Bar Graphs
Sara Tenenbaum Nancy Krevitskie Second Grade
Topic: Creating and analyzing bar graphs using data from a table and making a table from a bar
graph.
Rationale: A bar graph is a common way to display data making it useful for students to know
how to create their own. If they come across a bar graph they will need to know how to
interpret the information shown.
Prior Knowledge: Students have been learning about creating and analyzing tables and working
with data similar to the data they will use to make bar graphs.
PACCCS: 2.6.3.A Gather, organize, and display data using tallies and bar graphs; 2.6.3.B Answer
questions based on data shown on graphs; 2.11.3.B Identify least and greatest values
represented on a bar graph.
Objectives:
1) Students will develop the understanding that they can represent data, like the information
they have used in surveys and tables, using a bar graph. Assessment: In correctly reading
and transferring the data in the tables and graphs students will show that they understand
how the bar graph represents the information. I will look at the graph they make and table
they fill in as well as use the accuracy of their oral responses to judge their understanding.
2) Students will be able to create a bar graph from a table and to put the data in a bar graph
into table form. Assessment: When students are asked to create a bar graph I will be looking
for the values shown in the graph to match the values in the table, and I will be looking for
students to put the bars in the correct place so that it accurately shows the data for each
category in the table. When they make a table from a bar graph I will also be looking for
accuracy in the data they transfer to see that when they read the bar graph they can tell the
value of each bar and what it is representing.
3) Students will be able to answer questions about the least and greatest values represented
in a bar graph. Assessment: I will be looking for students to say the correct least and
greatest value from a graph. I will also ask them to label the bar showing the least and
greatest values in the graphs they create.
Introduction: On the rug we will create a table and then a bar graph on after school activities as
a model of how to make a bar graph and to show that the information in the table matches
what is represented in the bar graph.
Development:
1) At their seats students will be given a table on favorite breakfast foods that they will use
to make a bar graph of the same data. I will ask them to label the greatest and least
values on the bar graph.
2) Students will then use a bar graph on sports children play to transfer information from a
graph to a table, also labeling the least and greatest value.
3) We will do a survey as a class in order to generate both a table and a bar graph on rainy
day activities of students in the class.
Conclusion: I will ask students what other information they might represent using a bar graph.
Individualization: When students draw their own graphs I will assist students who are having
difficulty drawing the bar to show the correct value by helping them find where the top of the
bar should be.