Yesterday we made a class bar graph about our birthdays. We are going to start today looking at that graph again and answering some questions about the data. Listen carefully so you can answer questions if I call on you.
Math4u grade 2 first term
لشراء كتاب ماث فور يو جريد 2 أضغط هنا
ولمشاهدة شرح دروس ماث جريد 2 الترم الاول المنهج الجديد بأسلوب سهل وبسيط
أضغط على الرابط التالى
Math4u grade 2 first term
لشراء كتاب ماث فور يو جريد 2 أضغط هنا
ولمشاهدة شرح دروس ماث جريد 2 الترم الاول المنهج الجديد بأسلوب سهل وبسيط
أضغط على الرابط التالى
ولمشاهدة شرح دروس ماث جريد 2 الترم الاول المنهج الجديد بأسلوب سهل وبسيط
أضغط على الرابط التالى
Mathematics Teacher`s Guide primary 2
Math primary 2 first term lesson 10
Calendar Math (15 minutes)
Directions
1.TEACHER SAY: In math, we will begin each day talking about the calendar. 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. Calendars remind us of special days like your birthday and holidays. Who can show us where it says the current month? Raise your hand if you know.
STUDENTS DO: Raise hands to volunteer. Selected student points to the month.
Yes, we are in the month of (current month). Please say it with me.
Repeat the month aloud.
Raise your hand if you would like to point to the days of the week.
Raise hands to volunteer. Selected student points to the days of the week.
Yes, those 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.
Say the days of the week.
Th e numbers on the calendar tell us how many days are in the month. Raise your hand if you can point to today’s date on the calendar.
Raise hands to volunteer. Selected student points to today’s date on the calendar.
We can put the day, date, month, and year together to say today’s date. Today is (day) (number date) of (month) (year). Now you say it.
Repeat the date.
2.We have been in school for 2 days. We are going to keep track of how many days we have been in school a couple of different ways. This is the first way.
Use the Calling Sticks to select a student to put 1 counting straw in the Ones pocket. Take out both counting straws and have the student count them aloud.
Selected student places counting straw in the Ones pocket and counts the straws aloud.
We will also keep track on our 120 chart. Yesterday I circled 1, for one day of school. What number will we circle today?
Call out together: 2.
Use Calling Sticks to select a student to circle 2 on the 120 Chart.
Selected student circles 2 on the 120 Chart.
Let’s count the circled numbers together. I will point to each number.
Count aloud to 2 with the teacher.
Great job. We will practice our Calendar Math routine for a couple of weeks. Then I will begin to ask you to help lead Calendar Math, so be sure to pay careful attention.
Return to seats.
Learn (40 minutes)
Directions
Note to the Teacher: Today students will create their own bar graphs about their favorite day of the week and discuss the parts of a graph—a label for each axis, a title, and numbers to show the scale for the graph.
Point to the birthday graph so students can see. Use Calling Sticks to select students to answer questions about the graph, such as the questions below. Ask questions based on the needs of the group.
• How many students have birthdays in January? February? (and so on)
• Which month has the most birthdays? How can you tell?
• Which month has the fewest birthdays? How can you tell?
• Are there any months that have the same number of birthdays? How can you tell?
Selected students answer the teacher’s questions.
Nice job. Remember that graphs are a great way to show data. Yesterday we collected data, or information, about everyone’s birthday month. Today we will collect data about our favorite days of the week.We will be using our student book today. We will use these books to practice new things we are learning. Your book also has pages titled Math Journal for some lessons. We will write or draw what we are learning on the Math Journal pages.
Hand out student books.
Please open your book to page Lesson 2: Apply. You will see a blank graph with the days of the week written along the HORIZONTAL line at the bottom and numbers written along the VERTICAL side, up and down.
Open student books to the page for Lesson 2.
Please put your finger on the horizontal line where the days of the week are listed.
Place finger on the horizontal line.
Point to horizontal line on board.
This horizontal line at the bottom is labeled Days of the Week. In a bar graph we have CATEGORIES. Our categories for this graph are days, so along the horizontal line you see the days of the week. Now put your finger on the vertical line where the numbers are written.
Place finger on vertical line.
Point to vertical line.
This vertical side is labeled Number of Students. This graph has categories along the horizontal side, and the numbers represent number of students up the vertical side. In a bar graph it is important that both the vertical and the horizontal sides have labels so that
other people know what the graph is showing.
2.Today we are going to collect some data about your favorite day of the week. This will be the data we will put into our graph. I will complete the large graph on the board. You will complete the one in your student book.
Hand out crayons if students do not have their own. If necessary, have students share coloring tools.
This graph has a column for each day of the week and then an empty column. Remember that 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. Ready? I am going to say a day of the week. If this is your favorite day of the week, stand up. You should stand up only once. Stand up if Sunday is your favorite day of the week.
Stand up if Sunday is their favorite day of the week.
Now, let’s count off the number of people who have Sunday as their favorite day. I will point to the first student, who will say “1,” and we will continue until everyone standing has said a number.
Point to one student to start the count at 1.
Count off one by one until all students standing have said a number.
______ students are standing. That means ______ students have Sunday as their favorite day of the week. I am going to color in _______ boxes on my graph for Sunday.
Color in one box for each standing student, counting as you color.
Now it is your turn to color in the number of people who have Sunday as their favorite day. Look at my graph and color in _____ boxes in your Sunday column, just like I did.
On graph in student book, color in the number of students who have Sunday as a favorite day.
Now we will do the same for Monday and the rest of the week.
Call out a day of the week. Once students are standing, point to the first one to count aloud together. Model how to color in the boxes on the graph and then have students color in their graph. Continue until you have completed all the days of the week.
Stand up when favorite day is called, observe teacher model coloring in data, and color in data on their own graph. Continue until graph is complete.
3. Good. Now we all have made our own bar graphs about Favorite Day of the Week. I can look at this graph and see that ______ (day) is our class’s favorite. How do I know that? Raise your hand.
Raise hand and share ideas.
Yes. I know that our favorite day of the week is ______ because it has the highest bar. I can follow this bar along the row to the vertical side and see that _______ students have _________ as their favorite day of the week. Like our birthday graph, this graph tells me something about our class. What is our graph missing? Talk to your Shoulder Partner about what our graph is missing. Give me a Thumbs Up when you think you know the answer.
Talk to Shoulder Partner about the graph. Give a Thumbs Up if they know what is missing from the graph. Selected students share their thinking.
Our graph needs a title. What should we call it?
Raise hands to volunteer. Selected students share ideas.
Choose one of the students’ title ideas, such as Favorite Day of the Week, on the top of the graph.
4. Now it is your turn. Write the title on your graph, just as I did. You can use my graph to help you. Give me a Thumbs Up when finished.
Write the title in their student book and give a Thumbs Up when done.
Nice work making your own bar graph. Our bar graphs are easy to read because they have labels along the vertical and horizontal sides and a title. Each category has its own bar. Now it is time for Reflect.
