Pamela Ledbetter,
Julia Springer
Odette Laroche-Garcia
Education 713:22
MST LESSON PLAN
“If the Shoe Fits…”
Bloom’s taxonomy:
Analysis: Children will analyze and interpret information in a bar graph.
Gardener’s Multiple Intelligences:
Interpersonal
Logical-Mathematical
Visual-Spatial
Children’s Literature: If the Shoe Fits, by Gary Soto, The Graph Contest, by Loreen Leedy
Math Skills:
a. Process Strands:
Reasoning and proof
Mathematical Representation
b. Content Standards:
Number and operation
Algebra
Data Analysis and Operation
Science Skills:
a. Science Inquiry Skills:
Classifying
Communication
Interpreting Data
Gathering and Organizing Data
Holistic Guiding Question (Essential Question) & Motivational Activity: Display the question: What is your weight, height, age, or clothing size Ask children if they know their ages, heights, weights or clothing sizes. Discuss briefly the various weights, heights and clothing sizes. Tell children that although they are in the same grade, class or in the same age group all of them are not the same. Point out how some children weigh differently in pounds and ounces. Some are taller and others are shorter. Encourage them to notice how some may wear the same sizes in clothing and some do not. Tell children that there is a way to collect and compare this data. Then display it accurately on a graph. Read aloud: The Great Graph Contest by Loreen Leedy. Discuss the characteristics of graphs displayed in the book. Say: “Today we will be able to observe, collect and graph data with our shoe sizes.” Have students divide into cooperative groups of four. Then guide them as they collect shoe sizes and organize data using a bar graph.
Behavioral Objective(s): Students will be able to collect, sort, tally, and graph data.
1) Students will be able to generate whole numbers from tally marks.
2) Students will collect data and tabulate in a tally chart.
3) Students will use data in a tally chart to draw and interpret a bar graph.
4) Students will draw conclusions and answer questions from the bar graph data.
MST Standards:
Standard 1: Students will use mathematical analysis, scientific inquiry, and
engineering designs, as appropriate, to pose questions, seek answers, and develop solutions.
Benchmark: The students generate whole numbers from tally marks and collect
data and tabulate in a tally chart. Students draw conclusions and answer questions
from tally-chart and bar graph data.
Standard 4: Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.
Benchmark: Students use data in a tally chart to draw and interpret a bar graph.
ELA Standard:
Standard 1: Students will read, write, listen, and speak for information
and understanding.
· Read unfamiliar texts to collect data, facts
and ideas
· Use text features, such as captions, charts, tables, graphs, maps, notes, and other visuals to understand informational texts, with assistance
· Identify and interpret facts taken from maps, graphs, charts, and other visuals
Benchmark: Students draw conclusions and answer questions
from tally-chart and bar graph data.
.
Procedures:
1. Introduce the lesson by discussing differences and similarities in weight, clothing sizes, ages and heights. Explain how this information can be organized into a graph.
2. Reading aloud The Great Graph Contest by Loreen Leedy to motivate the students and prepare them to collect and graph data.
3. Instruct children to remove their left shoe and form a line of shoes in front of the classroom.
4. Assign groups of four students to work as a team. Ask students to observe, record, and gather some information about the shoes.
5. Have students to work together in their group to discuss their observations.
6. Invite children to share their findings and display the information on a chart paper.
7. Direct students to attention back to the graphs displayed in the book. Ask how we can use one of the graphs to show the information gathered.
8. Then use a tally chart to organize shoe sizes. Discuss the results data table pertaining to shoe sizes.
9. Remind children how a bar graph is drawn using vertical and horizontal bars to represent data. Encourage and guide students to graph the data pertaining to shoe sizes, type or color.
Materials:
Graph Paper
Book: The Great Graph Contest, by Loreen Leedy
Pencils
Crayons/Colored Pencils
1 left shoe per student
Close-Ended Questions:
“Were there any similarities or differences?”
“Would you be able to show shoe sizes using a graph?”
Open-Ended Questions:
“How would you compare or classify the shoes into categories?”
“How would you display this data on a graph?”
Accommodations: Adjust the activity to address auditory, kinesthetic, tactile, and visual. Share data results with other second grade classrooms in the school. Make comparisons between the classrooms. For example, ask: Which is the most popular shoe size in Ms. Gonzalez’s class? Is it the same shoe size group as in our class? Do you think that all children have the same shoe sizes in the second grade?
Assessment: Watch for children who have difficulty transferring the results from the tally chart to the bar graph. Assess students as they use the data to make a bar graph.
Behavioral Objectives / Above Grade Level3 / On Grade Level
2 / Below Grade Level
1
Worked cooperatively in groups to discuss data. / Group works as a team. Taking turns to discus results. Shared ideas and responsibilities respectfully. / Group worked well together. Shared some ideas and responsibilities. / Group did not cooperate with one another. Did not work well together. Did not listen to or respect other group members’ opinions.
Collect and
organized data / Use tally marks to collect and organize data on a tally chart. / Organized some of the data in order using the tally chart. / Data was not data was insufficient and unorganized.
Analyze and interpret information in a bar graph / The results are presented in the bar graph correctly. / Some of the information was interpreted on the graph correctly. / Most of the information in the graph is incorrect.
Bibliography: Leedy, L., (2006). The Graph Contest. Reed Elsevier Inc.