Lesson 16-3 - Utah Chinese Dual Language Immersion

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Lesson 16-3 - Utah Chinese Dual Language Immersion Powered By Docstoc
					Grade 2                                             Lesson: 16-3      Reference to English
                                                   Organizing Data
Math Standard(s):.                                   Domain: Measurement and Data

Content Objective(s):                                             Language Objective(s):
Children will represent a set of data in a tally chart and in a   Bar Graph
bar graph.                                                        Data

Essential Understanding:                                          Required Academic Vocabulary for Word Wall:
Data can be organized in different ways.                          Listen: Bar graph/Data
                                                                  Read:Bar Graph/Data
                                                                  Write: Bar Graph/Data
                                                                  Speak: Bar Graph/Data
                                                                  Sentence Frame:

Materials:                                                        Additional Lesson Vocabulary:
   A small piece of paper with an outline of an eye. Find
    an outline online and fit about 6 per page and cut it
    out. One for every student
   Crayon
   Tape
Lesson:                                                               Instructional Time:
Opening: ( minutes)
Pass out the paper with the outline of an eye on it to every student.
T: “Okay class, today we’re going to do an activity. Each of you have a piece of paper with an eye on it, correct? Hold up that
piece of paper so I can see it. Good. What you are going to do with this eye, is color it the color of your own eye. So, since my
eyes are brown, I would find a brown crayon and color it brown. Once you are done coloring it, make sure to write your name on
the bottom of the eye, and come up and hand it to me.”
(While the students are coloring, hand draw a beginning of a graph on the board. Write colors of eyes on the bottom, and the
number of students on the side. As each student hands you their paper, stick it on the board in the appropriate place with tape.
When all the eyes have been taped on the board, it should resemble a bar graph.)
T: “Okay class, let’s see, how many students have blue eyes? (Repeat the question for every color. Ask what the most common
color is, what the least common color is, etc.) “Okay, what you see on the board is an example of a bar graph.” (Write bar graph on
the top of the graph on the board.) “You already know how to use information in tables to solve problems. Today you will use
information in tables to make and use bar graphs.”

Introduction to New Material (Direct Instruction): ( minutes)
T: “Please turn to page 517 of your workbooks.” (Show this graph on a document camera) “What you guys are going to do today is
collect information for a survey, and you will write it down in this graph. With two people sitting close to you, discuss how you
can use a table to make a bar graph to find out which meal is the favorite in our class.” (Give the students time to discuss within
their groups.) “Can anyone tell me how they an use a table to tell which meal is the favorite of our class?”
S: Students will give various answers
T: “Those were all fantastic suggestions! So, by the raise of hands, who’s favorite meal of the day is breakfast?”
(Write down the number of students in the table on the page. Make sure all the students can see what you are writing. Repeat the
questions for lunch and dinner. Once you are done, draw the bar graph so the students can see it. Draw only the breakfast bar. Have
the students draw the lunch and dinner bar on their own.)
T: “What you see on your paper is another example of a bar graph. This bar graph is a way to organize and show data. Data is just
another way to say information. All of this (point to the graph) is information. Now I know how many of your like breakfast, lunch
and dinner! Without the graph, it would have been difficult to see which meal is more popular. By just looking at the graph, who
can tell me what is the most popular meal in the class?”
S: “The most popular meal in the class is lunch.”
T: “good! And how can you tell that lunch is the most popular meal?”
S: “you can tell lunch is most popular meal because the bar is the longest.”
T: “Exactly. What about the least popular meal? Which meal is that?”
S: “The least popular meal is dinner.”
T: “And how do you know that dinner is the least popular meal?”
S: “You can tell because the bar is the shortest.”
T: “Very good!”

Guided Practice: ( minutes)
Use the modeling cycle:
T: “Please turn to page 518 of your workbooks. Take a look at the first box in the visual learning bridge at the top of the page.
Discuss with the person next to you what you see in that fist box.” (Give the students about 10 seconds to discuss) “Okay, eyes on
me! Who can tell me what information the tables shows?”
S: “The table tells you the number of cups of lemonade each child sold.”
T: “Good! So how many cups of lemonade did Leah sell?”
S: “20.”
T: “Very good. What about Neil?”
S: “Neil sold 40 cups of lemonade.”
T: “Very good! Thank you for answering in a complete sentence. Onto the next box. What are we looking at here in this box?”
S: “We are looking at a bar graph.”
T: “Very good. What do the numbers at the bottom of the graph show?”
S: “It shows how many cups of lemonade was sold.”
T: “Exactly! What is displayed on the side of the graph?”
S: “It tells you the children that sold lemonade.”
T: “Perfect! So now that we know both of those information, what exactly does the graph show?”
S: “It tells you the number of cups of lemonade each child sold.”
T: “Wonderful! Next box please. Now, look at this graph, can you tell how many cups Neil sold?”
S: “Yes we can.”
T: “How can you tell?”
S: “You look at the bar next to neil.”
T: “Okay, I’m looking at the bar next to Neil. How many cups of lemonade did he sell? How do I know what the bar means?”
S: “You need to look at the number where the bar ends.”
T: “Ohhhh.. I see. And did Neil sell more lemonade than Tino?”
S: “Yes.”
T: “How do you know that information?”
S: “Because Neil’s bar is much longer than Tino’s.”
T: “Exactly!

Teacher Does:
T: Place the guided practice page under the document camera “Please look at the graph underneath the visual learning bridge. If
we look at the table, we can see that 5 children said their favorite fruit is apple. And when we look at the bar graph, we can see
that the bar is colored in to the number 5. Now, I am going to look at the next fruit, which is the orange. How many students like
S: “3 students like oranges.”
T: “Exactly, so I am going to draw the bar next to oranges all the way to the number 3 line.”

1 Students Does with Teacher:
T: “Can a student come up and draw the rest of the bars for me?” (Pick a student) “Thank you for volunteering! Go ahead and
draw in the bar for bananas for me. How many students like bananas?”
S: “4 students like bananas.”
T: “And so where are we going to draw the bar to?”
S: “We are going to draw the bar to the number 4.”
T: “Well done. Thank you. Please have a seat.”

2 Students Do:
T: “Can a student come up and draw the last graph for me?”
(Pick a student and have them draw the bar on their own)

All Students Do:
T: “Now that we have completed the bar graph, let’s answer the questions! Go ahead and answer them with the person sitting
next to you, and then we will check them together. You will have 2 minutes, begin!” (Walk around to answer any questions if
necessary.) “Okay, time’s up! Let’s answer as a class. How many children chose grapes?”
S: “7 children chose grapes.”
T: “Exactly! Because the bar next to grapes ends at the 7. So that shows me 7 students chose grapes. Onto number 2, which fruit
was chosen the least?”
S: “Oranges.”
T: “Good! Oranges was chosen the least because the bar was the shortest. Last question. Did more children pick grapes or
S: “More children picked grapes.”
T: “Perfection. Because the bar for grapes is longer than apples, that means more children picked grapes.”

Independent Practice: ( minutes)
T: “Go ahead and draw the bar graph on the next page on your own and answer the questions. You will have ten minutes. Please

Closing: ( minutes)
T: “Okay class, please put away your workbooks and have your eyes on me. Give me a thumbs up when you’re ready. Thank you
for being ready. Today, we learned that we can show data on a bar graph and then use the data from the bar graph to answer
questions. What does data mean again?”
S: “Data means information!”
T: “Good! Now you can go home and make a bar graph of your own. Ask your family what their favorite meal is and write it
down! If you can write out a graph and hand it in tomorrow, it’ll be extra credit! Good job today!”


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