Math and Science:

Colors Lab

The students will be able to represent and interpret data by creating a

Objectives graph and interpreting the data with 85% accuracy.

OTES:
FOCUS FOR LEARNING I can collect data, create a graph, and ask questions about my data.
[Standard 4: Instruction]
1.MD.C Represent and interpret data
Standards and/or MP1. Make sense of problems and persevere in solving them
Competencies 1.NBT.A Extend the counting sequence

Sample
List Key Vocabulary Sort
Data
Graph
Asking Questions
Blank page for drawing
Materials Needed Projector/ Interactive Whiteboard

Teacher: Good afternoon! Raise your hand if you have ever had Fruit
Procedure Loops before? Heres a picture of a Fruit Loops box. Today were going
to make some predictions about the Fruit Loops in this box. A prediction
(teacher modeling, is a guess about what will happen. What color pieces do you predict are
guided practice, inside this box? (student responds) Do you think that there are the same
independent practice) amount of each color? (student responds) Which color do you think is
the most common? (student responds) How can we find out answers to
these questions? (student responds) Maybe we should look inside the
box. Here is a picture of a bowl of cereal. Now what colors do you see?
(student responds) What color or colors do you predict will have more
pieces in the whole box? (student responds) Right now we are making a
prediction about the cereal in the box. How can we find out if our
prediction is true? (student responds)

Teacher: We could count every single piece of cereal to see how many
of each color there are, but that would take such a long time.
Sometimes when people are trying to collect data or information, they
only count some of the items or they take a sample.This week were
going to be like scientists and we are going to investigate to see how
which colors are the most common and which are the least common.

Teacher: Today, were going to draw a picture to show the procedure

that scientists follow when they are investigating a question. Pull up
whiteboard and draw picture while explaining procedure. First, we
have our question which is, Which color is most common in a box of
Fruit Loops? Then we already said the best way to count all the colors
is to take a sample, so that's our next step. Once we have a sample,
what do you think we need to do next? (student responds) Thats right,
we have to sort our sample. How would we sort our sample to figure
 out which color is the most common? (Student responds) We have to
sort our sample by color. Now that we have our cereal sorted, we have
to count how many pieces there are for each color. These numbers are
our data. Once we have our data, what can we do with it to make it
easy for other people to understand? (student responds) Exactly, we
can create a graph. Once we have our graph, we can ask questions
about our data. We could ask questions like: What color is most
common? What color is least common?

Teacher: Now were going to go back to our desks and create our own
pictures to show our procedure. Normally we dont use crayons for math
but today is special. Do you think we need to use colors in our drawing
when were talking about sorting by color? (student responds) Yes we
do! So make sure you use your crayons when making your picture.
Students go back to desk to work on creating their own poster.
Observations while creating pictures
Assessment Graph created at the end of the week

OTES:
ASSESSMENT DATA
[Standard 3: Assessment]

Class discussion and visuals (creating picture)

Rationale Including Gardner's Multiple Intelligences
Knowledge of Students Auditory and visual learners
Kinesthetic learners- drawing their own picture
OTES: Scaffolded instruction
KNOWLEDGE OF Discussion
STUDENTS Teacher modeling picture
[Standard 1: Students Independent practice

Create chart with pictures and words to aid the ESL students
Accommodations for
students

Before and After the

Lesson In the past we talked about collecting data through a survey and
OTES: creating a graph to show that data. This lesson expands on that idea by
PRIOR CONTENT having the students start to think about the process of collecting data
KNOWLEDGE/ and how to use it. Tomorrow we will be actually collecting data and
SEQUENCE/ talking about how to present your data in a way that makes it accessible
CONNECTIONS DATA to everyone. Later in the week we will be creating individual graphs and
[Standard 1:Students; then one big class graph.
Standard 2: Content;
Standard 4: Instruction]