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Name: Kristen Schell

Grade Level: 1st grade

Content Area: Math
Basic Productivity Tool Used: Graph Club
Standards Addressed:
MCC1.MD.4: Organize, represent, and interpret data with up to three categories; ask
and answer questions about the total number of data points, how many in each
category, and how many more or less are in one category than in another.
Blooms Level of Critical Thinking:
Remembering Understanding Applying Analyzing Evaluating Creating
Description of how to implement in the class: For homework the day before the
students will be using the Graph Club software, the students will be asked to take
notice of the transportation they see on their way home from school. The categories
will be school buses, cars, planes, and motorcycles. The student will write down the
amount of each type of transportation they see and will bring the data to class the
next day. The teacher will introduce the activity by modeling how to collect data, add
the information into Graph Club and then analyze the information using a variety of
graph formats- line, bar, picture, and circle.
The teacher will then lead the students through the steps of creating a graph using
Graph Club. A title and images representing the different types of transportation will
be added to the graph. Each student will be watching as the teacher enters sample
information. The teacher will then show the students how to interpret the graphs and
show them the different types of graphs that can be made. Math terms, such as most,
least, more than, less then, equal, etc., will be demonstrated and will be used later by
the students.
The students will then have the opportunity to create their own graph based on the
information that they collected the night before. They students will explore the
different types of graphs. They will then write three questions that can be answered
by interpreting the information on their graph. Classmates will have the opportunity
to look at the graphs of two other students, and answer the provided questions.
(Extension activity- The teacher can challenge the students by asking questions such
as: How many total transportation items were witnessed? How many more cars were
seen than buses seen?)
Level of Technology Implementation (LoTi): Since the students will be creating a
graph on their own using data they obtained, this activity reaches a LoTi Level 4. To
move to a Level 5, I would have published the students graphs in the hallway outside
the classroom so that students and teachers outside of the classroom could look at
the graphs and answer the questions.

Description of the sample spreadsheet and graph/chart provided *:

The graph displays a sample similar to what
the student will be obtaining. These graphs
can be used to help students analyze the
data they collected. Students discuss math