I.               OVERVIEW OF THE LESSON

A.   October 26, 2010

B.    Two 45-minute periods

C.    Ms. Laura Applegate

D.   Third Grade, Mathematics, Statistics and Data Analysis

 

II.             PENNSYLVANIA STATE STANDARDS

A.   Pennsylvania State Standard 2.6.3.B: Organize and display data using pictures, tallies, charts, bar graphs, and pictographs.

 

III.           GENERAL OBJECTIVES

A.   Students will learn about bar graphs and will understand how bar graphs are useful in organizing and displaying data.

 

IV.           BEHAVIORAL OBJECTIVES

A.   After listening to the teacher read the book, Skittles Riddles Math, about fractions and graphs, students will collect their own data and create their own bar graphs about the composition of a Skittles bag. The bar graph must clearly and accurately represent the makeup of a Skittles bag and demonstrate students ability to collect and display data.

 

V.             INSTRUCTIONAL MATERIALS

A.   Pencils

B.    Crayons

C.    Markers

D.   Rulers

E.    Paper Towels

F.    5 bags of Skittles (1 per group)

G.   5 Pieces of Graphing Poster Board

H.   Graphing Worksheet (Attached)

I.      Essay Rubric (Attached)

 

VI.           ACTIVITY AND PROCEDURE

A.   Motivation and Introduction

1.     The teacher will introduce the lesson by providing the following context: ŌHave you ever wondered if a bag of Skittles contains more red, or more yellow pieces? Or do you think each color is equally represented? Your job is to figure out which color has the most pieces, and which color has the least pieces in a typical Skittles bag. We will be finding out the answers to these questions by creating bar graphs to represent the composition of each color in a bag of Skittles.  When we are finished with this activity, we will be able to answer these questions and others about the composition of a Skittles bag.Ķ

B.    Development

1.     First Class Session

a.     Students will listen to the teacher read Skittles Riddle Math by Barbara Babieri McGrath.

b.     Teacher will review with students how to create a bar graph using data collected. Teacher will show students a previously made bar graph about the composition of a skittles bag. The teacher will also demonstrate for students the progression of steps in order to complete the activity and project correctly.

c.     Students will be placed into groups of five and will be required to create one bar graph collectively as a group, but will also complete a worksheet corresponding to the assignment that will be turned in individually.

d.     Divide students into their respective groups and distribute worksheets and one bag of skittles, and paper towels to each group. Have students wash their hands before handling the candy

e.     Students will first be asked to estimate how many pieces of each color they believe are in the bag. Students will record their estimates on the worksheet, individually.

f.      Instruct students to open the bag, emptying its contents onto the paper towel and count the total number of skittles in bag, recording the information on their sheet.

g.     Students will be asked to finally count each individual color skittle and to record these numbers on their worksheet.

h.     Students will stop after this step, place all materials in the proper place and will finish the project in the next class session. Students will be allowed to enjoy their skittles once they have recorded all of the necessary information.

2.     Second Class Session

a.     Instruct students to bring out their worksheets, completed during the first class session. Assemble students into the same work groups.

b.     Students will gather the necessary materials they will need to complete the project from the supply table in the classroom, one group at a time.

c.     For each color of skittles, students will need to draw a bar representing the correct number of pieces in the bag as well as color the bar in.

d.     Instruct students to use a ruler to ensure that their lines are straight. Ask students to create a key for the graph to provide information for the reader to understand what each bar represents.

e.     Check in on groups periodically to make certain that they are completing the assignment correctly.

f.      Students will submit their group bar graph and their individual worksheets at the end of the second class session to be assessed and displayed.

C.    Strategies for Diverse Learners

1.     Students who are diagnosed with ADHD will placed in a group located close to the teacherÕs desk to avoid distractions from the other groups. This student will also be placed in a group with conscientious students to ensure that the student stays on task and these students will make sure the student is completing what needs to be done. He/She will also be watched closely by the teacher in case a problem arises.

D.   Summary and Closure

1.     Once all groups are finished, have each group present their graph to the rest of the class, explaining what the results they found with the rest of the class, during the second session

E.    Assignment

1.     No homework assignment will be given for this lesson.

F.    Evaluation

1.     StudentÕs worksheet will be assessed for completeness and accuracy.

2.     Students will also be assessed through observation of cooperative group work, i.e. fair sharing of materials, working together, contributing equally to project.

3.     Each groupÕs bar graph poster will also be assessed using the attached rubric.

* This lesson plan, distributed materials, and information in the development section were modified from two lesson plans, one developed by Julie Adams, from the website: http://teachers.net/lessons/posts/2024.html, and the other from Lindsay Shaw, from the website: http://www.learningcentral.org/plp/nec/plpportfolios.nsf/workslidesbyfolder/86256d0d0059a21487256e7a00738dcb?opendocument

Cognitive Complexity of the Lesson: This lesson is concerned with collecting data and creating a bar graph based on the data collected. I believe that this lesson falls in the procedural knowledge-create cell of the Anderson-Krathwohl taxonomy.


Graphing Skittles Worksheet

1.     Before opening your groupÕs bag of skittles, estimate how many pieces areÉ

Red _______________________

Green ______________________

Yellow _____________________

Orange _____________________

Purple _____________________

 

2.    What was the total number of skittles in your groupÕs bag?

_______________________________________________

 

3.    Count each individual skittle. Write the total number of pieces for each color below.

Red _______________________

Green ______________________

Yellow _____________________

Orange _____________________

Purple _____________________

 

4.    Which color skittle had the most pieces in your groupÕs bag?

________________________________________________

 

5.    Which color skittle had the least pieces in your groupÕs bag?

________________________________________________

 

6.    Were your estimates correct? Explain.

____________________________________________________________________________________________________

 

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