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In this Kidspiration lesson, students make a bar graph of their home activities


Computers & Internet, Math  


3, 4  

Title – Bar Graphs
By – Sabine Saeidifar
Primary Subject – Math
Secondary Subject – Computers & Internet
Grade Level – 3-4

Benchmarks and Objectives:

  • After this lesson, students will be able to:
    • Read and interpret bar graphs in both horizontal and vertical form
      (Michigan Content Standard D.RE.03.01)
    • Identify needed information to make a graph
    • Identify key elements of a graph such as the x and y axis, units on each axis, the data table, and title

Learning Resources and Materials:

  • Vocabulary worksheet explaining important terminology (axis, data table, unit lengths)
  • Computers
  • Kidspiration Program – math activity making a bar graph
  • Teacher guidance on instruction

Development of lesson:

  • Introduction:
    • Students prepared for learning the lesson on graphs by completing various activities leading up to the lesson.
    • For several days, students collected data on certain home activities (study time, play time, etc) that they would like to graph. The idea that the graph information will be about the student should capture the student’s attention and interest in the activity.
    • Also, students should be familiar with the Kidspiration program and comfortable using it and the technology.
    • Since students have familiarity with using the program, there will be a “work at your own pace” practice while following written, as well as verbal instructions.
    • Students should not be placed into explicit groups, but allowed to help one another as necessary (upon teacher approval).
    • Prior to class, teacher will have constructed a terminology worksheet and written direction worksheet for students.
  • Methods and Procedures:
    • To begin lesson, teacher hands each student their data collected on home activities (completed and turned in prior to graphing assignment) along with terminology and direction sheet.
    • Read directions to entire class, have group discussion on expectations, time constraints, etc. Follow-up with any questions, comments, or concerns from students.
    • Allow students to complete assignment, ask questions as necessary, and submit assignment when done.
    • The learning in the lesson will be from varied approaches to learning, with essential guiding questions being:
      • How does their table data differ from day to day?
      • How is this represented in the graph?
      • Which days had the most ____?
      • Is the Kidspiration program helpful for completing the graph versus doing the activity by hand?
  • Accommodations/Adaptations:
    • Because students will be allowed to work at their own pace, differentiation will occur based on students questioning, needs, and time taken to complete assignment.
    • Those students who complete the task first, will either help other students or go on to another pre-determined task.
    • Those students needing extra time will be allowed that, and those needing one-on-one instruction will have time set aside by the teacher for such accommodations.
    • Teacher will monitor for understanding based on activities completed before graphing assignment (e.g., data collection, discussion on graphing/pictorial representation of data).
    • Feedback or supplemental help will be given as needed throughout activities.
  • Assessment and Evaluation:
    • Based on final product of bar graph, teacher will assess students’ attainment of concepts from the benchmark.
  • Closure/Teacher Reflection:
    • Students will be allowed to express how they felt about the lesson and learning through a “ticket to go” pass, where before they can move into the next task, they must complete a 2 to 5 sentence reflection on activity.
    • Based on these reflections, teacher may adjust lesson in the future.

E-Mail Sabine Saeidifar !

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