Object graphs- 1st Grade
Primary SOL(Standard of Learning):
STANDARD: The student will investigate, identify, and describe various forms of data collection in his/her world (e.g., recording daily temperature, lunch count, attendance, and favorite ice cream), using tables, picture graphs, and object graphs.
Other Related SOLs- SOL 1.15
Using a manipulative proved by the teacher the students will be able to accurately place 3 out of the 4 colored t-shirts on a graph using the data provided on the smartboard.
SmartBoard, The Great Graph Contest by Loreen Leedy, colored pipe cleaners, Gummy Bear ...view middle of the document...
The books starts out with Gonk making a graph about which friends like or dislike mud. He takes down each answer using mud as a mark beside yes or no. After reading this portion of the book I will tell the students that graphs help is to discover new things about the world around us. I will tell them that by asking a question we can collect data and graph it to help us understand the answers we get to our questions we ask. The book goes on with Gonk and Beezy competing to see who can make the best graph. As the book continues it show how the two of them sort and graph different things such as rocks, animal feet, and where their friends live in nature. The book will show the class that anything can be taken and put into a graph as long as there is a way to sort them.
* Guided student practice/Formative assessment:
Guided practice incorporates multiple manipulatives because the best way to understand graphing is by practicing and doing many different things with it. By the end of the guided practice the students will have made at least five graphs, everything the student needs will be in the bucket at the middle of their group of desks. Each graphing activity will have a laminated graph with it so that the students can trade around their group once they have made the graph for one. Since there are five graphing manipulatives there will be five desks per group each student will complete one manipulative and pass it to the next person when they have finished. Each student should be able to get to most if not all of the manipulatives. Before the class starts working on the manipulatives in their bucket we will do a graph as a group so the class knows and has an idea of what is to be done. Each student will pull out their pipe cleaner that was on their desk when they walked in to class. I will call out each color and ask for a raise of hands as I call out the color pipe cleaner. I will record the data on the board and then use that data to make a graph. The graph will be simple with the title being "Pipe Cleaner Colors" and the vertical labeled "Amount of Pipe Cleaners" and the horizontal labeled "Color of Pipe Cleaner." As I graph the information I will explain why each piece of data goes and why it belongs there. I will ask for students to ask any question they have before sending them to work in groups on the five manipulatives. Below is an explanation of each manipulative in the bucket. While the students are working on the manipulatives listed below I will be walking around to answer any question from the students. The students will be allowed to talk quietly to each other if they have a question about the task in front of them.
For this manipulative I have provided a bag of colored noodles. There are green, yellow, and red noodles. The student will write how many of each color they have and then using that information they will graph it on the laminated graph provided in the bag.
In this bag there will...