Grade Level: 2

Lesson Plan Title: Representing and Interpreting Data

Authors: Crystal Soto, Elizabeth Hernandez, and Emma Ritter
Math Concept / Topic to Teach: Data Analysis
TEKS Standards:
Mathematics
(10) Data analysis. The student applies mathematical process standards to organize data to make
it useful for interpreting information and solving problems. The student is expected to:
(A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph
represents the number of data points for a given category;
(B) organize a collection of data with up to four categories using pictographs and bar graphs
with intervals of one or more;
(C) write and solve one-step word problems involving addition or subtraction using data
represented within pictographs and bar graphs with intervals of one; and
(D) draw conclusions and make predictions from information in a graph.
Personal Financial Literacy
(11) Personal financial literacy. The student applies mathematical process standards to manage
one's financial resources effectively for lifetime financial security. The student is expected to:
(B) explain that saving is an alternative to spending.
Technology
(1) Creativity and innovation. The student uses creative thinking and innovative processes to
construct knowledge and develop digital products. The student is expected to:
(C) use virtual environments to explore systems and issues.

Learning Objectives:
Students will be able to explain the different parts of bar graphs, line plots, line graphs,
tally charts, and pictographs.
Students will be able to collect and arrange data using pictographs, tally charts, bar
graphs, line graphs, and line plots.
Students will be able to interpret data represented by pictographs and bar graphs to write
and solve one-step word problems using addition or subtraction.
Students will be able translate and make predictions from information in a graph.
Students will be able to explain how saving is different than spending.
Students will be able to apply knowledge of virtual environments towards data analysis.
Essential Question:
1) What do you think data analysis means?
2) What are different ways we can represent data?
3) How can data analysis help you compare and contrast data?
4) How can data analysis help us in our daily lives?
Prerequisite Knowledge/Skills:
Students need to have the basic knowledge and skills of making graphs. Addition and subtraction
skills are also needed, as well as how to comprehend information.

Math Vocabulary:
Data Analysis
Line Graph
Line Plot
Tally Chart
Bar Graph
Pictograph
Addition
Subtraction
x-axis
y-axis
Savings
Spending
Earnings
Instructional Materials:
Treasure Chest Activity: Graph paper worksheets, pencils, markers, 5 x 8 index cards,
and dice.
Exploring Graphs Activity: graph worksheets and pencils.

 Skittle Graph Activity: Skittle 41 OZ bag , ziploc snack bags, worksheets, pencil, colors,
and markers.
Whats Your Favorite Subject? Activity: orange, red, green, and blue construction paper,
poster board, black marker, double-sided tape, and tape.
Data Analysis Explorer Computer Activity: computers and 5 x 8 index cards
Grouping: blue, green, orange, and red popsicle sticks
KWL Chart (printer paper)
Resources:
Van De Walle, John A., Karen S. Karp, LouAnn H. Lovin, and Jennifer M. Bay-Williams.
Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades
3-5. Vol. 2. Boston: Pearson, 2014. Print.
Data Bank Research Company
http://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/15/m3_15
_00_x.swf
Online Rocket Timer http://www.online-stopwatch.com/rocket-timer/full-screen/
Grouping:
To determine the groupings, each student will be given one of four different colors (blue, green,
orange, and red) of popsicle sticks.
Treasure Chest Activity: small group
Exploring Graphs Activity: small group
Skittle Graph Activity: small group
Whats Your Favorite Subject? Activity: whole group

 Data Bank Research Company Computer Activity:small group/individual

Instructional Procedures:
Introduction/Hook/Anticipatory Set:
Before the students arrive the teacher will place a piece of paper showcasing the KWL (What
you know, what you want to know, and what you learned) chart at their table. The teacher will
start by asking students In your own words, what do you think data means? The students will
then write under the Know, on the KWL chart what they know in regards to the question. After
calling on a few students to answer the teacher will then ask, What are different way we can
represent data? Teacher will then show the students the bar graph on the poster board and the
different colors of construction paper that represents different school subjects. The teacher will
then call each group up individually and have the students pick the color that goes with their
favorite subject. Students will then tape their piece of paper to the correct spot on the poster
board graph.
Body of Lesson:
The activities that we have planned for our students are:
Activity #1: Treasure Chest Tickets
First, the teacher will place the materials on the table and pass out the materials
(graph paper, index card, treasure chest prize sheet, dice, pencil and 4 markers
representing: rolled, earned, saved, and spent).
Second, the teacher will be introducing the subtopic and instructions, and then
model step by step.

 Third, after the teacher has modeled the activity, the teacher will ask the students
if there are any questions.
Fourth, the student will then begin their activity by rolling the dice to determine
their earnings of tickets for day 1. The student will mark on the graph the amount
of tickets earned. Then, the student will then write the amount earned for day 1 on
the index card and with one marker they will write next to the number of earnings
(Rolled) to keep track of their treasure chest tickets.
Fifth, the student will then roll for Day 2, and will first look at the treasure chest
prize sheet to see if there is anything they want to spend or save for. On Day 2,
the student either chooses to spend or save. On your index card, if you choose to
spend tickets from the treasure chest, then, subtract that amount of tickets you
earned, from the amount you're willing to spend and write next to the number you
spent with a different color marker (Spent) and calculate your total for that day
and mark on the line graph. If you're willing to save, then the amount of tickets
saved stays the same and write next to the number you saved with a different
color marker (Saved) and thats your total for that day and mark on the line graph.
Sixth, the student will roll for Day 3, to see how many tickets you earned. On Day
3 of your index card, add the total amount to what you have on Day 2 and add
with the amount earned for Day 3 and write next to the number you earned with a
different color marker (Earned) and calculate your total for that day and mark on
the line graph.

 The pattern continues for the remaining days. Day 4, repeat Day 2 but mark on
Day 4; Day 5, repeat Day 3 but mark on Day 5; Day 6, repeat Day 4 but mark on
Day 6; Day 7, repeat Day 3 but mark on Day 7; Day 8, repeat Day 4 but mark on
Day 8; Day 9, repeat Day 3 but mark on Day 9, Day 10, repeat Day 4 but mark on
Day 10.
After the student has finished all 10 days, choose a different color marker and
mark on your graph how many tickets you would have after each day if you did
not spend any tickets.
Activity #2: Exploring Graphs
The teacher will handout a worksheet to each student that shows two pictographs
and two bar graphs.
The teacher will read aloud the directions and then model for the students how to
interpret the different graphs.
After modeling how to interpret the graphs the teacher will model how to write a
one-step word problem involving addition or subtraction.
Then the teacher will model for the students how to solve the word problem.
Students are then going to write two more one-step word problems for the first
graph. For the other graphs students will write three one-step word problems.
Activity #3: Skittle Graph
First the teacher will model the activity for the students. The first step is for the
students to record their data on the tally chart. The students will write the flavor of
the color and how many of each color there is.

 Then the students will use the same information and translate it to the bar graph.
The students will write the labels in the bar graph as well as the data recorded by
the tally chart.
The teacher will then have students record the information on a line plot.
The last part of the worksheet is for the students to answer questions based on the
data they have collected.
Activity #4: Data Bank Research Company
The teacher will have the computers already logged in with an internet browser
open to the correct webpage.
Students will start playing the game from the beginning.
In the case of a computer not working properly then laminated notecards
are available next to each computer with the printed web address.
Blue popsicle sticks will start at theTreasure Chest activity. Green sticks will start at the
Exploring Graphs activity. Orange will start at the Skittle Graph activity. Lastly, red will
start on the computers. Each activity will be ten (10) minutes long with a three (2) minute
transition period. Time will be kept and shown on the board via the computer using Rocket
Timer. When the rocket launches students will put everything down and clean up their station.
Students will then stand up and push in their chairs and wait for the teacher to tell them to move
stations. Stations will rotate clockwise.
Conclusion (Closure):
As a whole group we will review Whats your favorite subject? Then we will interpret the data
by analyzing the information displayed on the bar graph. We will then discuss and ask students

questions about the different graphs such as line plots, bar graph, tally charts, and pictographs. In
order for the students to understand data analysis in the real world we will give examples of how
we use data analysis such as: . And then we will ask for participants to state how they will use
data analysis. In addition, to that the following questions will be asked, How can data analysis
help you compare and contrast data? and How can data analysis help us in our daily lives?
Assessment:
The first assessment we are using is the diagnostic assessment during the introduction using the
first and second essential questions.What do you think data analysis means?What are different
ways we can represent data? During the lesson while students are at different activities/stations
the teacher will walk around and ask the students questions to check for understanding. At the
end of the lesson the teacher will refer back to the KWL chart as well as the Whats Your
Favorite Subject? graph and have students reflect on what theyve learned.
Possible Connections to Another Math Concepts and/or Other Subjects Areas:
The lesson can be related to the number and operations concept as well as problem solving. This
is because we are asking students to perform addition and subtraction when analyzing the graphs.
Social Students is a subject area in which this lesson can be connected with. The Treasure
Chest activity goes along with Economics. Exploring Graphs connects with Language Arts
since the students need to write proper sentences for their word problems. Skittles Graph
connects also with Language Arts since reading is an essential skill required to interpret the data.
Lastly, graphs closely relate with Social Studies overall. Graphs are used to show many types of
data in which students need to be able to analyze and interpret the data.