volunteer. Selected students share their thinking.
TEACHER SAY: We can look at our 120 Chart to help us know what numbers to say as we skip count by 10s. As we count today, I will point to the numbers. I will start and say 10. We will count by 10s to 120. Remember that we will clap in between numbers to represent all of the
numbers we are skipping.
TEACHER DO: Begin counting aloud by pointing to 10 on the 120 Chart and saying “10,” and then clapping. Continue skip counting and clapping to 120.
STUDENTS DO: Skip count aloud with the teacher, saying the numbers the teacher points to on the 120 Chart and clapping between each number.
TEACHER SAY: Great job. Give me a Thumbs Up if you noticed any patterns as we skip counted by 10s together.
STUDENTS DO: Give a Thumbs Up to volunteer. Selected students describe the patterns they observed.
TEACHER SAY: Well done. When we skip count by 10s, we simply move down one row each time. We are skipping all of the other numbers in the row. Being able to count by 10s will help us with today’s bar graph. Take a minute to look at the graph and share some of your observations with your Shoulder Partner. What do you notice? What comparisons can you make?
STUDENTS DO: Look at the graph and talk to their Shoulder Partner about things they notice.
TEACHER DO: After 1 to 2 minutes, use Calling Sticks to select students to share their thinking.
STUDENTS DO: Selected students share their observations about the Favorite Colors graph.
TEACHER DO: Praise students for sharing their observations, thinking, and questions. Ask students the questions below (skip questions that students have already answered).
• Which color was the favorite of the 200 students asked? How can you tell?
• Which color was the least favorite of the group? How can you tell?
• Which color had more than 50 students like it? How can you tell?
• How many people liked red best? How can you tell?
STUDENTS DO: Selected students answer the teacher’s questions.
TEACHER SAY: Nice job answering questions about this graph. Now it is your turn to work on some more problems with your Shoulder Partner. Open your student book to page Lesson 7: Apply. You will see a copy of our graph and questions about the data.
STUDENTS DO: Open student book to page for Lesson 7.
TEACHER SAY: Your page has questions about the graph. The first question is answered for you. I will read them aloud. Follow along with me.
TEACHER DO: Read all the questions on the student book page before students begin working, or select students to read one question each aloud.
STUDENTS DO: Follow along as the teacher (or student) reads the questions aloud.
TEACHER SAY: You will work with your Shoulder Partner to analyze the graph and answer as many of these questions as you can with the time left. Problems 7, 8, 9, and 10 are more difficult. You and your partner will have to add or subtract to solve the problem. Are there any questions?
STUDENTS DO: Ask questions if necessary and then work with Shoulder Partner to analyze the graph and answer the questions in the student book.
TEACHER DO: Answer students’ questions. If some groups finish early you can ask them additional questions about the data or have them help classmates who need support. Walk around and observe students as they work. Make note of students who may need additional instruction. When
Learn time is over use an Attention Getting Signal.
TEACHER SAY: Good job answering questions about the graph today. Please put away your student books and pencils for today.
STUDENTS DO: Put away student books and pencils.
