EEU 309 adapted lesson plan graphing

Teacher Candidate: _Candace Katen_________________________________________________ Date: __10/2/18_____________________
Cooperating Teacher: __Ms. Richards___________________________________________ Coop. Initials: ________________
Group Size: __small group______________ Allotted Time: _50 min ____________ Grade Level: __4th Grade_______________
Subject or Topic: _____Displaying Data______________________________________ Section: _____________________
STANDARD: (PA Common Core):
Standard - CC.2.4.4.A.2
Translate information from one type of data display to another.
I. Performance Objectives (Learning Outcomes)
 The students will be able to create a bar graph by transferring the data from the pictograph and
include appropriate labels, a key, and title.
 The students will be able to write at least one thing they learned about either pictographs and or bar
graphs on their white boards.
II. Instructional Materials
 3 pictures of pictographs for smartboard and each table
 3 pictures of bar graphs for smartboard and each table
 Chart paper (1 sheet)
 Marker for chart paper (1)
 Sticky notes (1 per student)
 pencils (1 per student)
 sheets of blank paper (2 per student)
 markers (2 packs per table)
 crayons (2 packs per table)
 colored pencils (2 packs per table)
 white boards (1 per student)
 dry erase markers (1 per student)
 white board erasers (1 per student)
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)
prerequisite skills: pictographs, addition, multiplication
key vocab:
bar graph - illustrates numerical data using parallel bars
data - information or list of facts
key - a system where symbols are used to represent numbers
interval - amount of space between two numbers
big idea: To see how data can be transferred from one data display to another.
new content: bar graphs, intervals, transfer of data between a pictograph and a bar graph
IV. Implementation
A. Introduction –
a. Review pictographs. Have pictures of pictographs on the smartboard when students come into the
room. Have the same pictures of pictographs for each group to look at on their tables as well.
b. Does anyone remember what this is called? What do these pictures remind you of? Hint: We used
these in our last math unit. Turn and talk with your partner and then we will discuss as a class.
c. Okay, what is this a picture of? (a pictograph) What characteristics make you say that? (pictures,
key, different categories) What is this pictograph representing? (the student’s favorite fruit, favorite pizza
toppings, favorite pets) Why is the key important in a pictograph? (lets learners know what each picture
represents, how many objects are represented by each picture) What are other topics that we could use to
make a pictograph as a class? Let students give ideas and write them on the board. (eye color, hair color etc.)
Does anyone have questions so far?
d. Decide on the class topic. Students choose eye color for example. Determine which eye colors we
would use and how many eye colors. (4 different eye colors/blue, green, brown, grey)
e. How do we want to organize our information once we gather it? (have students share their ideas)
Students decide to draw a chart on chart paper with four columns labeled blue, green, brown, and grey.
f. How would we want to determine or figure out how many students have blue eyes, green eyes etc.?
Survey students based on what eye color they have by tallying on the chart paper. Have students write their
name on a sticky note and put it in the column with their eye color on the chart paper.
g. Have students count how many students are in each category of eye color. Have a student write
total number of students for eye color underneath each column.
h. Then, determine how to categorize each section of the pictograph and how many sections we will
need. We will also need a key. Remember the pictographs we looked at earlier. What does the key help the
learner know when looking at a pictograph? (the amount that each picture represents on the pictograph)
(section for title of pictograph and 4 sections, one for each eye color, key at bottom of pictograph)
i. What will our key look like since we decided our topic was eye color? (1 eyeball equals 1 student
for example)
j. Set up rough draft on smart board or chart paper. Let students be the ones to draw the pictograph.
Make sure to include a title, key, and labels.
k. Once pictograph is completely drawn, have students make any edits or changes if necessary. Give
time for students to ask questions.
B. Development –
a. Pictographs are not the only way we organize and display data. What is another way that
we can display information? (tally chart, line graph) Now we are going to introduce bar graphs. Does
anyone know what a bar graph is or what it looks like? Does anyone know any examples of bar
graphs? Turn and talk with a partner and then we will discuss as a class. Be ready to share at least
one thing with your group.
b. Have students share ideas about bar graphs. Explain that a bar graph is another way to
display information just like pictographs.
c. Show students some pictures of bar graphs. What do you notice about bar graphs from
these pictures? (colorful, labeled, title) Do any of them look similar or different from pictographs?
Why? (one has pictures instead of labels, one has numbers) Turn and talk with a partner and then we
will share our ideas together.
d. Let students share ideas and discuss. Does anyone have questions?
e. Now that we have reviewed bar graphs and pictographs, we are going to transfer our eye
color data from the pictograph onto a bar graph. Each of you are going to draw this bar graph as we
work together as a class to create it.
f. What do you think we should do first? (start with the title, Class Eye Colors and key, each
eye color matches the color chosen for the boxes in the key) Is everyone okay so far?
g. Now we are going to create the labels. How should we set up the labels? (write each eye
color name along the bottom so four different sections, on the side would be the numbers so 1-20
which could be written in intervals of two, explain what intervals are and why it is more efficient)
h. Now we are going to create our parallel bars for each eye color. Have students refer to
tally chart created with how many students were counted for each eye color. Have students color the
bar graph and use the colors associated with each eye color to prevent confusion. Remember each
bar will be colored up until you reach the number that we wrote on the tally chart earlier. Ask if
students have any questions.
i. Once all the bar graphs are finished, have students’ hand in their copies.
C. Closure – Review the difference between a pictograph and a bar graph.
a. Now you all are each going to receive a picture of a pictograph. I want you to study this
picture of a pictograph and discuss with your table what it is representing.
b. Have each group share something they noticed about the pictograph.
c. Now I am going to hand out a sheet of paper. You are going to work individually to make a
bar graph. The only catch is that you are using the pictograph information to create your bar graph just like
we did earlier as a class.
d. Please remember to work by yourself because you will be handing this in to me! All
materials and supplies you will need are at your tables. Do not be afraid to ask any questions. Does anyone
have questions before you get started?
e. Once students have completed their bar graph, collect them.
f. Go back to the pictographs and bar graphs discussed earlier. What is one thing you learned
about pictographs or bar graphs that you did not know before? Write this on your white board and I will have
one person from each group share. Take a minute or two to write and then we will discuss as a class.
g. Have students hold up white boards and then let groups share their ideas. Let students ask
D. Accommodations / Differentiation  Have bar graph and pictograph outlined for student so all they must do is fill it in with the
 Allow students to have extended time on creating their bar graphs and pictographs.
E. Assessment/Evaluation plan
1. Formative - Students will hand in their bar graphs at the end of the lesson. I will
be looking for their bar graph to have the data correctly transferred from the pictograph by checking for
appropriate labels, a key, and a title. Students will also write one thing they learned about pictographs or bar
graphs on their white boards. I will be looking for at least one fact that they learned when they hold their
white boards up.
2. Summative
V. Reflective Response
A. Report of Students’ Performance in Terms of States Objectives (Reflection on students’ performance
written after lesson is taught, includes remediation for students who failed to meet acceptable level of
B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to
questions recorded after lesson is taught.
Please note:
Do not try to fit your lesson plan into the spaces on this format sheet. Scan this form or retype it. Adjust the
spacing to match the needs of your individual lessons.
After the cooperating teacher has approved and initialed the plan, any recommendations or revisions should
remain on the plan.
VI. Resources
Charles, R. I. (2005). Mathematics. Glenview, IL: Pearson, Scott Foresman. lesson 4-6 and lesson 4-8
Clipart, P. (n.d.). Bar graph for kids’ clipart. Retrieved September 21, 2018, from
Double Bar Graph Worksheet. (n.d.). Retrieved September 21, 2018, from
Graphing and Data Analysis in First Grade. (n.d.). Retrieved September 21, 2018, from
Pictographs - BrainPOP Jr. (n.d.). Retrieved September 21, 2018, from
Pictograph for Kids. (2018, February 27). Retrieved September 21, 2018, from
Picture and Bar Graphs - Lessons - Test Teach. (n.d.). Retrieved September 21, 2018, from (n.d.). Retrieved September 21, 2018, from
Pictograph Examples
Bar Graph Examples