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Sandston Elementary Kindergarten
Math: Probability and Statistics
Focus: Data Collection and Display
Graphs/Tables
Unit Lesson Plan
I. Purpose:
This unit is designed to help students develop a basic understanding of graphs, and the use of tables.
Students will use the graphs to show and compare information.
II. Objectives:
 Students will understand that data can be represented using concrete objects, pictures, and
graphs.
 Students will be able to answer questions related to the gathered information on an object graph,
picture graph, and tables
 Relate their ideas about the data to concepts such as part-part-whole and number relationship.
 Display gathered data in tables, either in rows or columns
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III. Standard of Learning
Science K.14
The students will display gathered data in and object graphs, picture graphs, and tables, and will
answer questions related to the data.
Lesson Plan
Day 1 Which foods do you prefer at a cookout?
IV. Procedure
a) Introduction
 Students will begin sitting in at their tables.
 The students have been covering graphs for one week at this point. The teacher will introduce
today’s graph by asking the following question: If we were going to have a cook out tomorrow
how could we collect the data needed to buy enough hamburger, hotdogs, chicken, or ribs for the
class?
b) Development
 Students will select a voting ballot. They go to the voting table and select one of the four food
choices and go to the carpet and sit in even rows facing the Promethean Board.
 Be sure to review carpet expectations, i.e. students sit silently, raise their hands, students sit
crisscross applesauce, student’s sit in rows, etc. Feel free to call on students to reiterate their
carpet expectations.
 The ballots will be collected and the students will help the teacher tally the votes as a whole
class.
 The teacher will model the graph using the data from the tally sheet (the votes).
 The students will be asked which category has the most?
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Students will be asked which category has the fewest?
Once the data has been collected the students will be given a graph and return to their seat and
graph the data individually.
The students will complete a bar graph that will display the bars from the bottom of the page to
the top of the page.
Students will be asked if they were given the food choice of steak would they change their vote
to steak if so have the teacher change that on the whole class graph and then add that selection on
the graph. The teacher may pull off the taped representations and add the steak representations.
c) Summary
 Students will be asked if the additional category changed their graph and how?
 Students in kindergarten through third grade develop the foundation for understanding various
types of patterns and functional relationships through the following experiences:
o Sorting, comparing, and classifying objects in a collection according to a variety of
attributes and properties;
Lesson Plan
Day 2 What pet would you select from the pet store?
IV. Procedure
a) Introduction
 The students have been covering graphs for one week at this point. The teacher will help the
students build on and extend their knowledge of graphs by have them continue to graph data but
the data will be collected using multiple methods.
 Today’s graph will be constructed using the student’s choice of pet by asking the following
question: If you were in a pet store and you were asked to select a pet to take home which pet
would you select?
b) Development
 The students will be asked if you were at a pet store and given your choice of pet which would
you chose?
 The students will cast their vote by going to one of the four corners of the room to cast their
choice of pet. The four choices are: dog, cat, fish, or other.
 The teacher will complete a tally sheet.
 Once the tally sheet has been completed the students will return to their seats and the students
will transfer the tally data to complete their graph.
 ** Extension, if there is enough time the teacher will ask the students to chose a second pet.
 The teacher will add the tallies to the chart and the students will extend their bar graphs.
c)
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Summary
Students will be asked what is the total of two different categories?
The students will be asked which category has the most?
Students will be asked which category has the fewest?
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Lesson Plan
Day 3 which one activity do you enjoy the most during recess?
IV. Procedure
a) Introduction
 The students have been covering graphs for one week at this point. The teacher will help the
students build on and extend their knowledge of graphs by have them continue to graph data but
the data will be collected using multiple methods.
 Today’s graph will be constructed using the student’s choice of which activity they enjoy the
most during recess.
b) Development
 The students will be asked: Which activity they enjoy the most during recess?
 The students will raise their hand to one of the four choices. Be sure to tell the students the four
choices several times and they can only vote one time.
 The four choices are: climb on the bars, throw a ball, swing, or walk a lap
 Each student will stand next to his or her table. Once they have cast their vote they will sit
down.
 The teacher will count the hands each time and complete the tally sheet.
 The students will copy the data from the teacher’s tally sheet on the board and independently
complete their graph.
 **Extension, if there is enough time the teacher will give the students an additional activity.
Students will graph the “ball” graph sheet using dots. The teacher will explain that one dot
represents one pet.
b)
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Summary
Students will be asked how many more is in one category compared to another?
Students will be asked how many fewer is in one category compared to another?
Students will also be asked did you raise your hand and vote according to your choice, or what
your friends chose?
Lesson Plan
Day 4 What are you wearing?
IV. Procedure
a) Introduction
 The students have been covering graphs for one week at this point. The teacher will help the
students build on and extend their knowledge of graphs by have them continue to graph data but
the data will be collected using multiple methods.
 The students will begin on the carpet sitting crisscross applesauce in a circle facing the center.
 Be sure to review carpet expectations, i.e. students sit silently, raise their hands, students sit
crisscross applesauce, student’s sit in rows, etc. Feel free to call on students to reiterate their
carpet expectations.
 Today’s graph will be constructed using the student’s clothing to decide which categories they
will be sorted into.
b) Development
 The teacher will ask the students to look at what they are wearing.
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Do you have on long pants or not?
Are you wearing a long sleeve or short sleeve shirt or a shirt?
Are you wearing shoes that tie or not?
There will be five (5) categories that the students will be sorted into; the teacher may need to
assist students into the proper category.
The five categories are: 1) long pants and long sleeve shirt with laced shoes, 2) long pants and
short sleeve shirt with laced shoes, 3) long pants and long sleeve shirt with no laced shoes, 4)
long pants and short sleeve shirt with no laced shoes, or 5) other category.
Once the teacher has sorted the students into five categories the teacher will complete the tally
sheet.
The students will line up in their category and be a human graph.
Students will then return to their seats and copy the teachers tally sheets according to the data
collected and independently complete their graphs using the data collected.
** Extension, if there is enough time the teacher will give the students the color and count graph.
Students will graph the clothing.
b) Summary
 Students will be asked the following questions:
o How many students are in category 1 & 2?
o How many students are in category 3 & 4?
o Which two categories had the most?
Lesson Plan
Day 5 What two Art activities do you enjoy the most?
IV. Procedure
a) Introduction
 The students have been covering graphs for almost two weeks at this point. The teacher will
help the students build on and extend their knowledge of graphs by have them continue to graph
data but the data will be collected using multiple methods.
 Today’s graph will be constructed asking the question: Which two art activities do you enjoy the
most? The projected two most popular choices will be modeling clay/play dough, and painting.
 The students may only chose one of those two options but can select any of the other options for
their second choice.
 They student must understand that if the select one they cannot select the other for their second
choice.
 The data collected will be used to complete a graph.
b) Development
 The students will cast their vote by going to one of the four corners of the room.
 Each corner will represent a different art option the four choices are: 1) cut and glue activity, 2)
drawing with markers, 3) modeling clay/play dough, and 4) painting.
 After the students have made their first choice, the teacher will complete the tally sheet.
 **The teacher will transition the students in the order listed below to ensure the students in the
two most popular art selections do not select the other and the second choice.
 After the students have made their first choice, the students in the cut and glue corner will go to
their table and have a seat.
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After the students in the cut and glue corner have been seated, the students in the drawing with
markers corner will return to their table to have a seat.
The students in the modeling clay/play dough corner will make their second choice of either cut
and glue activity, or drawing with markers activity.
They students in the paining corner will make their second choice of either cut and glue activity,
or drawing with markers activity.
The students sitting in their seats will then go to their second art activity.
The teacher will add the additional tallies to the tally sheet.
The students will return to their seats to graph the data independently.
***Extension, if time permits a second survey will be completed to see if all the students would
have selected the two choices of modeling clay/play dough, and painting. The teacher will tally
the votes and create the graph.
b) Summary
 Students will be asked the following questions:
o Which category has the most?
o Which category has the fewest?
o How many more is in one category compared to another?
o How many fewer is in one category compared to another?
o How many students are in category 1&4?
o Which two categories had the least?
o Did the data change when the students were able to pick any two activities?
V. Materials:
 Tally sheets
 Graphing paper
 Pencils
 Crayons
 Promethean board
 Computer
 Large post it paper
 Markers
IV. Evaluation Part A
Students will answer questions related to data displayed in object graphs, picture graphs and tables.
Demonstrates understanding of graphing concepts: graphs, and tally charts
4. Consistently answers questions about each part of the graph (*answers comparing questions about
categories in a graph ie, How many more? How many fewer? How many altogether?)
3. Usually answers questions about each part of the graph (describing the categories of data and the data
as a whole, greatest, least, the same).
2. Inconsistently answers questions about each part of the graph (example: can tell more, but not fewer).
1. Describing a graph not demonstrated
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V. Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after the
lesson has been taught)
 Did the students meet your objectives?
 How do you know?
 Did your lesson accommodate/address the needs of all your learners?
 What were the strengths of the lesson?
 What were the weaknesses?
 How would you change the lesson if you could teach it again?