read bar graphs - stroopers education · dance soccer music our favorite after-school activity 0 1...
TRANSCRIPT
Professional Development Videos
About the MathProfessional Development
Professional Development Videos
LESSON AT A GLANCE
LESSON 10.3
587A Chapter 10
Interactive Student Edition
Personal Math Trainer
Math on the Spot Video
Teaching for DepthA picture graph uses a picture or a symbol to represent each thing, and children need to count the pictures or symbols in a row to determine the number. A bar graph uses shaded bars to represent data, and children need to look at the length of the bar to determine the number.
In order to analyze and interpret data on a bar graph, it is important for children to correctly label the parts of a graph.
• Each bar graph needs to have a title reflecting the data that has been collected.
• Each axis of the bar graph needs to be labeled. After identifying the categories of data, each category should be labeled with a word or a picture. The number of items needs to be labeled on the other axis, starting with 0.
Read Bar Graphs
Learning ObjectiveAnalyze and compare data shown in a bar graph.
Language ObjectiveChildren use a bar graph to point out to another child how to read a bar graph to find the number that a bar shows.
MaterialsMathBoard, two-color counters
F C R Focus:Common Core State Standards
1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
MATHEMATICAL PRACTICES (See Mathematical Practices in GO Math! in the Planning Guide for full text.)MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically.
F C R Coherence:Standards Across the GradesBeforeK.MD.B.3
Grade 11.MD.C.4
After2.MD.D.10
F C R Rigor:Level 1: Understand Concepts....................Share and Show ( Checked Items)Level 2: Procedural Skills and Fluency.......On Your Own, Practice and HomeworkLevel 3: Applications..................................Think Smarter and Go Deeper
F C R For more about how GO Math! fosters Coherence within the Content Standards and Mathematical Progressions for this chapter, see page 571J.
FOCUS COHERENCE RIGOR
ENGAGE1Daily Routines
Common Core
Lesson 10.3 587B
with the Interactive Student Edition
Essential QuestionHow can you read a bar graph to find the number that a bar shows?
Making ConnectionsInvite children to tell you what they know about graphs. Have them talk about the different places they have seen graphs.
Why is information sometimes presented in a graph? Possible answer: Graphs make information easier to see and compare.
Learning ActivityGuide children in reading and interpreting the information displayed in the bar graph.
• What do the bars on the bar graph show? the number of tomatoes, peppers, and carrots the gardener planted
• Which vegetable did the gardener plant the most of? The gardener planted more peppers.
Literacy and MathematicsChoose one or more of the following activities.
• Display a number of crayons of different colors. Invite children to write a paragraph explaining how a bar graph can be used to show information about the crayons.
• Invite children to write one question about the bar graph from the lesson. Select a few questions to read aloud. Call on volunteers to answer.
1 23 4 Fluency BuilderMaking TensWrite the following number sentences.
Ask children to explain how they can use the make a ten strategy to rewrite and solve each number sentence.
9 + 6 = _____ 9 + 1 + 5 = 15
8 + 7 = _____ 8 + 2 + 5 = 15
9 + 8 = _____ 9 + 1 + 7 = 17
Children can draw a ten frame if necessary to find the sums.
Problem of the Day 10.3Calendar Math Place adhesive notes on different numbers of days for each week of
this month. Which week has the most notes? Which week has the fewest notes? Answers will vary.
Vocabulary bar graph
How can you read a bar graph to f ind the number that
a bar shows?
Common Core Fluency Standard 1.OA.C.6
Interactive Student EditionMultimedia Glossary e
1 23 4 Pages 50–51 in Strategies and Practice for Skills and Facts Fluency provide additional fluency support for this lesson.
Type of Sneaker We Are Wearing
Each stands for 1 child.
no laces
laces
ListenListen
MATHEMATICAL PRACTICES 3MathTalk
Name
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
Com
pany
Chapter 10 fi ve hundred eighty-seven 587
Write a question about the graph.Use to help solve the problem.
Read Bar GraphsEssential Question How can you read a bar graph to find the number that a bar shows?
Lesson 10.3
HandsOn
FOR THE TEACHER • Read the following problem. Emma’s class made this picture graph. What question could Emma’s class answer using the graph? Write the question and the answer.
Apply Describe how the class made this picture graph.
Measurement and Data—1.MD.C.4
MATHEMATICAL PRACTICESMP3, MP4, MP5
Math Talk: Possible answer: Each child drew a circle in the graph to show if he or she was wearing sneakers with laces or with no laces.
Possible question: How many children are wearing sneakers with laces?
Answer for possible question: 10 children
EXPLORE2
Kin
ds o
f S
nacks
Number of Children
Our Favorite Snack
0
apple
pretzel
yogurt
1 2 3 4 5 6
Name
The longest bar shows the
snack most children chose.
Read Bar Graphs
A bar graph uses a bar to show how many.
This graph shows 6 children chose .
Use the bar graph to answer the question.
1. How many children chose ? 2 children
2. How many children chose ? 4 children
3. Circle the snack the most children chose.
4. Circle the snack the fewest children chose.
Lesson 10.3Reteach
10-9 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company
Acti
vit
ies
Number of Children
dance
soccer
music
Our Favorite After-School Activity
0 1 2 3 4 5 6 7 8 9
Name
Bar Graph CluesUse the bar graph to complete each sentence.
1. 3 more children chose soccer than dance.
2. 2 fewer children chose music than soccer.
3. 11 children chose dance or music.
4. If 3 more children chose dance, then the bar graphwould show 8 children for dance.
Writing and Reasoning How can you tell without counting if more children chose soccer than music? Explain.
Lesson 10.3Enrich
than the bar for music.
Possible answer: The bar for soccer is longer
10-10 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company
DifferentiatedInstruction1
2
3
587 Chapter 10
LESSON 10.3
Enrich 10.3Reteach 10.3
ListenMaterials two-color countersRead the following problem aloud to the class.
Emma’s class made this picture graph. What question could Emma’s class answer using the graph?
• What do you need to write? a question about the graph
• What information does the picture graph show? Possible answer: The graph shows the numbers of children wearing laces or no laces on their shoes.
• What is one thing you learned from this graph? Possible answer: There are more children wearing laces than no laces on their shoes in Emma’s class.
After writing their questions, have children exchange papers with a classmate. Have the classmate answer the question, and then have the child check the answer.
MathTalk
MP3 Construct viable arguments and critique the reasoning of others. Use Math Talk to focus on children’s understanding of how to make and read a picture graph.• How could you change this graph to show
other kinds of shoes you and your friends wear? Possible answer: Children can suggest shoes to add to the graph, such as sandals or boots.
ELL Strategy: Model Language
Direct children’s attention to one of the graphs illustrated in the text.Explain that graphs provide information.• What information can we get from
this graph?Model questions and answers about the graph. Write sentence frames on the board as you model: How many _____? How many more _____? How many fewer _____?Direct children’s attention to another graph in the text. Encourage children to ask questions about the graph.
1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
HandsOn
Art
To
ols
Number of Children 0 1 2 3 4 5 6
markers
paintbrushes
crayons
Possible answer: Art Tool We Like
Model and DrawModel and Draw
Share and ShShare and ShShare and Show MATHBOARDMATHBOARD
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
Com
pany
588 fi ve hundred eighty-eight
Use the bar graph to answer the question.
In a bar graph, each bar shows information. You can compare the lengths of the bars. What title describes this graph?
1. How many children chose ?
6 —
children
2. How many childrenchose ?
2 — children
4. Which art tool did the fewest children choose? Circle.
5. Which art tool did the most children choose? Circle.
Touch the end of a bar. Look down to see the number of
children.
3. How many more children chose than ? 4 — more children
EXPLAIN3
Quick Check
If
Rt I RR1
2
3
Then
COMMON ERRORS
MATHEMATICAL PRACTICES
Advanced Learners
0 1 2 3 4 5 6 7 8 9 10
At the Aquarium
sea star
fish
eel
crab
At the Aquarium
sea star
fish
eel
crab
Lesson 10.3 588
Model and Draw MP4 Model with mathematics. Point out the bar graph and guide children through the model with the following questions.• How can you tell the length of the bar for
markers? I find the line at the end of the red bar and follow it down to the number 5.
• What does the red bar tell you? Possible answer: It tells how many children chose markers.
• What clues help you write a title for the graph? I use the labels for the rows and numbers.
• How can you tell your answer is correct? It describes the information in the graph.
Share and Show MATHBOARDMATHBOARDMBMMMBBBMATHABOARDMMMAAATHATHTHHAAAAAAAAATTAAAABOARDBOARDBOARD
Have children complete Exercises 1 and 2 by following the line down from the end of the bar for that tool to read the number. Have children explain how they solved Exercise 3.Use the checked exercises for Quick Check. Have children use MathBoards to show their solutions.
a child misses the checked exercises
Differentiate Instruction with • Reteach 10.3
• Personal Math Trainer 1.MD.C.4
• RtI Tier 1 Activity (online)
Error Children may have difficulty finding the value for a given bar in a bar graph.
Example For Exercise 1, they follow the line at the end of the blue bar and write 5.Springboard to Learning Some children may be distracted by all the elements in the bar graph and may be unable to focus on the one line to trace down to the bottom. Encourage children to hold a straightedge along the line at the end of a given bar to identify the corresponding number.
Logical / MathematicalIndividual / Partners
Materials 1-Inch Grid Paper (see eTeacher Resources), crayons
• Draw a bar graph on the Grid Paper as shown.
• Read aloud the following riddle.
I am thinking of a sea creature from the aquarium. I saw more of these than the number of eels. I saw fewer of these than the number of crabs. What creature am I thinking of? sea star
• Have children write similar riddles that can be solved with the graph. Have them trade with a partner and solve each other’s riddles.
Favorite Vehicle
Kinds of Vehicles
Num
ber
of
Chi
ldre
n
car truck dumptruck
0
1
2
3
4
5
6
ck
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
Com
pany
Name
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
Com
pany
• Im
age
Cred
its: (
car)
©Da
ve R
udki
n/Ge
tty Im
ages
; (tru
ck) ©
Stua
rt Ke
lly/A
lam
y; (y
ello
w tr
uck)
©Da
rryl
Bro
oks/
Alam
y
Chapter 10 • Lesson 3 fi ve hundred eighty-nine 589
6. How many children
chose ?
2 — children
7. How many children
chose
How many children
?
6 — children
8. How many children in all
chose and
ow many children in all
?
8 — children
10. Which vehicle did the most children choose? Circle.
11. SMARTER Order the vehicles from least to most votes. Write 1 for the least votes and 3 for the most votes.
MATHEMATICALPRACTICE 4 Use Graphs Use the
bar graph to answer the question.
1 —
2 —
3 —
9. How many more children
chose
How many more children
than ? 3 — more children
On Your OwnOn Your Own
DO NOT EDIT--Changes must be made through “File info”CorrectionKey=A
1_MNLESE341944_C10L03.indd 589 3/12/14 7:18 PM
ELABORATE4
Math on the Spot videos are in the Interactive Student Edition and at www.thinkcentral.com.
PROBLEM TYPE SITUATIONS
589 Chapter 10
On Your OwnMP4 Model with mathematics. If children answered Exercises 4 and 5 correctly, assign Exercises 6–11. This bar graph is in vertical orientation, and children have worked only with horizontal graphs so far. Point out that the number of children is now shown on the vertical axis and the kinds of vehicles are shown on the horizontal axis.
SMARTER
Exercise 11 requires children to use higher order thinking skills as they order the vehicles to show the results of the bar graph. Make sure that children use number 1 for the vehicle chosen by the fewest children.
DEEPER
To extend learning, have children write the three numbers showing the results of the bar graph. Ask them to write the numbers in order from least to greatest. Then ask children to write the numbers from greatest to least.• What is a quick way to reverse the order?
Possible answer: I can change the fi rst and third numbers and leave the middle number the same.
• Why does the middle number stay the same? Possible answer: The middle is still the middle in either order.
MP3 Construct viable arguments and critique the reasoning of others.• How could you use “greater than” and “less
than” to describe the middle number? Possible answer: The middle number is greater than one number and less than the other number.
Math on the Spot Video TutorUse this video to help children model and solve this type of Think Smarter problem.
Addition and Subtraction
Compare • Difference Unknown Exercises: 3, 9, 13
Put Together/Take Apart • Total Unknown Exercise: 8
DO NOT EDIT--Changes must be made through “File info”CorrectionKey=D
Differentiated Centers Kit
DIFFERENTIATED INSTRUCTION INDEPENDENT ACTIVITIESD
Math
How Our Jackets Are Fastened
Fast
ener
s
Number of Jackets1 2 3 4
zippers
buttons
0 5
TAKE HOME ACTIVITY • Have your child look through newspapers and magazines for examples of bar graphs. Talk about what information is shown in each graph you find.
Math
MATHEMATICAL PRACTICES
© H
ough
ton
Miff
lin H
arco
urt P
ublis
hing
Com
pany
590 fi ve hundred ninety
12. Kim puts on a jacket with .Add her jacket to the graph. Now how many jackets have ? 3 — jackets
3 — jackets
13. DEEPER Ed adds a row to the graph to show jackets with snaps. 2 fewer jackets have snaps than have zippers. How many jackets have snaps?
Use the bar graph to answer the question.
14. SMARTER Use the graph. How many more jackets have than
? Circle the answer.
7
5
3
more jackets have than .
EVALUATE5 Formative Assessment
MATHEMATICAL PRACTICES
Lesson 10.3 590
Children practice making and reading bar graphs in this game.
Children read the book and learn how to gather and compare data by making tally tables and graphs.
Children complete blue Activity Card 8 by making a bar graph.
GamesGraph Game
LiteratureMiss B’s Class Makes Tables and Graphs
ActivitiesPass the Bar
Essential QuestionReflect Using the Language Objective Have children use a bar graph to point out to another child how to answer the Essential Question.How can you read a bar graph to find the number that a bar shows? Possible answer: I match the end of a bar to the number below.
Math Journal Math
Use numbers and pictures to compare two items in a bar graph.
MP5 Use appropriate tools strategically. For Exercise 12, make sure children understand that the bar graph shows how many jackets are fastened with zippers or buttons.
DEEPER Multi-Step
For Exercise 13, children solve a multi-step problem by reading a graph and then comparing that data with information given in the problem. Children must first determine that 5 jackets have zippers. Then guide children to solve 5 − 2 to find how many jackets have snaps.
SMARTER
For Exercise 14, children interpret the information given in a bar graph to answer the question. If children choose 7, they may have added rather than compared the information in the graph. An answer of 5 indicates the number of zippers rather than an interpretation of the compared data. Children may need a reminder that a comparison often involves subtraction.
Problem Solving • Applications
COMMON CORECOMMCOMMCOMMCOMMON CON CON CON COREOREOREORE
PROFESSIONALDEVELOPMENT Math Talk in Action
Problem SolvingProblem Solving
Our Favorite Breakfast
Num
ber
of
Chi
ldre
n
Breakfast Foods
6
7
5
4
3
2
1
0
Ra
in G
ea
r
Number of Children
What We Use in the Rain
0 1 2 3 4 5
hatumbrella
Name
© H
ough
ton
Mif
flin
Har
cour
t Pub
lishi
ng C
omp
any
Practice and HomeworkLesson 10.3
COMMON CORE STANDARD—1.MD.C.4 Represent and interpret data.
Use the bar graph to answer the question.
3. Claudette uses an . Add her to the graph. Now how many more children use an than a ?
2 — more children
Chapter 10 fi ve hundred ninety-one 591
Read Bar Graphs
Use the bar graph to answer the question.
1. How many children chose ?
3 — children
2. How many more children chose than ?
3 — more childrenmuffin egg pancakes
4. Math Use numbers and pictures to compare two items in a bar graph.
Check children’s work.
Practice and HomeworkUse the Practice and Homework pages to provide children with more practice of the concepts and skills presented in this lesson. Children master their understanding as they complete practice items and then challenge their critical thinking skills with Problem Solving. Use the Write Math section to determine children’s understanding of content for this lesson. Encourage children to use their Math Journals to record their answers.
591 Chapter 10
Have children discuss the strategy they used to interpret the data in Exercise 2.
Teacher: For Exercise 2, which two bars do you need to look at?
Dawn: I look at the pancakes bar for pancakes and the egg bar for eggs.
Teacher: How do you know how many votes pancakes have?
Nikki: I found the top of the pancakes bar and followed it across to the number of children. They have 6 votes.
Teacher: How do you know how many votes eggs have?
Cal: The egg bar touches the third line, so they have 3 votes.
Teacher: These are both good ways to read the bars on the graph. How did you find how many more children chose pancakes than eggs?
Mel: I just looked at the pancakes bar and the egg bar together because the egg is next to the pancakes. If I look at the egg bar first, I see that it ends at 3. Then I count up from 3 to where the pancakes bar ends. It ends at 6. So I counted up 3.
Teacher: Yes, Mel, counting up is a good way to find the difference. Is there another way to find the difference?
Troy: I know 6 children voted for pancakes and 3 voted for eggs. So I found 6 – 3, which equals 3.
Teacher: Yes, these are all different ways you can compare the votes. You can use whichever way is easiest for you.
Kin
ds
of A
ctiv
itie
s
Number of Children
Our Favorite Activity for a Rainy Day
0
read
paint
computer
1 2 3 4 5 6 7 8 9 10
Personal Math Trainer
FOR MORE PRACTICE GO TO THE
© H
ough
ton
Mif
flin
Har
cour
t Pub
lishi
ng C
omp
any
Lesson Check (1.MD.C.4)
Spiral Review (1.OA.B.4, 1.OA.D.8)
2. Write a subtraction sentence you can solve by using 9 + 7 = 16.
_ − _ = _
3. How many fewer are there ? Subtract to compare.
1. How many more children chose than ?
5 _ more children
592 fi ve hundred ninety-two
Use the bar graph to answer the question.
7 − 5 = 2 _
2 _ fewer
Possible answers:
16 − 7 = 9
16 − 9 = 7
Continue concepts and skills practice with Lesson Check. Use Spiral Review to engage children in previously taught concepts and to promote content retention. Common Core standards are correlated to each section.
Lesson 10.3 592