Today students will create a bar graph with a partner using the data from the Pick a Flower pictograph from Lesson 9. The bar graphs students create can serve as an informal assessment. Today’s procedure describes students copying a graph into their student book after they create it with the teacher. Another option is to have students create the graph in their student book and the class graph at the same time.
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
Learn (40 minutes)
Learn (40 minutes)
Directions
Directions
1.TEACHER SAY: Who can remind me what we did yesterday in math class? Raise your hand if you would like to help me.
STUDENTS DO: Raise hand to volunteer. Selected students describe what they did in Lesson 9.
TEACHER SAY: Thank you for helping us remember what we did in math class yesterday. Today we are going to use the data from the Pick a Flower pictograph to create a bar graph. The bar graph will show the same information as the pictograph, but in a different way.
On the board I have a copy of the Pick a Flower pictograph and a blank bar graph. I have also listed things we must include in our bar graph.
TEACHER DO: Read aloud the list of elements that need to be included in the bar graph.
2.TEACHER SAY: We have been working with data and graphs for many days, so I would like you to help me figure out how to create a bar graph that shows the same data on the pictograph. Who can help me with the title? Raise your hand if you know what the title should be.
STUDENTS DO: Raise hands to volunteer. Selected students share their thinking.
TEACHER SAY: Yes, the title should match the other graph since they will show the same data. I will write that on our new bar graph.
TEACHER DO: Write the title on the large bar graph.
TEACHER SAY: Now we can check that off of our list.
TEACHER DO: Have the student who supplied the answer go to the board make a checkmark (or other mark) next to the word “Title” on the list of graph elements.
STUDENTS DO: Selected student checks off Title on the list of graph elements.
TEACHER DO: Repeat the process for the “Horizontal label.” Engage students in conversation about how they are coming up with answers.
STUDENTS DO: Add a label to the horizonal axis. Selected student checks off “Horizontal label” in the list of graph elements.
3.TEACHER SAY: We also need a label for the vertical side and numbers for the bars. Let’s think about what this side of the graph is telling us. It has numbers, so it is telling us a quantity— how many—but how many of what? Think for a moment and then give me a Thumbs Up when you think you know.
STUDENTS DO: Think about the data in the graph and give a Thumbs Up to volunteer. Selected students share their answers and explain their thinking.
TEACHER DO: If necessary, explain to students that the numbers on the vertical side of the graph tell us how many flowers were picked, so the label should be Number of Flowers. Write the label on the graph and have a student check off “Vertical label” on the list of graph elements. Because the key on the pictograph is 2, help students number the bars on the vertical axis of the graph and check off “Scale,” as well.
STUDENTS DO: Add a vertical label and scale to the bar graph. Selected students checks off both items on list of graph elements.
4.TEACHER SAY: Now we are ready to add data. Let’s look at how we can take the data from the pictograph and make a bar for Wednesday. How many flowers were picked on Wednesday? Raise your hand if you would like to share.
STUDENTS DO: Raise hand to share. Selected students answer the question.
TEACHER SAY: Good. On Wednesday, 5 flowers were picked. Remember that each flower represented 2, so 2, 4—and a half of 2 is 1—so the half flower equals 1. 4 plus 1 equals 5. We have to create a bar that shows that 5 flowers were picked, but our bar graph only shows 2, 4, 6, 8, and so on. Talk to your Shoulder Partner about how we can show 5 on our bar graph. Then give a Thumbs Up if you want to share your thinking.
STUDENTS DO: Talk to Shoulder Partner about how to represent 5 on the graph. Give a Thumbs Up to volunteer. Selected students share their thinking.
TEACHER DO: If necessary, explain that the bar can show 5 by stopping halfway between 4 and 6. Make sure students understand that 5 is in between 4 and 6, so a bar that stops in between the lines for 4 and 6 represents 5. Select a student to color in the bar for Wednesday.
STUDENTS DO: Selected student colors in the bar for Wednesday.
5.TEACHER SAY: Thank you for your help. I think you are ready to work on your own to create the bar graph. Open your student book to page Lesson 10: Apply. You will see a blank bar graph on the page. Take out your crayons (or hand out crayons if you store them for students).
STUDENTS DO: Open student book to the page for Lesson 10 and take out crayons.
TEACHER SAY: The first thing you will do is copy the information from our large bar graph at the front of the room. The bar graph in your book should look like the one on the board. However, you can use any color you like to color in the bar. I will give you a few minutes to do that now.
STUDENTS DO: Copy the information from the large bar graph onto the bar graph in their student book.
TEACHER DO: Walk around and observe students as they work. Work with students who need additional help or ask Shoulder Partners to help, if possible. When students are finished copying, continue with instructions.
6.TEACHER SAY: You will work with your Shoulder Partner to finish the rest of the graph. Take the pictograph data and show that same data on your bar graph. Are there any questions?
STUDENTS DO: Ask questions, if necessary, and then begin to work with their Shoulder Partner, converting the pictograph to a bar graph for the rest of Learn time.
TEACHER DO: Answer questions. Walk around the room, supporting students that are having difficulty taking the data from the pictograph and moving it onto the bar graph. Make note of students who may need additional instruction or review. Also, note partners who work well together and those who might need to be moved or reconfigured. As the end of Learn time approaches, use an Attention Getting Signal to bring the group back.
TEACHER SAY: I saw a lot of hard work today creating a bar graph using data from a pictograph. For Reflect, we will see your final product. Put away your crayons and leave your student book open to the bar graph you created.
STUDENTS DO: Put away crayons. Leave student book open to the page for Lesson 10.
