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Lesson Topic and Main Concept:: Ccss - Math.Content.3.Md.B.3

This lesson plan teaches 3rd grade students how to create and interpret bar graphs. Students will draw pictures of their families and collect data on family sizes. They will then create a bar graph displaying this data, learning to properly label the axes, title, and scale. To assess understanding, students will answer questions about the class bar graph and play an interactive game comparing family sizes. The goal is for students to understand how to represent and analyze quantitative data in graph form.

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69 views

Lesson Topic and Main Concept:: Ccss - Math.Content.3.Md.B.3

This lesson plan teaches 3rd grade students how to create and interpret bar graphs. Students will draw pictures of their families and collect data on family sizes. They will then create a bar graph displaying this data, learning to properly label the axes, title, and scale. To assess understanding, students will answer questions about the class bar graph and play an interactive game comparing family sizes. The goal is for students to understand how to represent and analyze quantitative data in graph form.

Uploaded by

api-286046457
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Emma Saporito

Jersey
Grade Level: 3rd Grade

The College of New


Professor Conte

1. Lesson Topic and Main Concept:


Students will be able to understand how to label a bar graph and plot
data.
2. Lesson Essential Questions:
Will students be able to understand how data is graphed based on
information written in a table?
3. New Jersey Core Curriculum Content Standards:
CCSS.MATH.CONTENT.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set
with several categories. Solve one- and two-step "how many more" and "how
many less" problems using information presented in scaled bar graphs. For
example, draw a bar graph in which each square in the bar graph might
represent 5 pets.
4A. Objectives:
4B. Assessments:
Objectives
Students will be able to interpret
information in a data table.
Students will be able to graph their
data in their data table.

Students will be able to know the


importance of comparing data on a
graph and how simple it is.

Assessments
Students will be asked to fill out a
chart counting the number of people
in their family.
As a class we will make a bar graph
that will show the amount of
immediate family members for each
student. Each student will represent
a bar.
As a class we will see which child is
part of the largest immediate family
because their bar will be the biggest
on the graph. There will also be
follow up questions in a form of an
interactive game based on the smart
board.

5. Materials:
Student Materials: A pre-made data table and a pre-made graph with
areas to label the x-axis and y-axis and title. A piece of white paper and
crayons.
Teacher Materials: A pre-drawn graph on the board and different colored
markers, a interactive game the students will play as an assessment on
the smart board.
6. Pre-lesson assignments and / or prior knowledge:
a. Student Analysis: Students have seen pictures of bar graphs in a
prior lesson so they have an idea of what one might look like.
b. Teacher Content knowledge: The purpose of the lesson is for
students to realize they can graph anything they want when they
are comparing data. They should understand the different parts of a
graph and how to properly label them.
7. Lesson Beginning:
The lesson will begin with the students drawing a picture of their family
or anyone that lives at home with them. They will have time to color in
the photo before the start of the lesson.
8. Instructional Plan:
a. Differentiation:
For students that have a hard time with fine motor skills they will be
asked to bring in pictures of each member of their family and glue
them to a piece of paper and label them. This will keep them
involved in the lesson without the strain of using fine motor skills.
b. Lesson Steps:
Each student will be asked to draw and label a picture of their
family or the people that they live with. They will write the
number of family members they live with in the top right hand
corner of their paper.
Once they finished their pictures I will have them take out
their outline of a graph.
I will discuss with them meaning of the x-axis and y-axis and
title. They will also know that they need to label these axiss
with numbers or names so others know what the data means.
I will have them come up with a title for our graph because
that is an important part of the graph. The title tells the

students what data they are looking at. They will come up
with a name like The size of our Families
The x-axis will be the next part of the graph that we will talk
about. The x-axis is where the kids names will be. I will
instruct them to copy my graph the same exact way on their
graphs, writing each name equally spaced. We will label the xaxis Students Names.
Then we will talk about the y-axis and what that stands for.
The y-axis will be labeled up to 10 and have a title of Number
of Family Members.
I will then explain to the students that now it was time to put
our data into a table. The table worksheet will already have
each students name written in the boxes and a blank column
labeled Number of Family Members. I will ask the students
to stand up when they hear the number of family members.
As they stand up as a class we will write down the number of
people in their families next to their names.
Once the data table is completely filled out we will then graph
each students data. I will ask random students to read the
data table and come up and graph the data under the
appropriate name. I will have them do this after I do two
examples.
All the students should be following along on their own
graphs.
Then it is time for the lesson wrap up.

c. Questions:
Can anyone tell me if you have ever seen or know what a bar
graph looks like?
Who knows what a graph is used for?
What kind of information can we find out from graphs?
Who can tell me where the title of the graph goes?
Does anyone know what the sides of the graph are called?
How do we read a data table?
Who has 2 people in their family? 3 people, 4 people? Etc.
Who can come up and show me how we plot our on our
graph?
Does anyone have any questions about bar graphs?
d. Classroom Management:

Each student will be asked to remain in their seats except when


getting drawing materials.
e. Curriculum Integration:
The drawing of their families will connect to a writing assignment
they are doing. The students are writing a story about a special
memory they had with their family.
f. Transitions:
Students will only have 3 pieces of paper on their desks. They will
pull out each sheet of paper as I talk about them throughout the
lesson.
9. Closure:
I will ask the students if they have any final questions about the graphs
they had made. I will have the students take their graphs and put them
in their scrapbooks they are creating about their families.
Student Names

Number of Family Members

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