Student ____Dana Gerbino_________________________Professor_Moroney_____________

Course EDU_513___________________________Date___November 29, 2014______________

Grade__2____Topic_____Graphing_____________Content Area ______Mathematics_____
Instructional Objective(s)
After discussing the three different types of communities and their similarities and differences,
students will research types of transportation in each community, use their findings from
homework on how families get to work, and make a bar graph of the different modes of
transportation with 100% accuracy.
CCLS / +NYS STANDARDS AND INDICATORS
Mathematics (CCCS): Measurement & Data 2.MD.D.10: Draw a picture graph and a bar
graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put
together, take-apart, and compare problems using information presented in a bar graph.
Indicator: This will be evident when students create a bar graph to represent different
modes of transportation and compare them.
CCSS.ELA-SL.2.1 Comprehension and Collaboration: 1. Participate in collaborative
conversations with diverse partners about grade 2 topics and texts with peers and adults in small
and larger groups.
Indicator: This will be evident when students work together in collaborative groups to
create an online bar graph.
ISTE Nets for Students Standard 2: Communication and Collaboration: Students use digital
media and environments to communicate and work collaboratively, including at a distance, to
support individual learning and contribute to the learning of others.
Indicator: This will be evident when students work in groups to collaboratively create an
online rubric of the different modes of transportation from their families.
ISTE Nets for Students Standard 3: Research and Information Fluency: Students apply
digital tools to gather, evaluate, and use information.
Indicator: This will be evident when students use an online website to help create a bar
graph to show the different types of transportation the students family members use to get to
work each day.
MOTIVATION

The teacher will ask the students about the different ways the students can get to school each
day. Then the students will come up to the Smart Board and make a tally mark on how they get
to school each day. The teacher will then discuss with the class the different modes of
transportation in each community.
MATERIALS

Smart Board
Teacher constructed rubric
http://nces.ed.gov/nceskids/createagraph/
Information from previous homework
STRATEGIES

Direct instruction
Group discussion
Independent work
Collaborative learning
ADAPTATIONS

The student whom is non-verbal will use her Nova Chat device voice to text application
to communicate throughout the activity.
For the student with Autism prompting will be given when needed.
For the ESL student (English as a Second Language) preferential seating as well as
modified instruction and extended time to complete the worksheet.
For students with a significant fine motor disability he will use his Forte device to type
the answers to the worksheet.
For the student who is ADHD he will be given simplified instructions that are numbered
to enable the student to check off the task that he completed. He will also have
preferential seating.

DIFFERENTIATION OF INSTRUCTION
The teacher realizes that not all students learn the same way.
Visual learners will be engaged by viewing the Smart board presentation on how to create
an online bar graph.
Auditory learners will be engaged by the group discussion on how each students family
members travel to work each day.
Social Interaction learners will be engaged by the group work when developing an online
bar graph together.
Kinesthetic learners will be engaged by presenting the online bar graph to the class.
Linguistic learners will be engaged by answering the questions based on the bar graph.

DEVELOPMENTAL PROCEDURES
1. Students will collaboratively create a tally chart on the Smart Board of all the different
modes of transportation they use to get to school.(How do you get to school each day?
What is a tally chart? What mode of transportation is used the most? What mode of
transportation is used the least?)
2. Students will be shown a presentation on how to create an online bar graph using a
website.(What is a bar graph?How do we read a bar graph? How do we label a bar
graph?)
3. Students will work as a class to create a bar graph from their findings on how each
student gets to school using the website.(What do we label the x-axis? What do we label
the y-axis? Looking at the graph, what mode of transportation is used the most? How do
we know?)
4. Students will break up into groups of 4 and use their groups findings from the previous
homework to make an online bar graph of all the different modes of transportation their
family members use to get to work. (How do each of your family members get to work?
What do you think is the most popular? Why do you think that? Do you think the
community you live in affects the transportation your families use?
5. Each group with present their online bar graphs to the class.(based on your group, what
mode of transportation was the greatest? What mode of transportation was the least?
How can you tell by looking at the graph?)
6. Students will complete a worksheet to express their knowledge learned from creating a
bar graph on transportation. (What community do you live in? What mode of
transportation was the greatest in your group? What was the least? Why do you think
that? What can cause your family members to use a certain type of transportation over
others? What type of transportation do you think is used most in a suburban community?
What about an urban community? What about a rural community)
ASSESSMENT

The teacher will observe the students ability to accurately create a bar graph based on a
teacher created rubric.
The teacher will review the students exit slip worksheets based on a teacher created
checklist.

Graphing : Types of Transportation

Teacher Name: Ms. Gerbino

Student Name:

________________________________________

Title

Title is creative and

clearly relates to the
object being graphed
(includes dependent
and independent
variable). It is printed
at the top of the
graph.

Title clearly relates to A title is present at

A title is not present.
the object being
the top of the graph.
graphed (includes
dependent and
independent
variable) and is
printed at the top of
the graph.

Labeling of X
axis

The X axis has a

clear, neat label that
describes the units
used for the
independent variable
(e.g, days, months,
participants\' names).

The X axis has a

clear label that
describes the units
used for the
independent
variable.

The X axis has a

label.

The X axis is not

labeled.

Labeling of Y
axis

The Y axis has a

clear, neat label that
describes the units
and the dependent
variable (e.g, % of
dogfood eaten;
degree of
satisfaction).

The Y axis has a

clear label that
describes the units
and the dependent
variable (e.g, % of
dogfood eaten;
degree of
satisfaction).

The Y axis has a

label.

The Y axis is not

labeled.

CATEGORY

Accuracy of Plot All points are plotted All points are plotted All points are plotted Points are not
correctly and are
correctly and are
easy to see. A ruler easy to see.
is used to neatly
connect the points or
make the bars, if not
using a computerized
graphing program.

Neatness and
Attractiveness

Exceptionally well
designed, neat, and
attractive. Colors that
go well together are
used to make the
graph more readable.
A ruler and graph
paper (or graphing
computer program)
are used.

correctly.

Neat and relatively

Lines are neatly
attractive. A ruler and drawn but the graph
graph paper (or
appears quite plain.
graphing computer
program) are used to
make the graph more
readable.

plotted correctly OR
extra points were
included.

Appears messy and

\"thrown together\" in
a hurry. Lines are
visibly crooked.

INDEPENDENT PRACTICE
For homework, students will use a teacher created blog to write three sentences on the
community they live in and the type of transportation they use most. They will explain why they
think they use that type of transportation more than another type. The students will share their
work with the teacher.
FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT
Direct Teacher Intervention: Students who did not easily meet the lesson objective will, along
with the teacher, be provided with a graphic organizer that lists different types of transportation
and what communities use them.
Academic Enrichment: The student will have the opportunity to complete a crossword puzzle
using words related to the different types of transportation in all three communities.

REFERENCES
Create A Graph. (n.d.). Retrieved from
http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=1e14dc964e9e42d7a4bcf422b9
b6246e
National Governors Association Center for Best Practices & Council of Chief State School
Officers. (2010). Common Core State Standards for English language arts and literacy in
history/social studies, science, and technical subjects. Washington, DC: Authors.
National Governors Association Center for Best Practices & Council of Chief State School
Officers. (2010). Common Core State Standards for Mathematics. Washington, DC:
Authors.

Name________________

Date_______________

How do your families get to work each day?

Directions: Ask 5 of your family members or neighbors how
they get to work each day? Fill out the table below with:
1. What family member you interviewed?
2. The type of community they live in.
3. The type of transportation used most often.
Family Member
1.

2.

3.

4.

5.

Type of Community

Type of
Transportation