Gretchen Ellwood

EDC 271
M8A1
Signature Assignment

Part 1: Unit Plan Overview

Unit Title: Graphing & Data Analysis

Grade Level: 2nd

AZCCR Standards:

2.MD.10

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

four categories. Solve simple put-together, take-apart, and compare problems using information

presented in a bar graph.

1.2.MD.9

Generate measurement data by measuring lengths of several objects to the nearest whole unit, or

by making repeated measurements of the same object. Show the measurements by making a line

plot, where the horizontal scale is marked off in whole-number.

Key Terms:

• Bar Graph, Data, Key, Line Plot, Picture Graph, Survey, Symbol, Tally Marks

• Picture + Bar Graphs:

 Title, Category, Category Label, Horizontal, Vertical, Scale, Scale Label, Length, Whole,

Unit, Compare

Requisite Knowledge:

Students will count and record data using ‘tally marks’, grouping by ones, fives, etc. Students

will use measurement skills learned in earlier standards to measure objects. Teacher should

reinforce the strategy to “Say Something” to teach students precise language to communicate

about the data they are analyzing. The following terms should be reviewed and used to explain

data in this unit: and, greater than, less than, fewer, fewest, most, least, greatest, etc.

Knowledge Gained:

• SWBAT conduct surveys by collecting and recording data.

• SWBAT draw a picture and a bar graph and line plot to represent data.

• SWBAT ask questions about the data represented and say something about what they see

(analyze data).

• SWBAT explain the data represented using key vocabulary.

Mathematical Practices:

• Model with mathematics.

• Attend to precision.

• Reason abstractly and quantitatively.

 • Make sense of problems and persevere in solving them.

• Look for and make use of structure.

Description of what students will be able to know and do:

Students will begin to understand the importance of graphing (survey, picture graph, bar graph).

Students will be able to take surveys and organize the data/info they collect. Students will know

how to use the data collected/recorded to create a picture/bar graph with the appropriate labels.

Students will know how to say something about the data represented in a graph and even how to

compare two sets of data represented in two different graphs. Students will know how to write a

question about a graph, analyzing the data they have collected and charted. Students will be able

to think about where they might see a graph and why they might use a graph in everyday life.

Part 2: Instructional Sequence

Overview:

Data Analysis is part of introducing statistics to students (at any grade level) as a problem

solving process. Data analysis is an essential piece of statistics. Students need to be statistically

literate in order to think critically about the world around them and to question information

presented to them in everyday life. This unit touches on Graphing and Data Analysis which

supports the progression/introduction of statistics at the Elementary level. Children will be

prompted throughout the unit to think about, “How can I record and analyze data?”. Students

will work through this question by exploring the collection of data/information through surveys,

learning to sort/organize information using different graphs/formats (tally marks, picture graph,

bar graph, line plot), and learning to communicate about/analyze different types of graphs using
the “say something” strategy/model. In this unit, students will develop the foundational skills

they need to be able to solve simple put-together, take-apart, and compare problems using

information presented in bar graphs. Later, students will use previous knowledge of

measurement skills to generate measurement data by measuring lengths of several objects to the

nearest whole unit and showing measurements by making a line plot. Line plots are first

introduced in this grade level. The earlier lessons on graphing will be a great introduction for

students learning to represent data using a line plot.

Lesson 1: Picture Graphs (2.MD.10)

The goal of this lesson is for students to be able to draw/label a picture graph. Students will be

introduced to this concept through a whole-group discussion/survey about their favorite toys.

Students will watch as the teacher models how to sort/organize data in the format of tally marks.

Next, students will think about how data/information could be organized more effectively in

groups. Students will work together (with teacher) to create a picture graph with the data

organized through tally marks during teacher modeling. Students will work to create their own

picture graphs using a different set of data provided by the teacher. Students will begin to

understand how to create and label a picture graph correctly and why/when this is helpful in

everyday life.

Lesson 2: Analyzing Picture Graphs (2.MD.10)

The goal of this lesson is to work to develop statistical beginnings; teaching students to think

critically about their world. The teacher will introduce this concept by using the graphs that

children made the previous day and asking children to “say something” about a partner’s graph.
Next, the teacher will model how this can be done by using key vocabulary (math terms).

Children will have the opportunity using the “say something” strategy while incorporating math

terms into their statements. Extra graphing practice will be done through an interactive whole-

group activity. Students will practice what they have learned about “saying something” about the

graph upon completion. The goal is for students to comprise 3 “say something” statements using

at least one “math term” per statement.

Lesson 3: Bar Graphs/ Intro to Comparing Bar Graphs (2.MD.10)

In this lesson, students will think about how to make creating/organizing a graph simpler.

Students will ponder, “How can we represent data without using pictures?” Students will see

creating a bar graph modeled by their teacher. The teacher will use information already charted

in the picture graph created by children in a previous lesson to create a bar graph. Next, the

teacher will show students data collected from a different population based on the same survey

question (EX: What month do you celebrate your birthday?). Students will practice creating and

labeling their own bar graphs using this new information/data. As a bonus, students will be asked

to think about how to write “say something” statements as a means of comparing these two bar

graphs using key vocabulary (math terms). Terms that will be modeled and encouraged are as

follows: more, less than, greater than, equal to, fewer, fewest, most, greatest, etc.

Lesson 4: Comparing/Analyzing Bar Graphs (2.MD.10)

Lesson 5: Measurement Review (1.2.MD.9)

Lesson 6: Make Line-Plot (1.2.MD.9)

Lesson 7: Analyze Line-Plot (1.2.MD.9)

I plan to strategically group students based on informal assessment throughout the lessons.

Students will be placed in pairings/grouping based on their level of understanding of the

material. Class will engage in partner and group discussion to review learning objectives.

Differentiation options are offered for higher and lower ability students.

Part 3: Lesson Plans

1)

Subject: Graphing Topic: Picture Grade Level: 2 Duration: 45

Graphs
Components Description of Plan
1 Content Standard: 2.MD.10
Choose ONE standard.
Be sure to write out the
entire standard, not just
Draw a picture graph and a bar graph (with single unit scale) to
the number.
represent a data set with up to four categories. Solve simple

put-together, take-apart, and compare problems using

information presented in a bar graph.

2 Learning Objective: SWBAT draw and label a simple picture graph.

§ Choose ONE
objective that leads
toward mastery of
the standard
§ Must be specific,
measurable, and
realistic.
Est.
§ Must have at least
# of
two parts: learning min
and behavior s
3 Mathematical • Model with mathematics.
Practices:
Choose the standards of
mathematical practices
• Attend to precision.
that will develop and use
throughout the lesson.

4 Anticipatory Set: TW ask students, “What is your favorite toy?” through whole 5
§ Sometimes called a group discussion.
"hook" to grab the
student's attention
§ Focuses student TW write children’s answers on board as they share aloud.
attention on the
objective and the
purpose of the
TW review the term “data” by asking children which word
lesson from classroom word-wall is used in place of “information” in
§ Activates prior math.
knowledge
§ Requires ACTIVE SW write data in their math journal and describe it with his/her
PARTICIPATION
from ALL learners own words.

SW think about ways to organize data with a TPS (Think, Pair,

Share)

TW introduce the importance of graphing (survey, picture

graph, bar graph) by showing some ways that he/she uses
graphing every day in his/her own job (teaching) and/or how
other people use graphing in everyday life to make life less
complicated (use pictures/models to aide with this).

Examples/Pics of graphs in everyday life:

§ Graphs can be used to predict and report the

weather across time.

§ Graphs can be used to determine how much money

is available across small and big scales and to

identify patterns.
 § Graphs can be used to determine how we can save

water by changing the way we go about our

everyday activities!

5 Teaching-Input: TW write, “Toy Box”, on the board in the shape of a box. 10

Using effective and SW brainstorm different kinds of toys they have at home. TW
varied strategies, the
teacher provides
record students’ ideas by writing them inside the box on the
information for students board.
to gain the concept,
strategy, or skill SW discuss the different kind of toys in the box.
(vocabulary TW ask students which toys they have at home. TW circle or
introduction/development
would also be
cross off toys names in an effort to record information.
appropriate here).
TW stop after a few minutes and ask students to decipher the
information.
SW discuss what they notice about the data being collected.

TW explain that what we just did is called, a “survey”.

SW think about how we could organize this information.

TW label the types of toys and tally for each child as they raise
their hands.
 TW explicitly teach this new vocabulary (“survey” and “tally”)
and students will help add the words to their math
journals/classroom word wall.

6 Teaching-Modeling: SW share ideas about how to organize the data better. 15

Demonstrate and show
examples of what
students are expected to
TW model how to draw a simple graph with pictures (picture
do (how to solve the graph).
problem, answer the
question, do the activity TW show students how to label the toys and then record the
etc.). data using a picture/symbol.

TW review the term “compare” by asking children to think

about which vocabulary word from the ELA word-wall is used
when we think about what is the same and what is different
about two different stories we’ve read.

SW be asked to compare the original display of information

(tallies) and the picture graph with a TPS activity at their
tables.

Prompt: What’s the same? What’s different? Which one is

easier to read/understand? Why? When would it be helpful to
use a graph to sort/display information in your own life?

Students will record their ideas about how to use graphs in

their own lives in their math journals after a group TPS.

TW add the word compare to the math-word-wall. Children

will also add compare to their math journals at their desks.

7 Check for TW continuously prompt students to talk about the

Understanding graph/display of information using the key vocabulary from
§ Various strategies Math Word Wall/Journals.
that are ongoing
throughout the
entire lesson. SW be asked to think about ways to organize data so that it is
§ Enables teacher to easy to understand… Students will, hopefully, understand the
determine whether reason we use graphs to display/organize information on their
ALL students have own through the activities in this lesson (life connection).
"gotten it."
To check for understanding, students will turn in journals at the
end of the Math Block for Teacher to read about how children
think graphs could/would be used to sort/organize
information/data in their own lives. Teacher will be looking to
see that children are using key “math” vocabulary to explain
 how graphing makes it easier to record/organize
information/data in everyday situations.

SW draw their own picture graphs using data collected about 10

8 Guided Practice: Teacher’s family’s favorite Thanksgiving Foods.
An opportunity for each
student to demonstrate
new learning by working TW display the data on a previously created poster sized paper.
through an activity or
exercise with the EX) Tallies
teacher’s guidance.

SW label their graphs the way the teacher has modeled for
them previously.

TW walk around and guide students through the process.

9 Closure: TW ask students to share one thing they learned today. 5
§ Actions or
statements made by
teachers AND
SW write the objective in their journal along with their
students that response about what they learned today.
summarize lesson
objectives. Objective: “I can draw and label a simple picture graph.”
§ Essential for helping
students integrate
ideas, make sense
TW conclude that we will continue to explore different types of
out of what has just graphs in this unit.
been taught, and to
improve their
chances of retention
and transfer.
10 Independent Students will make a picture graph that shows the members of
Practice: their family and their preference in pizza toppings (cheese,
AFTER proper closure, it pepperoni, veggie) for homework.
is important to provide
time for additional
practice. It may be group
 or individual work in class
or it might be homework.

11 Assessment & Content: Students who have come from a different school or
Differentiation need extra review with vocabulary introduced in 1st grade will
Options work in a group with students who have an exceptionally solid
How you will reach
diverse learners by
understanding of the vocabulary and how to use it properly.
varying the: Process: Students who finish their graphs early will be asked to
§ Content walk around and help students who are struggling to
§ Process understand how to label and organize their graphs.
§ Product Product: Students who still need help with picture graphs by
the end of this lesson will be able to record their data using the
tally system at home for homework instead. TW work with
student individually to help transfer the tallied data into a
picture graph the following day.

12 21st Century Critical Thinking: Students will be asked to think about why
Learning: we use graphs and when they are useful to us in everyday life.
Includes technology as Creativity: Students will be able to create their own picture
well as the 4 Cs: Critical
Thinking, Creativity, graphs at the end of this lesson.
Collaboration, and Collaboration: Students who finish early will be able to work
Communication. with their classmates who need extra help during guided
practice.
Communication: Students will learn about surveys and how
displaying data collected in a survey communicates a message.
13 List of Materials, Handouts and other Supplemental Documents:
TW need: white board or butcher paper, large index cards, sentence strips, and graphing
mat.

2)

Subject: Graphing Topic: Analyzing Grade Level: 2 Duration: 40-45

Picture Graphs
Components Description of Plan
1 Content Standard: 2.MD.10
Choose ONE standard.
Be sure to write out the
entire standard, not just
Draw a picture graph and a bar graph (with single unit scale) to
the number.
represent a data set with up to four categories. Solve simple

put-together, take-apart, and compare problems using

information presented in a bar graph.

2 Learning Objective: Student will be able to…

§ Choose ONE
objective that leads
toward mastery of
Analyze a picture graph using math terms (key vocabulary).
the standard
§ Must be specific, “I can say something about a graph with math terms.”
measurable, and
realistic.
Est.
§ Must have at least
# of
two parts: learning min
and behavior s
3 Mathematical
Practices: • Reason abstractly and quantitatively.
Choose the standards of
mathematical practices
that will develop and use
• Attend to precision.
throughout the lesson.

4 Anticipatory Set: SW take out the Pizza Toppings graph they made at home for 5-7
§ Sometimes called a homework.
"hook" to grab the
student's attention
§ Focuses student SW trade graphs with a partner and take a few minutes to look
attention on the over it.
objective and the
purpose of the TW asks students to raise hands and “say something” about
lesson
§ Activates prior
their partner’s graph.
knowledge
§ Requires ACTIVE EX) “Most people in Mary’s family like pepperoni pizza.”
PARTICIPATION
from ALL learners TW highlight moments where children use “math terms” on
their own.
 EX) greater than, less than, equal, more than, least, greatest,
etc.

TW explain that today we will practice analyzing graphs by

learning to “say something” about the graphs we are looking at
using math terms we already know!
5 Teaching-Input: TW show a list of common “math terms” used when talking 5
Using effective and about/analyzing graphs.
varied strategies, the
teacher provides
information for students
to gain the concept,
strategy, or skill
(vocabulary
introduction/development
would also be
appropriate here).

TW explain that mathematicians use “math terms” when

talking about graphs.

SW turn to a partner and practice using at least 2 math terms

from the list in a sentence.
6 Teaching-Modeling: TW show the graph he/she created about Favorite Pizza 7-
Demonstrate and show Toppings in his/her family to model the “say something” 10
examples of what
students are expected to
concept for her students.
do (how to solve the
problem, answer the
question, do the activity
etc.).
 TW model by saying (for example), “Cheese pizza is the least
favorite topping in Mrs. Ellwood’s family.”

TW prompt students, “What else could Mrs. Ellwood say about

her picture graph?”

Don’t forget to use MATH TERMS!!!

TW ask students to help make a list of statements about the

graph.

TW write them on the board.

7 Check for Teacher will ask students to out a thumbs up if they understand
Understanding how to think about “say something” statements in language
§ Various strategies that includes “math terms”. Students will be asked to put a
that are ongoing
throughout the thumbs down if they are confused.
entire lesson.
§ Enables teacher to Teacher will walk around the classroom as children are
determine whether discussing and writing their ideas down. Teacher will offer
ALL students have additional guidance to those who are struggling.
"gotten it."
8 Guided Practice: TW ask students to come to the front of the room by the month 15
An opportunity for each that their birthday falls under and place a symbol/picture
student to demonstrate
new learning by working
marker (pumpkin for October, flower for May, pencil for
through an activity or August, etc.) in the appropriate place. Teacher will guide
exercise with the students in recording the data from this activity.
teacher’s guidance.
 Next, Students will talk with their group members and make
observations/ “Say Something” statements about the graph on
the board. Students will record at least 3 “Say Something”
statements using at least 3 different “math terms” as a group.

Groups will share one “Say Something” statement with the

group.
9 Closure: TW ask students how this activity makes them a stronger 5
§ Actions or mathematician.
statements made by
teachers AND
(What did you learn?)
students that
summarize lesson SW share ideas.
objectives.
§ Essential for helping TW close by summarizing students’ thoughts and reflections.
students integrate
ideas, make sense
out of what has just
been taught, and to
improve their
chances of retention
and transfer.
10 Independent SW go back to their “Pizza Topping” graph and write 3 “say
Practice: something” statements on the back to practice using math
AFTER proper closure, it terms when analyzing information displayed on a graph.
is important to provide
time for additional
practice. It may be group
or individual work in class
or it might be homework.
11 Assessment & Content: Students who finish early can think about questions to
Differentiation ask about the graph. Students can record these and share them
Options with the group at the end to model a higher level of thinking
with all students.
 How you will reach Process: Students who struggle to use math terms can say their
diverse learners by idea in their own words first and teacher can help them think
varying the:
§ Content
about how to reword their idea to include a “math term”.
§ Process Product: Students who finish early can highlight or trace over
§ Product their math term with markers to make it stand out.
12 21st Century Critical Thinking: Thinking about how to reword an idea to
Learning: include a math term.
Includes technology as Creativity: Using math terms/language in different ways to
well as the 4 Cs: Critical
Thinking, Creativity, convey a message or an idea about the graph.
Collaboration, and Collaboration: Sharing ideas with group members throughout
Communication. the lesson about what to say about a graph and how to say it
using math terms.
Communication: Sharing ideas aloud and writing ideas down to
model the “Say Something” statement using key vocabulary.
13 List of Materials, Handouts and other Supplemental Documents:
Calendar Month Pictures/Symbols, White Board Markers, Giant Easel Paper w/ Graph +
Key Vocab (Math Terms), Markers

3)

Subject: Graphing/Data Topic: Bar Graph Grade Level: 2 Duration: 40-45

Analysis (Intro to
Comparison
Statements)
Components Description of Plan
1 Content Standard: 2.MD.10
Choose ONE standard.
Be sure to write out the
entire standard, not just
Draw a picture graph and a bar graph (with single unit scale) to
the number.
represent a data set with up to four categories. Solve simple

put-together, take-apart, and compare problems using

information presented in a bar graph.

2 Learning Objective: SWBAT draw and label a Bar Graph.

§ Choose ONE
objective that leads “I can draw and label a Bar Graph.”
toward mastery of
the standard
§ Must be specific,
measurable, and
realistic.
§ Must have at least Est.
# of
two parts: learning min
and behavior s
3 Mathematical
Practices: • Make sense of problems and persevere in solving
Choose the standards of them.
mathematical practices
that will develop and use
throughout the lesson. • Look for and make use of structure.

• Attend to precision.

4 Anticipatory Set: TW show the Class Birthday Month picture graph from the 5
§ Sometimes called a previous lesson.
"hook" to grab the
student's attention
§ Focuses student SW help review what we have learned in previous lessons by
attention on the sharing ideas during a whole group discussion about how
objective and the picture graphs help display data clearly.
purpose of the
lesson
§ Activates prior
SW Think, Pair, Share about how we could organize data to
knowledge make creating it/reading it even easier/more clear.
§ Requires ACTIVE
PARTICIPATION Prompt: “How can we represent data without using pictures?”
from ALL learners
5 Teaching-Input: 5-7
Using effective and TW introduce the term “Bar Graph”, by replacing the pictures
varied strategies, the in the Birthday Month picture graph with different colored
teacher provides
information for students squares.
to gain the concept,
strategy, or skill SW discuss in small groups what has changed about the graph
(vocabulary and how it might make creating a graph simpler…and why that
introduction/development is important?
would also be
appropriate here).
Students will define “Bar Graph” in their own words (or draw
picture) and Teacher will add “Bar Graph” to Word Wall.
6 Teaching-Modeling: TW model how to create a bar graph using only tallied 10
Demonstrate and show information.
examples of what
students are expected to
do (how to solve the TW show the data she collected in the Teachers’ Lounge with
problem, answer the the survey question “What’s your favorite Ice Cream Flavor?”
question, do the activity
etc.). EX)

Vanilla: 7
Chocolate: 4
Strawberry: 5

TW model how to label his/her bar graph.

***This will mirror the initial set-up for Picture Graphs; a nice
review for students who are struggling. Also a nice review for
key vocabulary.

TW model how to color in 7 boxes for vanilla, 4 boxes for

chocolate, and 5 boxes for strawberry.

7 Check for TW ask questions throughout modeling…

Understanding
§ Various strategies EX)
that are ongoing
throughout the
entire lesson. “Why do you think it’s called a Bar Graph?”
§ Enables teacher to
determine whether “How many boxes should I color in for strawberry ice cream?”
ALL students have
"gotten it."
“How many people does one box represent?”

SW hold up “thumbs up” or “thumbs down” at the end of the

modeling to show whether or not they feel ready to create their
own Bar Graph.
 TW determine whether more modeling is needed/how to group
children for the activity.
TW provide students with data collected in the second grade 15
8 Guided Practice: class across the hall with the survey question being, “What
An opportunity for each month do you celebrate your birthday in?”
student to demonstrate
new learning by working
through an activity or
exercise with the
teacher’s guidance.

SW use this information to create and label their own Bar

Graphs.

Students who finish early will be asked to write “say

something” statements using both graphs (your class and class
across the hall).
9 Closure: TW ask students what they took away from this activity/lesson 5
§ Actions or on Bar Graphs.
statements made by
teachers AND
students that SW TPS and write their response in their Math Journal.
summarize lesson
objectives. TW explain that we will be learning how to compare two sets
§ Essential for helping of data with the same survey question using “say something”
students integrate
ideas, make sense
statements and key vocabulary. As a pre-assessment, teacher
out of what has just will pass this out as an exit ticket.
been taught, and to
improve their
chances of retention
and transfer.
10 Independent SW use previously conducted “survey” of families’ favorite
Practice: pizza toppings to practice drawing and labeling a bar graph
AFTER proper closure, it with data they already have.
is important to provide
time for additional
practice. It may be group
or individual work in class
or it might be homework.
11 Assessment & Content: Students who are working at a faster pace will be
Differentiation asked to not only create a Bar Graph during Guided Practice,
Options but also to think about how they might write a “say something:
How you will reach
diverse learners by
statement that compares the two graphs. Students may also be
varying the: encouraged to help a student out who is still learning how to
§ Content label graphs correctly.
§ Process Process: Students who put thumbs down during “Checking for
§ Product Understanding” activity, will be called upon to answer
questions during extra modeling on Bar Graphs so that teacher
can determine what is not being understood and how the child
is thinking.
Product: Students who need an added challenge might be
encouraged to use color to make their graph easier to read.
Students will be prompted to think about how using
color/shading could help the reader see the data more clearly.
12 21st Century Critical Thinking: Students are not only being taught what a
Learning: bar graph is and how it is different. Students are being asked to
Includes technology as think about what could be used instead of a picture graph and
well as the 4 Cs: Critical
Thinking, Creativity,
encouraged to ponder “why” it is important to represent
Collaboration, and information as clearly as possible.
Communication. Creativity: Children have the opportunity to create their own
bar graphs and are encouraged to use color as an added
challenge (Purpose: to make graph easier to read).
 Collaboration: This lesson involves many opportunities for
students to Think, Pair, Share.
Communication: Students are communicating their own
thinking through reflection in their Math Journals. Students
think about how to define key vocab in their own words.
13 List of Materials, Handouts and other Supplemental Documents:
Homework WS, Other 2nd Grade Class Birthday Month Data, Previous Class Birthday Month Picture
Graph, White Board Markers

Part 4: Appendices

Lesson Plan #1: Picture Graphs

• Examples/Pics of graphs in everyday life:

§ Graphs can be used to predict and report the weather across time.

§ Graphs can be used to determine how much money is available across small and big

scales and to identify patterns.

 § Graphs can be used to determine how we can save water by changing the way we go

about our everyday activities!

• Thanksgiving Tally Data

• Family Pizza Toppings Homework Page

 Name: _______________________

Favorite Pizza Toppings

Ask each member of your family what their favorite pizza topping is. Tally the data

below. Use the data to create and label your own picture graph.

Cheese: ___________ Pepperoni: ____________ Veggie: _____________

Lesson Plan #2: Analyzing Picture Graphs

• List of Math Terms

• More

• Less

• Most

• Greatest

• Least

• Fewer

• Fewest

• Equal
• Giant Easel Paper with Graph

• Birthday Month Pictures/Symbols

o January

o February

o March

o April

o May

o June
 o July

o August

o September

o October

o November

o December

Lesson #3: Bar Graph/Comparing

• Neighboring Class’ Birthdays Tally Data

 • Homework Worksheet

Name: ________________________

Compare

Make a list of words you think would be helpful to use to compare two bar graphs.

___________________ __________________ _____________________

__________________ ____________________ ____________________

Define the word “compare” in your own words.

_______________________________________________________________ .