Created by Anna Weston, Hannah Sharples & Ruth Esteves
Introduction
The focus of this lesson is to help students develop the ability to record data, make graphs, and
interpret information presented by these graphs. We focused our lesson on bar graphs, but
may the activities can be adapted to include pictographs.
EDCI 405 mini lesson powerpoint introduction
Lesson Details
Learning Objectives: by the end of the lesson, students will be able to gather and record data
on a table, visually represent data on a bar graph, and use bar graphs to interpret information.
Big Idea: The likelihood of possible outcomes can be examined, compared, and interpreted.
Curricular Competencies: students are expected to be able to…
● Model mathematics in contextualized experiences
● Visualize to explore mathematical concepts
● Represent mathematical ideas
Content: students are expected to know…
● One-to-one correspondence with bar graphs, pictographs, charts, and tables.
First People’s Principles of Learning
● Learning is holistic, reflexive, reflective, experiential and relational (focused on
connectedness, on reciprocal relationships, and a sense of place).
○ Our lesson involves multiple discussions, creating space for students to share
their ideas and perspectives about what they are learning with one another.
○ Our second activity is closely linked to science, as it incorporates students’
knowledge about local wildlife. We have also included the SENĆOŦEN (the
language of the WSÁNEĆ Peoples) names for these animals to help students expand
their knowledge (First Peoples’ Cultural Council, 2020).
Cross-Curricular Connections:
Science Curricular Competencies:
● Collect simple data
● Sort and classify data and information using drawings or provided tables
● Make observations about living and nonliving things in the local environment
● Use tables, simple bar graphs, or other formats to represent data and show simple
patterns and trend
Social Studies Content:
● Aspects of life shared by and common to peoples and cultures
Key Terms
● Data: a collection of information gathered by observation or measurement.
● Bar graph: a chart that uses bars to show comparisons between categories of data.
● Chart: a visual representation of data.
● Table: a set of facts and figures arranged in columns and rows. It is a very useful way of
organizing numbers and data.
Prior Content Knowledge:
Kindergarten: Concrete or pictorial graphs as a visual tool
Grade 1: Concrete graphs, using one-to-one correspondence
Grade 2: Pictorial representation of concrete graphs, using one-to-one correspondence
Future Content Knowledge:
Grade 4: one-to-one correspondence and many-to-one correspondence, using bar graphs and
pictographs.
Grade 5:one-to-one correspondence and many-to-one correspondence, using double bar graphs.
Activity 1: Birthday Bar Graph
Timeline: 1 day
Materials:
● Graph paper or blank graph
● White board
● Pencils, markers, dry erase markers
Now that students have engaged in a discussion about bar graphs during their previous lesson
(graphing their favourite pets from Ms. Miller’s class), Activity 1 will give students the
opportunity to practise creating a bar graph from a table.
The teacher will provide students with data that is relevant to the class in some way. We chose
to use our class’ birthday months, but any data could be used (e.g., transportation to and from
school, favourite colour, favourite food, etc.). The teacher will present this data to students on
a table after it has been gathered, and the student’s will then graph this data using grid paper
or a blank graph outline. Students will be encouraged to work with their peers on this activity.
After creating their graphs, the class will have a group discussion about what they notice about
their graphs. Suggested prompts:
● If we compare our graphs to one another, do they look similar?
● What information does your graph show you?
Accomodations:
● Students may use a whiteboard to practice their graphs
● Student’s who are confident in creating bar graphs may choose to create their own
graphs using graph paper.
● Students who are emerging in their ability to create graphs may use a pre-created blank
graph.
Graphing video 4
Assessment
● Observation of students during class discussions, graph making, and when students are
discussing/interpreting their graphs together.
● Students’ bar graphs. These could be tickets out the door (if class provided adequate
time to complete), or the graphs could go in students’ notebooks.
Activity 2: Graphing Our Local Animals
Timeline: 2 days
Materials
● Grid paper and blank graphs
● List of animals with pictures
● Pencils and markers
During this lesson, students will observe pictures and use their prior knowledge of local wildlife
to create a table and a bar graph. They will also have the opportunity to discuss their graphs
with their peers by comparing and describing their findings.
When introducing the activity, we suggest the class is gathered in a way that facilitates
discussion (e.g., carpet time, circle time). We also suggest having a premade list with pictures of
wild animals from the region you are in — this list be co created with the students during a
science lesson based on their observations/knowledge of local wildlife.
At the beginning of the activity, ask students to imagine that they are scientists who have
travelled around Vancouver Island making observations of animals they encountered. Ask them
what animals they might expect to have seen on their journey based on what they know about
local wildlife.
Continue the story by stating that when they return home, they decide to organize their
observations of the animals they saw on their trip so they can compare their characteristics. Ask
the students how they might do this. The past lessons should facilitate ideas about tables and
bar graphs, as they are a way to visualize, compare, and discuss observations.
As a group, brainstorm some possible characteristics the animals could be sorted by, asking
students to think of possible categories of characteristics as well. Students will then be asked to
individually (or in groups) choose a characteristic and sort the animals based on categories of
this characteristic. Students may use their prior knowledge about these animals and the images
that will be provided by the teacher.
Next, students will use a table to record their findings, and then graph this information on a bar
graph. Some students may still be emerging in their ability to create a table or graph. A blank
table and graph for this activity can be found in appendices C and D to support these students.
After students have created their tables and graphs, students will come together in groups or as
a class to discuss their bar graphs. Suggested prompts:
● What information does your bar graph show you?
● Did creating a bar graph help you to understand your data? Why or why not?
● If you can, find someone who used a similar characteristic and compare your graphs. In
what ways are they similar? In what ways are they different?
● How might you check to make sure you’ve included all the animals on your graph? Can
you think of more than one way?
Questions to expand thinking:
● Can you show your data in a different visual way?
● What information about your characteristics might be missing from your graph?
Accommodations
● Cut out photos of animals may be provided to students who would like to physically
arrange the animals into categories.
● Student’s who are feeling confident with creating bar graphs may draw their own graphs
using graph paper.
● Students looking to extend their knowledge could be asked to represent their data in
another visual way.
● Students who are emerging in their ability to create graphs may use a pre-created blank
graph.
● Students may be placed in partners or groups to collaborate on graph making.
Assessment
● Observation during class discussions, graphing, and when students are discussing and
interpreting their graphs together.
● Students’ tables and bar graphs with answers to a few questions. These could be tickets
out the door (if class provided adequate time to complete), or the graphs could go in
students’ math journals. The graphs should include:
○ Proper labeling (title, axes, data categories)
○ Clear characteristics and categories
○ Data on table and graph match
Reflections on lesson: