Yesterday we compared quantities in a favorite day bar graph. Today we are going to make a new class bar graph about how many siblings we have. We will learn a little more about each other and practice creating and interpreting bar graphs.
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 4
Calendar Math (15 minutes)
Directions
1.TEACHER DO: Point to the month at the top of the calendar.
TEACHER SAY: Give me a Thumbs Up if you know what month we are in right now.
STUDENTS DO: Give a Thumbs Up if they know the month.
TEACHER DO: Select a student giving a Thumbs Up to point to and say the name of the current month.
STUDENTS DO: Selected student points to and says the name of the current month and then sits.
TEACHER SAY: Let’s say all of the months. I will say each one fi rst and you repeat after me.
STUDENTS DO: Repeat the months aloud.
TEACHER DO: Point to the days of the week on the calendar.
TEACHER SAY: Let’s say the days of the week all together. 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 aloud.
TEACHER SAY: Give me a Thumbs Up if you know what day it is today
STUDENTS DO: Give a Thumbs Up if they know the day.
TEACHER DO: Select a student giving a Thumbs Up to point to and say the name of the current day.
STUDENTS DO: Selected student points to and says the name of the current day and then sits.
TEACHER SAY: Raise your hand if you would like to try to say today’s date. I will help you if you need help.
STUDENTS DO: Raise hands to volunteer. Selected student goes to the teacher and says the date aloud: Today is (day) the (date) of (month) (year).
TEACHER SAY: Yes, today is (day) the (date) of (month) (year). Now everyone say today’s date.
STUDENTS DO: Say the date aloud.
2.TEACHER SAY: Let’s count to see how many days we have been in school.
TEACHER DO: Use Calling Sticks to select a student to place 1 counting straw in the Ones pocket.
TEACHER SAY: How many straws are in the Ones pocket now? Let’s have ______ (student’s name) count.
STUDENTS DO: Selected student takes the counting straws out of the Ones pocket and counts them aloud.
TEACHER SAY: Thank you, ______ (student’s name). There were 3 straws in the Ones pocket and we added 1 stick today, so now we have 4 straws. We have been in school 4 days.
3.TEACHER DO: Use Calling Sticks to select another student to circle 4 on the 120 Chart.
STUDENTS DO: Selected student circles 4 on the 120 chart.
TEACHER SAY: Let’s count all of the circled numbers together.
STUDENTS DO: Count aloud to 4 with the teacher.
TEACHER SAY: Wonderful work. Please be seated.
Learn (40 minutes)
Directions
1.TEACHER SAY: Open your student book to page Lesson 4: Apply. I am going to hand out crayons (or colored markers or pencils) for each pair to share.
TEACHER DO: Hand out crayons, colored markers, or colored pencils to each pair of students.
STUDENTS DO: Open student books to page Lesson 4: Apply.
2.TEACHER SAY: Your page has a blank grid for our graph, but first we need to collect some
data. The table on the board will help us to collect data before we make the graph. Let’s look at it together.
STUDENTS DO: Look at table on the board.
TEACHER SAY: We are going to collect data about our families and our brothers and sisters. Students in our class have different sizes of families and different numbers of siblings. Siblings are brothers or sisters. Some people do not have any brothers or sisters and they are the only child in their family. Some people have only sisters or only brothers. I have made this table on the board to help us collect and organize our data. We will then use our data to make a bar graph. Let’s begin. If you have no siblings and are the only child in your family, stand up.
STUDENTS DO: Stand up if an only child.
TEACHER SAY: _____ students are standing, so we will record ______ in the box next to “No siblings.”
TEACHER DO: Model writing the number of students with no siblings. If possible, choose a student to record the number in the table.
TEACHER SAY: Now, stand up if you have only sisters.
STUDENTS DO: Stand up if only have sisters.
TEACHER DO: Count the students and record in the table (or choose a student to record the data). Repeat the process for only brothers and both brothers and sisters.
STUDENTS DO: Stand up if they have only brothers, and then stand up if they have both brothers and sisters. Selected students record data in the table.
3.TEACHER SAY: Now that we have collected our data, we can make a bar graph that shows the data. In your student book and on the board, you can see a blank grid with the horizontal side (bottom) labeled Types of Siblings. The four categories are No Siblings, Only Sisters, Only Brothers, and Both Brothers and Sisters. The vertical side is labeled Number of Students and counts by ones up the vertical side. What four things do all bar graphs have to have? Raise your hand if you remember.
STUDENTS DO: Raise hands to volunteer. Selected students share their thinking.
TEACHER SAY: Bar graphs have to have both sides labeled, a title, and a scale—numbers to show how many. The title of our graph today is Siblings in Our Families.
TEACHER DO: As explaining, point to graph on board to reinforce horizontal and vertical sides, labels, title, and scale.
TEACHER SAY: Let’s figure out how many boxes to color in to make our bars for each category.
TEACHER DO: For each category, ask students to identify the numbers in the table. Direct students to color in that many boxes in the graph in the student book as you do the same at the board. Whenever possible, ask students to provide answers and demonstrate their understanding of how to create a bar graph using the data in the table.
STUDENTS DO: Respond to the teacher’s questions, identify how many students responded to each category, color in the bar graph to show data for each category, and explain or demonstrate their thinking when asked.
4.TEACHER SAY: Good. Now we have a bar graph that shows our class data about our siblings. Let’s record our totals.
TEACHER DO: Ask students to identify the class data for each category and record it in their student book.
STUDENTS DO: Identify the totals for each category. Record the totals in the student book.
TEACHER SAY: One way we can compare our data is to order it from least to greatest. Turn to your Shoulder Partner and discuss which category has the fewest students. Give a Thumbs Up when you are ready to share.
STUDENTS DO: Talk with Shoulder Partner and determine which category has the fewest students. Give a Th umbs Up when ready. Selected students share their answers and explain their thinking.
TEACHER SAY: Good. Th e category with the fewest students is _____. Th at category has _____ students. It is the shortest bar on our bar graph. I can follow the bar from the top horizontally to the vertical side and see that there are _____ students that have _____ (number of siblings). Since that is the lowest number, we will write it on the board fi rst. I would like one of you to help me. You will also write the numbers in your student book.
TEACHER DO: Use Calling Sticks or another method to select a student to record the fi rst number on the board.
STUDENTS DO: Selected student records the lowest number on the board. All students record the lowest number in the student book.
5.TEACHER SAY: With your Shoulder Partner, look at our graph and each category. Determine how many students are in each category, and then fi ll in the rest of this list, ordering the data from least to greatest. Remember, we already have the fi rst number, which is the category with the least number of students. After a few minutes, I will call one of you to come up and share.
STUDENTS DO: Work with Shoulder Partner to interpret number of students in each category and then list the numbers in order from least to greatest.
TEACHER DO: Allow students to work for 2 to 3 minutes. Walk around and support pairs in interpreting the graph and fi nding the number of students for each category (bar).
TEACHER SAY: Who would like to come and share their list of numbers from least to greatest and explain their thinking? Raise your hand.
STUDENTS DO: Raise hand to share. Selected students go to the front to model how they determined number of students for each category and then put the numbers in order from least to greatest.
TEACHER SAY: Great thinking today. You did good work collecting data, creating a bar graph, and ordering the data.
Math primary 2 first term lesson 4
Calendar Math (15 minutes)
Directions
1.TEACHER DO: Point to the month at the top of the calendar.
TEACHER SAY: Give me a Thumbs Up if you know what month we are in right now.
STUDENTS DO: Give a Thumbs Up if they know the month.
TEACHER DO: Select a student giving a Thumbs Up to point to and say the name of the current month.
STUDENTS DO: Selected student points to and says the name of the current month and then sits.
TEACHER SAY: Let’s say all of the months. I will say each one fi rst and you repeat after me.
STUDENTS DO: Repeat the months aloud.
TEACHER DO: Point to the days of the week on the calendar.
TEACHER SAY: Let’s say the days of the week all together. 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 aloud.
TEACHER SAY: Give me a Thumbs Up if you know what day it is today
STUDENTS DO: Give a Thumbs Up if they know the day.
TEACHER DO: Select a student giving a Thumbs Up to point to and say the name of the current day.
STUDENTS DO: Selected student points to and says the name of the current day and then sits.
TEACHER SAY: Raise your hand if you would like to try to say today’s date. I will help you if you need help.
STUDENTS DO: Raise hands to volunteer. Selected student goes to the teacher and says the date aloud: Today is (day) the (date) of (month) (year).
TEACHER SAY: Yes, today is (day) the (date) of (month) (year). Now everyone say today’s date.
STUDENTS DO: Say the date aloud.
2.TEACHER SAY: Let’s count to see how many days we have been in school.
TEACHER DO: Use Calling Sticks to select a student to place 1 counting straw in the Ones pocket.
TEACHER SAY: How many straws are in the Ones pocket now? Let’s have ______ (student’s name) count.
STUDENTS DO: Selected student takes the counting straws out of the Ones pocket and counts them aloud.
TEACHER SAY: Thank you, ______ (student’s name). There were 3 straws in the Ones pocket and we added 1 stick today, so now we have 4 straws. We have been in school 4 days.
3.TEACHER DO: Use Calling Sticks to select another student to circle 4 on the 120 Chart.
STUDENTS DO: Selected student circles 4 on the 120 chart.
TEACHER SAY: Let’s count all of the circled numbers together.
STUDENTS DO: Count aloud to 4 with the teacher.
TEACHER SAY: Wonderful work. Please be seated.
Learn (40 minutes)
Directions
1.TEACHER SAY: Open your student book to page Lesson 4: Apply. I am going to hand out crayons (or colored markers or pencils) for each pair to share.
TEACHER DO: Hand out crayons, colored markers, or colored pencils to each pair of students.
STUDENTS DO: Open student books to page Lesson 4: Apply.
2.TEACHER SAY: Your page has a blank grid for our graph, but first we need to collect some
data. The table on the board will help us to collect data before we make the graph. Let’s look at it together.
STUDENTS DO: Look at table on the board.
STUDENTS DO: Stand up if an only child.
TEACHER SAY: _____ students are standing, so we will record ______ in the box next to “No siblings.”
TEACHER DO: Model writing the number of students with no siblings. If possible, choose a student to record the number in the table.
TEACHER SAY: Now, stand up if you have only sisters.
STUDENTS DO: Stand up if only have sisters.
TEACHER DO: Count the students and record in the table (or choose a student to record the data). Repeat the process for only brothers and both brothers and sisters.
STUDENTS DO: Stand up if they have only brothers, and then stand up if they have both brothers and sisters. Selected students record data in the table.
3.TEACHER SAY: Now that we have collected our data, we can make a bar graph that shows the data. In your student book and on the board, you can see a blank grid with the horizontal side (bottom) labeled Types of Siblings. The four categories are No Siblings, Only Sisters, Only Brothers, and Both Brothers and Sisters. The vertical side is labeled Number of Students and counts by ones up the vertical side. What four things do all bar graphs have to have? Raise your hand if you remember.
STUDENTS DO: Raise hands to volunteer. Selected students share their thinking.
TEACHER SAY: Bar graphs have to have both sides labeled, a title, and a scale—numbers to show how many. The title of our graph today is Siblings in Our Families.
TEACHER DO: As explaining, point to graph on board to reinforce horizontal and vertical sides, labels, title, and scale.
TEACHER SAY: Let’s figure out how many boxes to color in to make our bars for each category.
TEACHER DO: For each category, ask students to identify the numbers in the table. Direct students to color in that many boxes in the graph in the student book as you do the same at the board. Whenever possible, ask students to provide answers and demonstrate their understanding of how to create a bar graph using the data in the table.
STUDENTS DO: Respond to the teacher’s questions, identify how many students responded to each category, color in the bar graph to show data for each category, and explain or demonstrate their thinking when asked.
4.TEACHER SAY: Good. Now we have a bar graph that shows our class data about our siblings. Let’s record our totals.
TEACHER DO: Ask students to identify the class data for each category and record it in their student book.
STUDENTS DO: Identify the totals for each category. Record the totals in the student book.
TEACHER SAY: One way we can compare our data is to order it from least to greatest. Turn to your Shoulder Partner and discuss which category has the fewest students. Give a Thumbs Up when you are ready to share.
STUDENTS DO: Talk with Shoulder Partner and determine which category has the fewest students. Give a Th umbs Up when ready. Selected students share their answers and explain their thinking.
TEACHER SAY: Good. Th e category with the fewest students is _____. Th at category has _____ students. It is the shortest bar on our bar graph. I can follow the bar from the top horizontally to the vertical side and see that there are _____ students that have _____ (number of siblings). Since that is the lowest number, we will write it on the board fi rst. I would like one of you to help me. You will also write the numbers in your student book.
TEACHER DO: Use Calling Sticks or another method to select a student to record the fi rst number on the board.
STUDENTS DO: Selected student records the lowest number on the board. All students record the lowest number in the student book.
5.TEACHER SAY: With your Shoulder Partner, look at our graph and each category. Determine how many students are in each category, and then fi ll in the rest of this list, ordering the data from least to greatest. Remember, we already have the fi rst number, which is the category with the least number of students. After a few minutes, I will call one of you to come up and share.
STUDENTS DO: Work with Shoulder Partner to interpret number of students in each category and then list the numbers in order from least to greatest.
TEACHER DO: Allow students to work for 2 to 3 minutes. Walk around and support pairs in interpreting the graph and fi nding the number of students for each category (bar).
TEACHER SAY: Who would like to come and share their list of numbers from least to greatest and explain their thinking? Raise your hand.
STUDENTS DO: Raise hand to share. Selected students go to the front to model how they determined number of students for each category and then put the numbers in order from least to greatest.
TEACHER SAY: Great thinking today. You did good work collecting data, creating a bar graph, and ordering the data.
