Graphs+and+Data

**Graphs and Data** **Pretest** : (give this prior to teaching the unit to use as a guide for your instruction/flexible groups, enter in the CA chart, we sent these off and they should be here on Monday)


 * TEKS: **
 * 1.9A Collect and sort data.
 * 1.9B Use organized data to construct real object graphs, picture graphs, and bar-type graphs
 * 1.10A Draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs


 * Objective/Core Components: **
 * Collects a set of data and creates real-object and picture graphs.
 * Constructs graphs using appropriate title and labels.
 * Constructs horizontal and vertical bar-type graphs, lining up the objects or pictures starting from the left (horizontal) or bottom (vertical) and placing them at equal distances.
 * Student participates in class discussions answering questions about graphs


 * Whole Group Mini Lesson/Modeling: **
 * Lesson-Drop 9 cubes/two sided counters on the table (red and yellow). Ask a student volunteer if there are more yellow or red. Are there more yellow or red? Are there few red than yellow? How could a graph help us/make it easier to answer questions about the counters? Model making a graph. Students could use the counters to do this as an partner/group/individual center. They could use graph paper to make their own graphs.
 * [[file:Graphing Blank Graphs.pdf]]
 * Lesson-Choose a topic to make a graph on chart paper or use your graphing pocket chart. Using real objects model making picture graphs and bar graphs.
 * //Ideas:// Boy/girl, Lunch choice, Eye color, Pets, Letters in name, Birthdays, How to get to school, Brothers and Sisters, Number of pockets, buttons, tied shoes vs. slip-on, Cubes
 * //On Going Graph Ideas//: Weather, Record lost teeth on an ongoing basis
 * Label the graph with a title on the graph, label the sides, use the words horizontal and vertical, also make sure your graphs are going vertically and horizontally
 * Lesson-Provide students each with a bag of 3 different colors of goldfish. Have students determine how many of each goldfish they have by sorting their individual bags. Ask students how they are going to remember how many of each color of goldfish they had when they get home? Distribute the goldfish graph paper and have students color the 3 bottom goldfish. Then, have students sort their individual goldfish on their papers. Explain how this is a real object graph. Now, introduce the concept of a bar-type graph as you have students color the boxes to represent each fish.
 * [[file:Graphing goldfish Bar Graph.pdf]]

**Additional Lessons/Recommended Lessons:** This lesson requires a blow up globe. It would also be a great intro lesson to graphing and collecting data. Students collect a random sample by tossing an inflatable globe and recording whether they touch land or water each time they catch the globe in order to predict whether more of the surface of the earth is covered by land or by water. []

This lesson requires a digital camera []

**Vocabulary:**  Bar-type graph, picture graph, sort, data, collect, most, least, equal, more, fewer 

**Questioning:** What is data? What can it look like? Why are graphs important? Why do we use graphs? What can a graph tell us? What questions can we answer from a graph? How can I create a graph from information I have?

This site has a variety of graphing activities and templates the students could do independently or at a station**.** []
 * Math Stations/Independent Activities: **

Topic 20 – Data and Graphs Lesson 1 – p. 557A Lesson 2 – p. 561A Lesson 3 – p. 565A Lesson 4 – p. 569
 * Envision **

The Great Graph Contest by Loreen Leedy
 * Literature Connections: **

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">KLRU – Learning to Use Graphs (17 min), Charts, Graphs and Diagrams (18 min), Real People, Real Math: Choosing a Pet (13:59 min), Math Monsters: Data Collection (15 min), Mathica’s Workshop (15 min)
 * <span style="font-family: 'Comic Sans MS',cursive;">Technology Integration: **

This is an online easy bug bar graphing game. []

Use this template for students to enter the number of letters in their first name. The template will count and graph the results. Great idea for the projector.

The first assessment will be from Investigation. It is the same as the pretest. Remember to enter your data!
 * <span style="font-family: 'Comic Sans MS',cursive;">Common Assessment: **

<span style="font-family: 'Comic Sans MS',cursive;">**Notes:**


 * With real object graphs, picture graphs, and bar-type graphs, each cell represents exactly one of whatever the picture or colored-in cells represent (1 piece of data). In 3rd grade, students are introduced to pictograms and bar graphs, where a cell may be used to represent more than one piece of data.


 * In kindergarten the focus is real object and picture graphs; bar-type graphs are introduced in 1st grade. A bar-type graph can be created using real objects or pictures where each object or picture represents 1 piece of data, for example, a picture of a dog represents one dog (when graphing favorite animals), or a blue crayon represents 1 vote for blue (when graphing favorite colors). A bar-type graph might also be created by coloring in cells – where one cell represents one piece of data – or by lining up sticky notes, Unifix cubes or color tiles, for example.


 * It is not until 3rd grade, when students use bar graphs where cells may represent more than 1 piece of data, that a scale on the graph is necessary. For a 1st grader, it is appropriate to have students label a vertical bar-type graph by labeling the columns or bars; labeling the vertical side “number of ” ; and providing a title for the graph at the top.


 * When describing and labeling the horizontal axis and the vertical axis of a bar-type graph, 1st graders can use terminology such as horizontal/across, and vertical/upand-down. (Because the variables x and y are not introduced in mathematics until later with regard to the coordinate plane, it is recommended that the use of the terms x-axis and y-axis with 1st graders be avoided.)


 * It is not until 3rd grade, when students use pictographs where pictures may represent more than 1 piece of data, that a legend or key is necessary. No legend or key is used for a picture graph