Name:

Robby Craig

Grade Level:
Kindergarten

Approximate Time:
2 sessions, 30 minutes

Objective:
The students will chart and organize using objects.

IN Standard:
MA.K.1 2000 - Number Sense
Students understand the relationship between numbers and quantities up to 10, and that a
set of objects has the same number in all situations regardless of the position or
arrangement of the objects.

Indicator:
MA.K.1.9 2000
Record and organize information using objects and pictures.

Content:
The students will chart different flavors of ice cream within the class. After completion
of the in class activity, they will be going home to chart their familys favorite ice cream. Upon
returning to class, the entire class will have complete a chart of all of the students and students
familys favorite ice cream.

Materials/Media/Technology:
Ice cream cutout with student names on them, tongue dispensers, glue, crayons, magnets,
chalk/whiteboard, pre-constructed chart on chalk/whiteboard, chalk, dry erase markers.

____________________________________________________________

PRE ASSESSMENT:
The students will be asked their favorite food. As a class the choices from each student
will be charted on the board using dry erase marker or chalk. Students will be asked as a
class to determine how many are under pizza, spaghetti, cereal, etc. As a class, numbers
will be charted in the legend of the graph.

I. MOTIVATION:
After completing the pre-assessment, students will make their own ice cream
chart icons with their names on them. These will be used to chart on the
chalk/whiteboard every students favorite ice cream flavor among strawberry, chocolate,
vanilla.

GOAL FOR LEARNER:
The students will be able to chart objects, and depict an already completed chart.

II. PROCEDURE:

1. Pre-assessment
2. Initiate attention by requesting to the students that we do another chart.
3. Using pre-made printed out ice cream scoop, have the students personalize them by
coloring what they would want their ice cream to look like. The more creativity they are
allowed to use, the better the motivation is.
4. After personalizing each ice cream scoop, the students will then glue a small magnet to
the back of their scoop. (With teacher help)
5. Students will be chosen one at a time to come put their ice cream scoop on the chart in
the spot for their favorite flavor.
6. After all students have had a turn, the chart will be recorded into how many chose each
flavor
7. Students will count along with the teacher to record each flavor.
8. While recording it on the board, students will be recording it onto their own paper as
well. This will not only allow them to have ownership, but to be able to practice writing
their numbers as well.
9. Students will then be asked to have a parent/guardian help to record the favorite flavors
in the household.
10. The students will bring back their results the next day, when we will add to the current
chart.
11. After all numbers are recorded, the students will have another opportunity to add all
numbers in the flavors to the chart.
12. The final chart will be posted onto a wall for the students and visitors to see until the end
of the ice cream unit.

PRIOR KNOWLEDGE:
Students will have the prior knowledge of counting. The charting will be all new
material.

NEW INFORMATION:
Students will learn how to chart objects and record the numbers from the chart.

CHECKING FOR UNDERSTANDING:
Do the students understand how a chart is created? Is the chart basic enough for the
students to understand?

MODELING:
I will be creating the chart on the board. They will start with their favorite food, before
creating their ice cream scoop marker. I will also have a completed ice cream scoop
marker for them to see the finished project while creating their own.

GUIDED PRACTICE:
The students will be asked one at a time to come to the board to post their ice cream
scoop on the chart. This will be done as an entire class.

CHECKING FOR UNDERSTANDING:
Do the students understand how the chart works, in regards to where they need to place
their marker?

PRACTICE:
The entire class will do this lesson together with instruction. The practice will be for
them to record the numbers on the board onto their own papers.

POST ASSESSMENT:
The students will be adding the numbers from home onto the chart without any teacher
guidance. (Formative)

EXTENSION:
The students will have an opportunity to make charts on a whiteboard while in groups.

CLOSURE:
The students understood how to chart well. They can take this lesson home to chart
multiple different interests in their lives. I could have broken the students into smaller
groups to chart different topics after the lesson.

III. EVALUATION:

RUBRIC:


Graphing :
Charting Ice Cream Flavors

Teacher Name:
Mr. Craig



Student Name: ________________________________________

CATEGORY 4 3 2 1
Type of Graph
Chosen
Graph fits the data
well and makes it
easy to interpret.
Graph is adequate
and does not distort
the data, but
interpretation of the
Graph distorts the
data somewhat and
interpretation of the
data is somewhat
Graph seriously
distorts the data
making interpretation
almost impossible.
data is somewhat
difficult.
difficult.
Units All units are
described (in a key or
with labels) and are
appropriately sized
for the data set.
Most units are
described (in a key or
with labels) and are
appropriately sized
for the data set.
All units are
described (in a key or
with labels) but are
not appropriately
sized for the data set.
Units are neither
described NOR
appropriately sized
for the data set.
Neatness and
Attractiveness
Exceptionally well
designed, neat, and
attractive. Colors that
go well together are
used to make the
graph more readable.
A ruler and graph
paper (or graphing
computer program)
are used.
Neat and relatively
attractive. A ruler and
graph paper (or
graphing computer
program) are used to
make the graph more
readable.
Lines are neatly
drawn but the graph
appears quite plain.
Appears messy and
\"thrown together\" in
a hurry. Lines are
visibly crooked.

Date Created: Mar 03, 2013 08:21 pm (CST)