Stacy Weatherbee

3, 2015
Mrs. Koekemoer
1st Grade
Math

Tuesday, March
10:41-11:25

Bar Graphs
Essential Question: How do you create a bar graph?
Standards: CCSS.MATH.CONTENT.1.MD.C.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.
Learning Objectives
The students will be able to create a
bar graph and express their findings
of the data.

Assessments
The students will be able to express
their findings of the data by
answering questions related to the
bar graphs.

Materials: Goldfish Colors crackers (in zip lock bags), worksheet, crayons,
and pencil.
Pre-lesson assignments and/or prior knowledge: The students have
been exposed to graphs throughout the school year so far. The graphs were
used for voting as well as recording data in the classroom. The teacher will
ask the students if they can remember times that graphing was used, what
they were used for, and what kind of graph it was.
Lesson Beginning: The teacher will introduce the new math unit by stating
that graphs are used to make collecting data or information easier to
understand. The teacher will give the example of us using a graph to vote
for the class favorite US symbol. The teacher will then give examples of the
different types of graphs that can be used. The teacher will then inform the
class that today they are going to focus on bar graphs.
Instructional Plan: In honor of Read Across America and Dr. Seuss the
teacher will tell the class that they are going to do bar graphs to record the
colors of a bag of Goldfish Colors crackers, which represent the book One
Fish Two Fish Red Fish Blue Fish. The teacher will first model what the
students will later do on their own. She will show the students how she fills
in a box to represent the fish under their color. Once she has recorded all of
the fish in her bag, she will ask the students questions about the bar graph.
For example, Which color was most popular in my bag?, Which color was

least popular?, and How much more was there of the most popular than the
least popular?. The teacher will then give each of the students a bag of fish
crackers and worksheet to record the fish colors in their bags. When the
students are done recording the fish crackers they will answer the questions
on the back of the worksheet. The questions have the students read the
data they answered. Once they are done their worksheets they will pick one
of the challenge worksheets on the back table, to practice making another
bar graph.
Differentiation: The teacher will be walking around to give support
to those students that need it. The two worksheets will be
differentiated by skill level for the students. The teacher will pull
students for extra support that seem to be struggling, as well as offer
support to students that feel they need it.
Questions: Which color was most popular in my bag?
Which color was least popular?
How much more was there of the most popular than the
least popular?
How can we use bar graphs in real life?
Transitions: The lesson will start on the rug, where the teacher will
model making a bar graph. Then, the students will go back to their
desks to work on a bar graph on their own. Next, the class will be able
to go anywhere in the room to work on their challenge worksheets.
Finally, the whole class will meet back on the rug to close the lesson.
Closure: The teacher will have some students share the data of their bar
graphs. She will also ask the students when we can graph things in real life.