Collecting
and
Representing
Data
Using
Bar
Graphs
Grade:
1
Content
Area:
Mathematics
Theme:
Data
Analysis,
Statistics,
and
Probability
Content
Standards
(MassDOE
curriculum
standards):
‐
2.D.1:
Use
interviews,
surveys,
and
observations
to
gather
data
about
themselves
and
their
surroundings.
‐
2.D.2:
Organize,
classify,
represent,
and
interpret
data
using
tallies,
charts,
tables,
bar
graphs,
pictographs,
and
Venn
diagrams;
interpret
the
representations
(focusing
on
bar
graphs
in
this
lesson).
ELPBO
Standards:
‐
S.1
Vocabulary:
Students
will
comprehend
and
communicate
orally,
using
English
vocabulary
for
personal,
social,
and
academic
purposes.
‐
Beginning
students
will
be
able
to
demonstrate
comprehension
of
vocabulary
essential
for
grade‐level
content
learning
using
pictures,
actions,
and/or
objects.
(S.1.3)
‐
Early
intermediate
students
will
be
able
to
demonstrate
comprehension
of
vocabulary
essential
for
grade‐
level
content
learning
using
pictures,
actions,
and/or
objects
(S.1.3)
and
employ
vocabulary
essential
for
grade‐level
content
learning
(S.1.5).
‐
Intermediate
students
will
be
able
to
demonstrate
understanding
of
academic
content
words
and
phrases
in
selected
concept‐based
categories
(S.1.13)
‐
Transitioning
students
will
be
able
to
communicate
academic
knowledge
orally,
using
specific,
technical,
and
abstract
vocabulary
of
grade‐level,
academic
content
(S.1.28)
and
will
be
able
to
demonstrate
knowledge
of
spoken
vocabulary,
using
specific,
technical,
and/or
abstract
vocabulary
of
grade‐level,
academic
content
(S.1.29)
‐
S.3
Academic
Interaction:
Students
will
comprehend
and
communicate
orally,
using
spoken
English
to
participate
in
academic
settings
Huff
‐
Beginning
students
will
be
able
to
identify
important
information
about
academic
content,
using
prior
knowledge
and/or
visual
cues
as
needed
(S.3.9)
and
compare
and
contrast
information
orally
(S.3.21)
‐
Early
intermediate
students
will
be
able
to
demonstrate
comprehension
of
oral
question
on
academic
content
that
require
short
answers
(S.3.8)
and
give
one‐step
directions
(S.3.11)
‐
Intermediate
students
will
be
able
to
demonstrate
comprehension
of
oral
questions
that
are
based
on
academic
content
(S.
3.30),
demonstrate
comprehension
of
oral,
multiple‐step
directions
(S.3.29),
and
respond
to
factual
and
inferential
questions
that
are
based
on
academic
content
(S.3.39)
‐
Transitioning
Students
will
be
able
to
support
a
conclusion
or
finding
by
stating
facts
or
logical
reasons
(S.3.64)
and
demonstrate
comprehension
of
inferential
or
abstract
questions
that
are
based
on
academic
content
(S.3.52)
Content
Objectives:
‐
Students
will
be
able
to
collect
and
provide
information
on
specific
topics
about
themselves,
their
classmates,
or
their
families
as
demonstrated
verbally
or
through
gestures
(pointing/raised
hands)
‐
Students
will
be
able
to
demonstrate
their
understanding
of
the
use
of
bar
graphs
to
represent
data
as
displayed
by
participation
in
the
creation
of
bar
graphs
using
stacking
blocks
and
on
paper.
‐
Students
will
be
able
to
show
their
understanding
of
the
meaning
of
the
bar
graphs
in
terms
of
the
data
represented
the
data
displayed
on
their
graphs
by
indicating
(through
gesturing
or
verbally)
what
different
parts
of
their
bar
graphs
represent
(ex:
this
column
is
for
who
has
3
people
in
their
family).
‐
Students
will
be
able
to
display
their
ability
to
interpret
the
graphs
by
comparing
(verbally
or
through
gestures)
information
represented
on
the
graphs
(ex:
pointing
or
explaining
which
is
most/least)
Language
Objectives:
‐
Beginning
and
Early
Intermediate
Students
will
be
able
to:
‐
Identify
vocabulary
words
when
given
a
description
of
the
word
by
gesturing
at
printed
words
on
the
board
or
at
graphs
Huff
‐
Follow
oral
instructions
by
participating
in
class
activities
(like
providing
information
for
bar
graphs)
‐
Use
social
language
(in
the
form
of
gestures
or
verbally)
to
accomplish
group
goals
when
working
on
bar
graphs
in
groups
‐
Intermediate
students
will
be
able
to:
‐
Verbally
identify
vocabulary
words
presented
orally
with
assistance
of
verbal
prompting
and
graphs
‐
Verbally
express
instructions
during
group
work
‐
Transitioning
students
will
be
able
to:
‐
Identify
and
explain
the
meaning
of
vocabulary
words
(orally)
when
presented
with
the
written
word
‐
Explain
multi‐step
instructions
during
group
work
Vocabulary
Objectives:
Academic:
bar,
collect,
data
Content:
“bar
graph”
‐
Beginning
and
early
intermediate
students
will
be
able
to
identify
content
and
academic
vocabulary
by
coloring/circling
the
appropriate
part
of
the
bar
graph
identification
worksheet
when
given
a
verbal
description/definition
of
the
vocabulary
word.
‐
Intermediate
students
will
be
able
to
match
the
written
vocabulary
word
to
its
corresponding
part
on
the
bar
graph
identification
worksheet.
‐
Transitioning
students
will
be
able
to
write
the
vocabulary
words
as
labels
for
the
parts
of
the
bar
graph
identification
worksheet.
Detailed
Description
of
Activities:
‐
Students
will
be
seated
on
the
rug
in
rows
facing
the
teacher.
‐
Do
a
review
of
tally
charts
using
the
Hair
Color
chart
the
class
created
in
Lesson
1.
Also
use
as
a
reference
the
charts
students
made
in
groups,
which
will
be
posted
on
the
wall.
Have
a
discussion
with
the
class
going
over
the
uses
of
tally
charts
as
representatives
of
information.
‐
Present
content
objectives
to
students:
Huff
‐
Today
we
will
learn
how
to
use
bar
graphs
to
represent
information
about
ourselves
and
about
our
class.
‐
We
will
learn
what
a
bar
graph
is
and
how
to
make
one.
‐
We
will
learn
how
to
“collect”
information
and
how
to
show
it
in
a
bar
graph.
‐
We
will
learn
how
to
use
a
bar
graph
to
compare
things
in
the
bar
graph.
‐
Post
the
content
objectives
on
the
board.
‐
Present
language
objectives
to
the
class:
‐
Today
we
will
learn
how
to
use
the
words
“bar
graph”,
“bar”,
“collect”,
and
“data”
‐
We
will
practice
following
instructions.
‐
We
will
practice
using
language
(our
words)
to
work
on
bar
graphs
in
groups.
‐
Post
the
language
objectives
on
the
board.
‐
Present
vocabulary
to
students.
Vocabulary
words
should
be
printed
on
the
board
along
with
vocabulary
from
Lesson
1.
Ask
for
students
to
volunteer
definitions
of
academic
words.
Talk
about
the
multiple
definitions
of
the
word
“bar”
and
examples
of
“collect”
(students
may
collect
things
like
trading
cards/toys/etc.)
and
how
we
will
be
collecting
information.
Explain
that
data
is
another
way
to
say
information
(a
word
they
should
already
be
familiar
with)
and
that
“data”
is
a
name
to
describe
things
we
will
be
collecting.
‐
Draw
a
picture
of
a
bar
graph
on
the
white
board:
‐
Point
out
the
bars
and
explain
that
how
tall
the
bar
is
shows
how
many
of
whatever
thing
you
are
counting
there
are.
Show
how
the
numbers
are
written
on
the
side
of
the
graph
and
how
you
trace
with
your
finger
from
the
top
of
the
bar
to
the
number
to
see
how
many
of
the
thing
you
are
counting
there
are.
‐
Do
a
sample
bar
graph
with
the
class:
‐
Draw
a
bar
graph
with
“girls”
and
“boys”
written
on
the
bottom.
‐
Ask
all
the
girls
in
the
class
to
raise
their
hands.
Draw
a
square
over
“girls”
for
each
girl,
being
explicit
about
pointing
out
a
child
with
their
hand
raised
and
then
drawing
a
square
for
that
child.
Explain
how
you
draw
one
block
for
every
one
person
raising
their
hand.
Huff
‐
Do
the
same
for
the
boys.
‐
Ask
the
class
if
there
are
more
boys
or
girls
in
the
class.
Explain
how
we
know
this
because
the
tallest
bar
is
the
one
with
the
“most”.
Reinforce
this
by
tracing
from
the
top
of
the
shorter
bar
to
the
number
and
then
the
top
of
the
taller
bar
to
the
number
to
illustrate
how
the
taller
one
relates
to
the
bigger
number.
‐
Go
back
to
desks
(in
goups
of
four)
to
practice
reading
bar
graphs.
Students
will
work
individually
to
complete
this
worksheet.
They
are
encouraged
talk
to
their
neighbor
while
they
work
if
they
have
questions.
5
4
3
2
1
Number
of
Trains
Tony
Has
’s
Number
of
Trains
Julia
Has
’s
Huff
Tony’s
Trains:
Julia’s
Trains:
How
many
toy
trains
does
Tony
have?
How
many
toy
trains
does
Julia
have?
Who
has
the
most
toys?
‐
Higher
language
proficiency
students
(intermediate
and
transitioning)
will
write
complete
sentences
after
the
questions
and
will
be
given
copies
with
worded
questions
only.
Early
intermediate
and
beginner
students
may
write
just
the
number/name
and
will
have
sheets
with
the
pictures
included
in
the
questions
(as
pictured
above).
‐
Walk
around
the
class
checking
group/student
comprehension
and
making
sure
everyone
is
participating.
Ask
pairs
to
show
you
how
they
figured
out
how
many
trains
Tony
and
Julia
had
and
how
you
can
tell
who
has
the
most.
Students
should
demonstrate
their
understanding
through
gestures
or
verbally
depending
on
language
proficiency
Huff
‐
Now
students
will
work
in
their
groups
of
four
on
creating
a
bar
graph
using
given
information.
This
time
they
will
create
the
bar
graphs
using
a
graph
template
(one
provided
per
group)
on
which
they
will
place
small
stacking
cubes.
7
Graph
Template:
6
5
4
3
2
1
Brown
Hair
Blonde
Hair
Red
Hair
‐
Groups
will
be
given
another
sheet
in
addition
to
this
which
will
have
a
picture
of
a
fictional
class
on
it.
Ask
students
to
create
a
bar
graph
describing
hair
color
in
Mr.
Graph’s
class.
Huff
Mr.
Graph’s
Class
Picture
‐
Students
will
work
together
to
place
a
cube
for
each
student
in
the
correct
place
on
the
provided
graph.
‐
For
the
last
activity
of
this
lesson,
have
students
stay
in
their
groups
and
brainstorm
something
they
would
like
to
know
about
the
class
(give
some
examples
to
get
them
thinking)
and
make
a
list
of
possibilities
in
their
groups.
Groups
should
vote
on
which
one
they
would
like
to
work
on
a
bar
graph
for.
Have
students
draw
the
graph
onto
a
piece
of
cardstock.
‐
Have
groups
record
their
own
members
information,
drawing
a
square
onto
their
bar
graphs
for
each
person.
Groups
will
rotate
(in
the
same
way
as
in
the
tallies
closing
activity,
by
2
groups
coming
together
at
a
time)
and
collect
each
other’s
information,
recording
as
they
go.
‐
Have
students
return
to
their
home
groups
and
discuss
what
they
found
out.
They
should
write
down
most
and
least
on
their
posters.
‐
Groups
will
present
their
findings
to
the
class.
Give
them
time
to
organize
and
rehearse
their
presentations
in
groups.
Student
1:
What
we
were
finding
out
about,
Student
2:
Identify
the
parts
of
our
bar
graph,
Student
3:
Report
total
counts
for
each
collumn,
Student
4:
Identify
most,
Student
5:
Identify
least
Huff
Closing:
‐
Students
will
do
a
worksheet
(bar
graph
identification)
individually
as
a
vocabulary
check.
The
worksheet
will
be
the
Mr.
Graph’s
class
activity
reproduced
with:
‐
for
early
intermediate
students
the
instructions:
circle
the
bar
graph
with
blue
color
the
bars
red
circle
the
data
we
used
with
green
‐
for
intermediate
students:
a
word
bank
with
the
words
“bar
graph”,
“bars”,
and
“data”
and
blanks
to
fill
in
on
the
worksheet
‐
for
transitioning
students:
blanks
to
fill
in
on
the
worksheet
but
no
word
bank
‐
Do
a
turn
and
talk
about
the
word
“collect”.
Have
students
talk
about
when
we
“collected”
data
in
class
and
how
we
did
it.
‐
Do
a
turn
and
talk
about
why
we
use
bar
graphs
and
why
they
are
helpful.
Have
students
share
with
the
class
some
of
the
things
they
came
up
with.
Huff