EDUC 2220- Educational Technology Lesson Plan

Data Analysis and Graphing

McKenzi Staheli
Second Grade/Mathematics

Common Core Standards:

Represent and interpret data
2.MD.10 Organize, represent, and interpret data with up to four categories; complete picture graphs when
single -unit scales are provided; complete bar graphs when single -unit scales are provided; solve simple put
-together, take -apart, and compare problems in a graph.

Use digital learning tools and resources to construct knowledge

K-2.ICT.3.a. Develop basic skills for gathering and organizing information from multiple digital learning
tools and resources to build knowledge.
K-2.ICT.3.c. Collect, record and organize observations and data during student explorations using digital
learning tools and resources.

Lesson Summary:

This lesson is designed to build students comparing data skills via graphs, charts and diagrams. It allows
students to learn how to collect data based on real life scenarios and learn about different ways to present
information they have found from gathering the data. Students will also be able to compare and contrast
objects and solve word problems from different kinds of graphs.

Estimated Duration:

30 minutes each day for five days= 150 minutes

Commentary:

This five-day lesson is intended to enhance student’s math skills when comparing data. Each student should
be able to gather data to create a type of graph to represent that data as well as effectively be able to read a
graph based on information provided. I anticipate learning about multiple different graphs in one lesson may
be a challenge, but I intend to get my students hooked into the lesson by demonstrating each topic with real
life situations. Also, the M&M activity is first, and I believe students will enjoy eating their snack.
Instructional Procedures:

Day 1:

First 10 minutes: The students will be participating in a pre-assessment to address the skills they already
know and the skills they still need to learn. (See Pre-Assessment category down below for more
information). This activity will transition to the introductory activity of the day about how to represent
information from our findings.

Last 20 minutes: In the introductory activity, students will each be given a snack size bag of M&M’s.
Students will open bag to count and sort the colors of the M&M’s in their bags. After gathering the
information, students will represent their findings on a bar graph as they will color in a bar graph to show
their work. I will be walking around to help students if they have questions or want to share. After the lesson
is over, students can eat their M&M’s.

Day 2:
First 10 minutes: I will read aloud to the class with a book called Tally O’Malley by Stuart J. Murphy. We
will then discuss the importance of using tallies and what we liked about the book as we transition to an
activity.
Next 10 minutes: Next, we will be standing up in a circle in the classroom. I will ask the class to divide into
groups based on what color shirt they are wearing that day. We as a class will gather data using tally marks
to represent the different colored shirts. I will ask questions to engage the students in discussion. What color
shirt had the most tallies? What color shirt had the least tallies? Which two colors had the same number of
tallies? Etc.
Last 10min: I will have the students work in groups to create a bar graph based on the information we found
in class. Once everyone finishes, we would share to see if we collected the same data.
Day 3:
First 20 minutes: We will be learning about Venn Diagrams, another type of graph to represent information
that can we gathered. Using the Smart Board, I will show the students a google slide presentation where we
as a class will learn ways to use a Venn Diagram. Examples will be about animals on land vs. in the water
and apples and oranges. Students will be learning about comparing and contrasting objects to be able to
think about making their own Venn diagram which transitions into our next activity.
Last 10 minutes: We will practice by creating our own Venn diagrams in our journals. I will be walking
around if anyone needs extra help or ideas.

Day 4:
First 10 minutes: We will use YouTube to see a read aloud for the book Lemonade for Sale by Stuart J
Murphey.
Next 20 minutes: We will work on word problems via Smart Board as a class. For example, I will ask
questions like these. On what day did the kids sell the most lemonade? On what day did the kids sell the
least amount of lemonade?
Day 5:
First 20 minutes: We will have a fun team game review of everything we have learned via Jeopardy Power
Point on the Smart Board.
Last 10 minutes: Students will participate in the post assessment. (See post assessment category down below
for more information.)

Pre-Assessment:
Prior to the first part of the lesson, the students will participate in a pre-assessment to address the skills they
already know and skills they still need to learn. : To begin the pre-assessment, I will have four different
candy options listed on the smart board including Kit Kats, Sour Patch Kids, Nerds, and M&M’s) I will have
each student go up to the Smart Board and make one tally mark next to their favorite type of candy. After the
results are in, I will ask the students to use their I pads to complete a quiz that will ask questions about their
findings. How many tally marks are under Kit Kats, Sour Patch Kids, Nerds and M&M’s? How many tally
marks are their total? Which candy has the most/least tally marks? Etc. This quiz will be completed through
Kahoot. I will then demonstrate how to use this information to transform it into a bar graph for the
introductory lesson.
Scoring Guidelines:

Scoring guidelines for the pre-assessment will be participation points. There will be no actual grading
because I am using the quiz as a form of assessment to see how much the students already know and
what they still need to work on. This quiz will show me what skills I can use and how fast I can go
throughout this lesson.
Post-Assessment:
On the fifth day of the lesson, the students will be asked to pull out their I pads to complete another quiz on
Kahoot. This quiz will be graded. It will contain questions about everything we have learned through the
week’s lesson including questions about bar graphs, Venn diagrams and using graphs to solve word
problems. The point to a post assessment is to document what each student has learned over the course of
this lesson.

Scoring Guidelines:
There will be a total of ten questions all worth one point each allowing students to receive up to ten points.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students:
https://classace.io/learn/math/2ndgrade
Class ace is an interactive learning platform for children who need more practice learning new topics. On
Class Ace, students can learn on their own and move at their own pace. Each lesson is divided up by each
grade level and has step by step instructions will text to speech features along with videos for extra
clarification of the topics. Another great thing about Class ace is the practice log that comes with using this
platform. The practice log keeps track of your skills based on what you still need extra help with and the
skills you have mastered as well.
I as the teacher can also prepare activities with challenging questions to see how advanced the students are
learning this topic.

Discuss additional activities you could do to meet the needs of students who might be struggling with the
material:
https://www.mathgames.com/graphing
Math games can help students who are struggling with the material by engaging in extra interactive practice.
The thing I like most about this platform, is that you can go back to earlier grades for review on graphs and
analyzing data to sharpen your skills before going up in grade levels.

Extension
https://www.ixl.com/math/grade-2
ixl.com is a platform used for extra practice. In category R, there are a variety of interactive activities for
student to participate in giving them extra practice and new skills for data and graphing. Students can benefit
from using it because there is an abundance of different questions for each type of graph we have learned
throughout this lesson.

Homework Options and Home Connections

https://jr.brainpop.com/math/data/tallychartsandbargraphs/
One example of a homework option could be using a website called Brain Pop Jr. at home. Families can
watch interactive videos with their children and then choose two activities from the list under the video to
complete together. The video explains what tallies and bar graphs are in a unique and fun way. Then below
the video are different activities to choose from the apply what you have learned. These activities include
quizzes, making a map, word play, games, drawing, talk about it, write about it and many more.
Another example of homework and home connections are for children to ask their families questions about a
topic to gather information for tallies in order to make a type of graph of their choosing. For example,
children can ask their families about what their favorite sport is? Where they would like to travel? Or how
many pairs of shoes each family member owns. Then children can show their families how to make graphs
on a Power Point based on the data they have collected.

Interdisciplinary Connections
Art: Students will have the opportunity to create their own bar graph, tally chart, pictograph, or Venn
diagram using a variety of materials from paper and crayons to Smart Board art. For example, on the first
day the students used crayons to fill in a bar graph based on the color of M&M’s from their snack size bag.
Reading: Students will have the opportunity to read and solve math word problems based on a graph give to
them.

Materials and Resources:

For teachers Smart Board and Smart Board pens, PowerPoint, prepared Jeopardy game, Excel for
bar graphs, Links to websites and apps (See lesson plan), worksheets, books for read
aloud, Snack size M&M bags, and prepared quizzes on Google classroom.

For students Smart Board and Smart Board pens, I pads, apps and websites downloaded to I pads
(PowerPoint, brain pop jr, ixl.com, mathgames.com, and classace.com), snack size
M&M bags, crayons, markers, paper, and pencils.

Key Vocabulary
Data analysis, graphs, horizontal line, vertical line, bar graphs, Venn Diagrams, tally charts, Pictographs,
compare and contrasting.

Additional Notes