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Lesson - Double Bar Graph

The lesson plan is for a grade 4 math class on double bar graphs. Students will review single bar graphs and be introduced to double bar graphs, graphing high and low temperatures on their mini whiteboards. They will then complete a double bar graph assignment in their workbook and have their work checked before doing math assignments on their chromebooks. The lesson involves modeling, formative assessment using whiteboards, and differentiation of instruction for struggling students.

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1K views

Lesson - Double Bar Graph

The lesson plan is for a grade 4 math class on double bar graphs. Students will review single bar graphs and be introduced to double bar graphs, graphing high and low temperatures on their mini whiteboards. They will then complete a double bar graph assignment in their workbook and have their work checked before doing math assignments on their chromebooks. The lesson involves modeling, formative assessment using whiteboards, and differentiation of instruction for struggling students.

Uploaded by

api-382694630
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLAN

Grade: 4 Math Lesson Title: Double Bar Graphs Lesson Duration (mins): 40 min

Overview of lesson

We will review elements of a single bar graph and introduce the final concept of double bar graphs. Students
will use their mini whiteboards to graph the high and low temperatures in Blairmore while the teacher models
this on the big whiteboard as well. Students will be encouraged to share their results and ideas with the class.
Students will then work on the double bar graph assignment (page 143) in their Jump Math 4.1 workbooks.
Once students have completed this assignment they will get their worked checked by a teacher in the room and
will be given permission to move onto their chrome books and work on their Mathletics assignments.

Alberta Program of Study:


GLO /GLE: SLO/SLE
 Collect, display and analyze  Construct and interpret pictographs and bar graphs involving
data to solve problems. many-to-one correspondence to draw conclusions

Critical Questions
Unit Inquiry Question: N/A

Lesson Guiding Questions:


 What are the elements of a bar graph?
(Axis –x and y, Scale, Labels, Title, Data)
 What do we need to add to our double bar graph that is different than a single bar graph?
 What is the difference between a double bar graph and single bar graph?
 Who remembers the high temperature for today in Blairmore?
 Represent a pictograph on the board – one circle equals 2 (how much is this)

Learning Objectives Teaching Strategies


Students will…  Using mini whiteboards as a form of formative assessment to provide a
quick check of student understanding regarding double bar graphs.
 Students will demonstrate  Having a form of reward (working with technology) at the end of class if
the main elements of a bar they complete their assignment in their work book. This provides an
graph and double bar graph incentive for students who typically do not comply.
 Students will identify the  This lesson provides multiple formative checks to ensure student
differences and similarities understanding by using mini whiteboards, checking their workbooks, and
analyzing their Mathletics results on the chrome books.
1
of single and double bar  Modelling the graph on the board (I do, we do, you do structure)
graphs
 Students will interpret
weather forecasts and
represent this data on a bar
graph
Differentiation Accommodation Modification
The bar graph will be modeled on the board for
students who may struggle with the task. They
can then work through the concept as we go and
copy directly from the board. 2 teachers will be in
the room so students will be able to ask questions
and get 1 on 1 help from the teachers. If a few
students are having difficulties, this group can be
brought to the back table and work in a small
group with Ms. Funk or I. Students will be
rewarded at the end of class by working on
chrome books for Mathletics which provides
them with an incentive to work through their
Jump Math books.

Assessment
Formative: Observation/Anecdotal as students answer questions in class discussion and come up to the board
and engage with the problem to fill in their thought patterns of how they found an answer. When students
hand in the graphs this will act as an exit slip to gauge if students understood the content and the 4 key points
of labelling a graph, axis, scales, and data as well as providing a legend/key for a double bar graph. A formative
assessment will also take place to check students understanding as we examine and look over their workbooks
to move onto Mathletics. Additionally, we can view students marks and progress in Mathletics and questions
that they may have struggled with.

Summative Assessment: N/A


Learning Resources

Resource #1: Jump Math 4.1


Resource #2: Mathletics
Material and Equipment

 SmartBoard (weather forecast)


 Mini whiteboards
 Jump Math books 4.1

Lesson Procedures

2
Introduction (15 min.):

Transition to Introduction:
Have students come sit on the floor at the front of the room and grab a whiteboard and whiteboard marker.
Introduce to students that we are going to be learning about double bar graphs which is similar to what we
have already learned about bar graphs (title, label, scale, data, axis) but it now has a key showing what each
type of bar means and represents (acts as a comparison between categories). Draw this up on the bar by
illustrating students who like dog vs. cats and walk through creating a key for this.

Introduction:
Pull up the weather forecast for Blairmore and inform students that we are going to create a bar graph on our
white boards of the highs and lows for the next 3 days (rough sketch as we have done multiple examples using
graphing paper already). Model this process on the board by drawing and reviewing the x and y axis. Prompt
students to share some titles that may be appropriate for our bar graphs. Model to students the appropriate
labels we will put on our graphs and prompt students to identify an appropriate scale to use according to the
weather data. Emphasize the importance of recognizing the high and low numbers so we can begin to identify a
proper scale. Finally, address the major element of a double bar graph and its importance (the key) as this
provides the reader with the proper information to interpret and make sense of your graph – which bar
represents what category. After you have modelled the first day have students try the following days and circle
around the front of the room to see what students are understanding this and who may need help. When
students are finished they can turn their boards towards you to do a quick check of their work. Fill in your bar
graph on the board now by calling on students to share what they have done on their graphs.

Transition to Learning Activity #1:


Provide students with instructions but say “do not move until I say go”. Discuss with students that they will now
be assigned page 143 in their Mathletics work books for double bar graphs. Once they have completed this
page they will get their work checked by either myself or Ms. Funk in order to move onto the assignments on
Mathletics. Have students erase their boards and put them back in their appropriate bin and sit in their desks.
Have 3 student’s handout the Jump math books.
Body (20 min.):

Learning Activity #1:


Students will return back to their desks and work on page 143 in their Jump Math books. Circulate the room
and address any questions that students may have. When students have completed this page, they can show
either myself or Ms. Funk that they are complete in order to move to the next task.

Learning Activity #2:


Students will take out a chrome book from the laptop cart and sign into Mathletics and complete their assigned
work.

Closure ( 5 min.):

With 5 minutes left of class, students will log off and plug in their laptops. The remainder of the students who
may not finish their Jump Math assignment will place their book in the appropriate bin. Have students sit on the
floor in the front of the room ready to answer questions to go line up by the door for recess. Ask students to
raise their hand if they want to share their answers about bar graphs. If the student gets the answer right they
can go line up by the door. Continue this as a closure until the bell rings and release the rest of the class.

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