Title: Bar Graphs

Brief Overview:
In these hands-on lessons, students will review what they know concerning
pictographs, collect data, and display that data through the creation of tables and
bar graphs. Students will gain skills and build confidence in the creation of bar
graphs by progressing sequentially through these three lessons. The lessons have
been designed to move students from a concrete application to an abstract
application. The ultimate goal is to assess the students academic progress
through the completion of these activities. The prerequisite skills required for
maximum student achievement include prior experience with counting, sorting,
transferring data to a table, and transferring data from a table to a graph.
NCTM Content Standard/National Science Education Standard:
Data Analysis and Probability
Grade/Level:
Grades 2 - 3
Duration/Length:
3 Days (50 min. each day)
Student Outcomes:
Students will:

collect and organize data.

collect data in tables.
organize and display data to make a single bar graph
analyze data by interpreting data contained in tables
interpret data contained in single bar graphs by using a variety of categories and
an interval of 1.

Materials and Resources:

Visuals
Overhead Projector/Transparencies
Manipulatives
Pasta (multi-colored and multi-shaped)
Multi-color connecting cubes (1 bag per child)
Crayons
Container of Buttons

Other Resources
Teacher and Student Resource Sheets RS1-RS26
Read-Aloud Book The Button Box by Margaret S. Reid
Clipboards (1 clipboard per student)
Development/Procedures:
Lesson 1 Buttons, Buttons, and More Buttons
Preassessment
Bring in a container containing a variety of buttons.
Have students form a circle on the carpet.
Remove the buttons from the container and place them in the center.
Solicit responses from students as to what they could do with the buttons. (Teacher
is looking for responses such as count them, sort them into groups, organize them,
graph them, etc. Teacher should also look for the use of correct vocabulary related
to sorting and graphing.) Write these responses on the board or on chart paper.
What do you notice about these buttons? (Teacher is looking for responses related
to color, texture, size, number of holes, shape, etc.) Write these responses on the
board or on chart paper.
Launch
You may continue with students on the carpet or have them return to their desks.
Teacher will read The Button Box, by Margaret S. Reid as a way to introduce the
concept of sorting and classifying data.
Elicit responses from students regarding the different ways the buttons in the book
are sorted. (Teacher note: In the book, the buttons are sorted in the following
ways: painted, sparkly, covered with cloth, metal, from old shoes, from uniforms,
pearly ones, number of holes, texture, shape.)
Did the boy in the story sort the buttons the same way we did or did he find new
ways to sort them?
Why is sorting important? Sorting is important because it helps students look for
similarities and differences in data. This is an important skill as they begin to solve
higher level problems and questions and need to look for connections in the data
being presented.
Teacher Facilitation
I too have a button box where I keep my special and most favorite buttons; but I
forgot to bring it to class with me today. I do, however, have a table that shows
you how I have classified some of my buttons. (Display RS-1) Take a few
minutes to discuss the tally marks, what they represent, and what the table shows.
I also have another way to display the information about my favorite buttons.
Display a transparency of RS-2 (pictograph). Ask students to explain what it is and
how it relates to the data in the table.
Be sure to emphasize the important parts of all graphs (title, labels, axis, and
pictures) along with the correlation of the table to the pictograph.
Give students time to review the pictograph. Is there another way I could have
sorted this data? (You are looking for ideas such as size, shape, texture, color, etc.)

Is there another graph that we could create using the same data as we used in the
pictograph?
Bar graph a graph of data with parallel bars for comparing information. (Display
vocabulary card on board RS-3)
Make a transparency of RS-4. Use this transparency in order to create a bar graph
of the button data as a class. (It is important to have students assist in the creation
of the bar graph.) Discuss the important parts of a graph and have students add this
information to the transparency. (See completed graph RS-5, for teacher use.)
Again, reinforce the components of title, axis, increments (numbering), labels, and
spacing. (TAILS title, axis, increments (numbering), labels, spacing)
Questions: What type of buttons do I have the most of? What type of buttons do I
have the least of? How many more 4-hole buttons do I have than 2-hole buttons?
How do you know? How many buttons are in my special button box?
Student Application
Distribute individual bags of connecting cubes to each student. (Red 3, Blue 8,
Yellow 4) You may choose to differentiate based on ability levels by having
different numbers of cubes in the bags.
Instruct students to take out the contents of their bags and sort them. Encourage
students to give ideas as to how the cubes should be sorted.
For this activity, students will sort the cubes by color and complete a table (RS-6)
using their data. Students will then use the data from the table to complete their
bar graph (RS-7). (Teacher note: If you have differentiated your bags, see RS-8 or
RS-9 for additional graph templates.)
Teacher will circulate around the room observing student progress. Look for the
correct number of items in the table compared to their data; a one to one correlation
between the data in the table and the data in the graph; graph completed correctly.
Questions to ask: How did you know what the labels for the horizontal axis should
be? What did you do first when you started completing your graph? Why? What
do the numbers on the vertical axis represent?
Embedded Assessment
Questions on RS-10 related to the table and graph will serve as an assessment for
the teacher.
Reteaching/Extension
Reteach: Have students actually place their cubes on the grid paper in order for
them to visually see a one-to-one correspondence between the data and the graph.
Extension: Journal prompt: Choose one object from the list below and describe
how you could sort this data. Be sure to include specific examples.
shoes
books
sports
TV shows
computer games
Lesson 2 - Pasta! Pasta!
Preassessment
Teacher will display a transparency of a graph with missing elements (RS11/Teacher).
Students will identify missing parts and briefly describe the function of each part
and explain why that part is essential in creating a graph.

Launch
Divide students into groups containing 4 to 6 students (number of students in
groups will vary based on classroom size).
Teacher will instruct the students to sort their group by 1 variable. For example,
students may choose to classify themselves into groups by gender, eye color, type
or color of clothing, hair color or length, eyeglasses or no eyeglasses, or height
(short or tall).
Teacher will monitor student responses within groups to decide if students
understand the concept and to provide assistance if necessary.
Teacher will select a group of students to stand in front of the classroom and the
remaining students will explain how the students in that group organized
themselves.
Teacher Facilitation
Teacher will distribute bags of multi-colored pasta to each student. Each bag will
include (4-red, 7-blue, 2-green, and 9-purple).
Teacher will guide students to sort pasta by color. Teacher will ask students to
explain to the teacher a step-by-step procedure as to how the class can organize
the data. For example, the teacher might ask the students what is the first thing
we need to do in order to organize our data?
Teacher will use chart paper to record students responses and create a table.
Teacher will explain to students how we will use the data from our table to create
a bar graph as a class.
Teacher will display a grid transparency of RS-12 on the overhead projector and
randomly select students to add the necessary components to the graph to properly
complete it.
Teacher will engage students in a classroom discussion using the following
questions:
o How many red pastas are there? Blue? Green? Purple?
o Which color had the most amount of pasta?
o Which color had the least amount of pasta?
o How many more purple pasta than blue pasta?
Student Application Students will work with a partner to sort the pasta in a different way such as size,
shape, texture, etc.
After they sort the pasta, the children will transfer the data to a table (RS-13).
Once the table is completed, students will transfer the data from the table to a bar
graph (RS-14).
Students will complete their own worksheet.
Teacher will circulate to assess students understanding of concepts presented in
this lesson.

Embedded Assessment
Student will answer questions based on how they choose to sort their pasta (RS13 includes table and questions).
Reteaching/Extension Reteaching: Teacher will work with a small group of students to assist them in
choosing another way to sort the data. Students will use a table to show a
different method of sorting. Students will then physically place pasta on the bar
graph to reinforce visual understanding of the one to one correlation between data
and the graph (Use RS13 and RS-14).
Extension: Students will be presented with 3 groups of data. Students will have
to determine what group of data matches with the bar graph (Use RS-15 and RS16)
Lesson 3 Whats In Your Name?
Preassessment
Display transparency of bar graph RS- 17 on the overhead. Distribute Jumping
Jelly Belly Beans, RS-18 to students. This worksheet contains five questions that
students will answer related to the bar graph. Discuss answers as a group.
Launch
Have students predict the most popular number of letters in students names in our
class. We will check our predictions at the end of class by completing an activity.
(Teacher note: Relate the prediction process to the science skill of making a
hypothesis and then conduction an experiment to prove or disprove your
hypothesis.)
Teacher Facilitation
Discuss with students: Mrs. Duvas class recently conducted a survey regarding
who had birthdays in which months of the year. I have a copy of that survey.
(Display RS-19) (Note to teachers: Change the teachers name to one that is
representative of your school.)
Discuss what observations the students can make from the data in the table.
(Things to look for include: some months do not have any data, August has the
most birthdays, it is difficult to tell what months have the same number of
birthdays when the information is listed in a table, etc.)
What could Mrs. Duvas class do with the data they collected? (You are looking
for students to say create a bar graph because it would make the data easier to
read.) They did in fact create one and I happen to have a copy of it. See RS-20.
Display the transparency.
The bar graph will have several mistakes in it. See if students can locate them as
you discuss the correlation between the information in the table and the creation of
the graph. Mistakes include (1) title that doesnt match the data being surveyed;
(2) data for the month of March doesnt agree with the number in the table; (3) two
months are out of order; (4) two numbers on the horizontal axis are out of order;
(5) the data for December is missing from the graph.

Student Application
Instruct students that they will now conduct their own survey to determine the
number of students that have the same number of letters in their first name.
Distribute a post-it note to each student. They are to write their name on it and
below their name they should write the number that corresponds to the number of
letters in their first name. Students will place post-it notes on their desks. All
students will then receive a clipboard and worksheet on which to record their data.
(Use RS-21for students) Students will walk around to each desk in order to obtain
the information they need. They will place a check mark in the appropriate box on
their worksheet to represent the number of letters in a students name. Teacher
needs to circulate around the room as students are collecting data to assess
understanding and correctness of completing worksheet.
After all of the data has been collected, students will work cooperatively with a
partner to complete a bar graph and answer questions based on the results of their
survey. (Use RS-22 and RS-23). Teacher will continue to circulate around the
room and assist students and assess understanding of application.
Embedded Assessment
Questions on RS-23 will be used to assess understanding of the application.
Reteaching/Extension
Reteach: Have students use manipulatives to reinforce the one-to-one correlation
between the data in the chart and the bar graph.
Extension: Journal Prompt: Choose another way in which to sort the data
contained in your worksheet. Create a table to show your new sort.
Summative Assessment:
The summative assessment for these three lessons consists of a completed bar graph that
students will use to answer five questions. The questions contain multiple choice, short
answer, and a brief constructed response. (See RS-24 and RS-25, answer sheet can be
found on RS-26). The teacher will be able to assess students understanding of the
concepts presented.
Authors:
Pamela Oliver-Jones
Pinewood Elementary School
Baltimore County, MD

Tiffany Dyson
Bentalou Elementary School
Baltimore City, MD

Resource Sheet 1 - Teacher

FAVORITE BUTTONS

Type of Button

Number of
Buttons

2-Hole

4-Hole

Resource Sheet 2 - Teacher

FAVORITE BUTTONS

2-Hole

4-Hole

= 1 button

Resource Sheet 3 - Teacher

Bar Graph:
A graph of data with
parallel bars for
comparing information

Resource Sheet 4 - Teacher

Bar Graph Template

Completed Bar Graph

Resource Sheet 5 - Teacher

Favorite Buttons
10
9

7
6
5
4
3

2
1
0
2-Hole

4-Hole

Resource Sheet 6 - Student

Connecting Cubes

Color

Red

Number of
Blocks

Name _____________________________________________

Blue

Yellow

Resource Sheet 7 - Student

_________________________________

15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Name _____________________________________________

Resource Sheet 8 - Student

________________________________________________________

10
9

7
6
5
4
3

2
1
0

Name _____________________________________________

20-Space Grid

Name _____________________________________________

Resource Sheet 9 - Student

Resource Sheet 10 - Student

Connecting Cubes Questions

Use the information in your table and graph to answer the
following questions. Make sure your answers are in a complete
sentence.
1. What color cubes did you have the most of?
_________________________________________________
_________________________________________________
2. What color cubes did you have the least of?
_________________________________________________
_________________________________________________
3. Write a number sentence to show how many more blue
cubes you had than yellow cubes.
________________________________________________
4. How do you know that the data in your bar graph agrees
with the data in your table? Explain your answer.

_________________________________________________

Name _____________________________________________

Resource Sheet 11 - Teacher

0
Vanilla

Chocolate

Strawberry

Resource Sheet 12 - Student

_________________________________

15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Name _____________________________________________

Pasta!
Pasta!
Color
Of
Pasta
Number
Of
Pasta

Red

Blue

Green

Resource Sheet 13 - Teacher

Yellow

Resource Sheet 14 - Student

_________________________________

15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Name _____________________________________________

Use the bar graph to answer the following questions.

1. Choose the cloud from above that matches the data on the bar graph. Color the objects in
that cloud.
2.Explain how you got your answer to #1.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Resource Sheet 15 - Student

Resource Sheet 16 - Student

Stars, Moons, and Smiles

10

0
Stars

Moons

Smiles

Resource Sheet 17 - Student

Jumping Jelly BellyBeans

8

T.
Number of Jumping Jelly Belly Beans

A.

I.

L.
S.

0
Very
Cherry

A-lotta
Chocolatta

Wacky
Watermelon

Crazy Flavored Jumping Jelly Belly Beans

Resource Sheet 18 - Student

Jumping Jelly Belly Beans

*Directions: Use the bar graph to complete the table and answer the questions.

Crazy
Flavored
Jelly Belly
Beans

Very Cherry

A-lotta
Chocolatta

Wacky
Watermelon

Number
of
Jelly Belly
Beans
#1 What is the total number of jelly beans in the bag? _____
a. Write a number sentence to show the total number of jelly beans in the bag?
__________________________________________________________________
#2 Which flavor has the most amount of Jelly Belly Beans?
________________________________________________________________________
#3 Which flavor has the least amount of Jelly Belly Beans?
________________________________________________________________________
#4 Give another name for this bar graph.
________________________________________________________________________

Name ____________________________________
Date ______________________________

Resource Sheet 19 - Student

Mrs. Duvas Birthday Survey

Birthday Month

Number of Students

January

February
March

April

May
June

July
August

September

October
November

December

Resource Sheet 20 - Teacher

Mrs. Duvas Class Family Trips

10
9
4
7
6
5
6
3
2
1

0
Jan

Feb

Mar

Apr

Aug

June

July

Aug

Sept

May

Nov

Dec

Student Name

Totals

Name _____________________________________________
14-letters

13-letters

12-letters

11-letters

10-letters

9-letters

8-letters

7-letters

6-letters

5-letters

4-letters

3-letters

Resource Sheet 21 - Student

Resource Sheet 22 - Student

Name _____________________________________________

Resource Sheet 23 - Student

Number of Letters in Our First Name

1. To find the number of students with 5-letter names, you

add up the bars for any three columns.

subtract 3-letter names from 8-letter names.
look at the column for 5-letter names and find the number
at the top of the bar.

go to your table and count all of the letters in every

students name.
2. How many letters do most of the students in our class have
in their first name?

3. How many letters are in your name?

_________________________________________________
4. Do you think the graph would be different if we used last
names rather than first names? Explain your answer.
_________________________________________________
_________________________________________________

Name _____________________________________________

Resource Sheet 24 - Student

20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Trix

Lucky
Charms

Life

Raisin
Bran

Name _____________________________________________

Fruit
Loops

Cheerios

Resource Sheet 25 - Student

Name _____________
Date _____________

Summative Assessment
Directions: Use the bar graph to answer the
following questions.
1. To find the total number of students in the survey, I would
add up any three bars in the bar graph.
subtract the most amount of cereal from the least
amount of cereal to get the total
add up all of the bars in the bar graph.
add all of the numbers on the vertical axis.
2. What cereal do the students like the most?

3. What cereal do the students like the least?

_______________________________________________

Resource Sheet 25 - Student

4. What does it mean if a label on your graph does not have a

bar colored above it? Write your answer in a complete
sentence.
_________________________________________________
_________________________________________________

5. Which title would you be more likely to use to describe this

bar graph?
Goldilocks and the Three Little Gummi Bears
Which Cereal is the Best?
I dont like cereal!
Froot Loops vs. Lucky Charms

Good Luck and Always Remember to ..

DO YOUR BEST!

Name _____________________________________________

Resource Sheet 26 - Teacher

Answer Key
1.
2. Froot Loop had the most votes.
3. Lucky Charms had the least votes.
4. Sample answer: If there is no colored bar

above the label, that means no one voted for

that particular cereal.

5. is the appropriate answer.

The answer

cannot be because the title is not related

to the data on the bar graph. The answer
cannot be because the children are voting
for the cereal they like the best. The answer
cannot be because the data is based on more
than 2 cereals.