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Math Lesson

Plan April 6th, 2017

Unit Title: Graphing Lesson Title: Graphing Skittles

Subject Area: Math Length of Lesson: 30-45 minutes

Objectives:
Students will be able to:
Analyze the information presented in the graph
Create their own graph based on the skittles they have
Compare and Contrast the given information
Label the graph accordingly

Standards/Benchmarks: CCSS.MATH.CONTENT.2.MD.D.10 Measurement


and Data. Draw a picture graph and a bar graph (with single-unit scale) to
represent a data set

CCSS.Math.Practice.5: Use appropriate tools strategically

Anticipatory Set: (15 minutes)


Have students gather on the carpet
Review the different kinds of graphs and why they are important (Ms.
Lugos)
1. Graphs need a title and a key
2. Labeling the x and y-axis appropriately
3. Explaining the difference between the bar and pictograph
4. Clarifying that a 0 is needed as a number on the graph
5. How is a bar graph different than a pictograph?
6. What other graphs do you know of?
Show students the two papers and explain what is expected
Have students go back to their desks

Lesson Activities: (30 minutes)


Whole class:
Hand out worksheet for students to graph on
Before giving students their skittles first refer to the top of the graph, ask
students what needs to go here?
Have students create their own graph title
Direct students to the bottom and side of the graph and ask them what
needs to be placed there? After students have answered let them label their
x and y-axis
Walk around the room and check that each student has correctly labeled
their graph then hand out the skittles for them to start their graph
After students have filled out their bar graph and shown a teacher they will
be given a worksheet to answer

Closure: (5-10 minutes)


After students are done with their graphing they will fill out a worksheet
asking various questions about their own graph
Students will be given an exit slip to answer what they noticed is different
between a bar graph and a pictograph

Evaluation:
After students are done with their graphing they will fill out a worksheet
asking various questions about their own graph
Students will be given an exit slip to answer what they noticed is different
between a bar graph and a pictograph
Students will turn in their graph that they created on their own for a formal
assessment

Modifications:
Having a blank chart that allows students to physically place their skittle in
its designated area
Giving students who need extra support the option to only place skittles on
their graph instead of creating their bar graph

Extension:
If students get done early they can pair up and create a graph based off of
colors they see around the halls. After they have chosen their colors we will
walk around the halls and make tallies of how many of that color we see
and then come back to the classroom to convert it to a bar graph.

Resources:
Ms. Lugo
We created our on graph for them to use
http://www.efoza.com/postpic/2009/10/frequency-tally-chart-and-
table_239055.png
This will be for the skittle graphing

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