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This is a lesson on reading bar graphs and double-bar graphs.

Subject:

Math  

Grade:

4  

 

Title – Math – How to Read A Bar Graph
and a Double Bar Graph
By – Carolyn Currins
Primary Subject – Math
Grade Level – 4th Grade

Materials needed:

  • Chalkboard & chalk
  • Voting card for each student — pink for girls, blue for boys
  • Bag filled with four colored squares for each student
  • Social Studies book for homework assignment on double bar graphs

Illinois State Mathematics Standard:

    IL-10.A.2a Organize and display data using pictures, tallies, tables, charts, bar graphs, line graphs, line plots and stem-and-leaf graphs.

Objective: Students will be able to read and interpret bar graphs and double-bar graphs.

Procedures:

  • TTW (The teacher will) introduce bar graphs to the students by discussing the following:
    • Bar graphs are used to compare different things.
    • Bar graphs have a title, a label for the scale (vertical axis) and a label for the data (horizontal axis).
  • TTW tell the students that they will be creating a class bar graph using data that will be collected.
  • TTW pass out a bag filled with four colored squares to each student.
  • TTW tell the students they should pick out their favorite color from the bag. Once students have picked out their favorite color, TTW ask the students to raise their hand when the teacher names the color they picked.
  • TTW record this information on a table on the board.
  • After all the data is collected, TTW create a bar graph with the class to show how the favorite colors in the classroom compare.
  • TTW ask various questions about the graph:
    • What does this graph show?
    • Which color was picked by the most students?
    • Which color was picked by the least amount of students?
  • TTW introduce double-bar graphs to the students by telling them that double-bar graphs also compare different things. However, double-bar graphs break the data into two different categories.
  • TTW introduce the next activity and explain to the students that they will be creating a class double-bar graph that compares their favorite pizza toppings.
  • TTW pass out a voting card to each student — pink cards for girls, blue cards for boys.
  • TSW (The student will) circle one favorite topping and TTW collect the cards.
  • TTW count the votes by placing them on a graph on the board. When a pink card is picked, it will be put above the appropriate topping. When a blue card is picked, it will be put above the appropriate topping, but next to the pink card.
  • TTW explain to the students that they are creating a bar graph that not only compares the toppings that are liked by the students, but also how many boys like that topping and how many girls like that topping.
  • TTW ask various follow-up questions:
    • According to this double-bar graph, how many boys like pepperoni?
    • How many girls like pepperoni?
    • How many students like mushrooms?
  • TTW ask the students to complete a homework assignment analyzing double-bar graphs.

    Assessment/Evaluation:

    • TTW ask various questions throughout the lesson to check for understanding.
    • TTW assign a homework assignment where the students will be asked to analyze a double-bar graph relating to the Corn and Wheat Crops of the Plains States.

    E-Mail Carolyn Currins !

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