TEKS: (10) Data analysis. The student applies mathematical process standards to to organize data to make it useful for interpreting information and solving problems. The student is expected to: (B) organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more; (D) draw conclusions and make predictions from information in a graph.
Concept: Creating bar and pictographs and using graph data to solve a problem, analyze a set of data or make a prediction (TEKS 2.10.B/D)
Objective: Students will create a bar graph to represent a set of collected data and use the bar graph to analyze and make predictions about the set of collected data.
Concept: Creating bar and pictographs and using graph data to solve a problem, analyze a set of data or make a prediction (TEKS 2.10.B/D)
Objective: Students will create a bar graph to represent a set of collected data and use the bar graph to analyze and make predictions about the set of collected data.
mini lesson with mrs. millan
manipulative activity
Students will each be given a small bowl of red, blue, green, orange, brown and yellow M&M’s and a piece of paper that is set up as a bar graph. The bar graph will have 5 sections, each represented by a color. The students will stack the M&M’s in their respective columns as their “bars” and then analyze the data. At the bottom of the page, there will be questions based on the data and bars that students will have to answer.
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technology activity
Kids’ Zone: Create a Graph!
http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=e313183161e444fbb0dd54a659f7d86f
http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=e313183161e444fbb0dd54a659f7d86f
paper & pencil activity
LITERATURE Connection
Assessment |
proficiency rubric |
Teacher will provide students with a tally table of the different hair colors in the class (brown, blonde, black) and give it to the student. Based off the tally marks showing what number of students in the class have which hair color, the student will create a bar graph and fill it out according to the tally table. This will measure the student’s ability to 1) analyze data, 2) recognize the significance and meaning of tally marks and 3) translate one set of data into another set of data in the form of a bar graph.
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