Submitted by: Kristin Buholtz

Grade Level(s): 2nd

Math Apple Lesson: Bar Graphs

Rationale: Students will be able

to solve problems, by applying an

understanding of processes in
problem solving; create a plan to
collect data and visually represent
that data through bar graphs, and
using that data to evaluate
reasonableness of outcomes through
answering questions relating to
collected data.

Blooms Taxonomy:

Knowledge
Comprehension
Application

Analysis
Synthesis
Evaluation

Essential Question:
Objectives:

Materials/Equipment:

Personal Apple Graphs,

Apple Graph for Promethean,
Crayons or markers, 3 clear vases
labeled with apple colors (red,
yellow, green), real apples

Differentiated Learning:

Auditory
Kinesthetic
Verbal/Linguistic
Intrapersonal

Visual/Spatial
Logical/Math
Musical
Interpersonal

TEKS Achieved: Math

2.10(A): explain that the length of a

bar in a bar graph represents the
number of data points for a given
category
2.10(B): organize a collection of data
using bar graphs with intervals of
one or more
2.10(C): solve one-step word
problems using data represented
within bar graphs with intervals of
one

Classroom Strategies:

Cooperative Groups
Technology
Independent
Charts/Graphs/Maps
Problem Solving
Pairing

Hands-On

Simulation
Lecture
Whole-group

How can you draw a bar graph to represent data?

TSW construct bar graph to show that the length of the bar in a bar graph represents the number of apples
in each color category
TSW organize the apples by color and create a bar graph to represent the organized data
TSW draw conclusions to solve and answer one-step word problems based on the data in the apple bar graph

Lesson Plan:
Introduction:

Following Mrs. Thomas wrapping up the discussion about pictographs, I will continue the discussion by focusing
their attention on me.
If you can hear me touch your nose, if you can hear me touch your ear, if you can hear me whisper apples. I know
all of you brought it some apples, and I am sure you are wondering what we are going to be doing with them. We will
actually be doing a couple things with them this week, but right now we are going to use our apples to continue our
discussion on graphs. I know yesterday and today we have become experts on pictographs and the information that
is displayed using a pictograph, today we are going to use that knowledge to create bar graphs.
I am going to walk around to each table and let you pick an apple out of the bucket/bag. Yes, I am going to let you
choose the apple you want out of the bucket. When it gets to be your turn to pick your apple, are you going to get
upset if the color you want has already been chosen? Of course not, right?! Once you pick your apple you are going
to walk up here to our vases and gently place our apple in the vase that represents the color of the apple. I have a
vase for the red apples, a vase for the green apples, and a vase for the yellow apples. Then I want you to grab a
clipboard, your red color, yellow color, and green color and join me up front on the floor. So, if I choose a red apple
I would walk up here gently place my apple in the vase that has the red tape around the top. How am I going to
place my apple in the vase? Am I going to just drop it in there or throw it in there? No! We are going to use these
same apples tomorrow so we dont want to mess them all up. Also, make sure to remember which color of apple you
have.

Submitted by: Kristin Buholtz

Grade Level(s): 2nd

Process:

Information Giving:
Today we will use the apples that each of you brought to class to practice collecting information to construct bar
graphs that show how to visually represent gathered data so we can draw conclusions and make meaning of the
problem(s)/question(s) to be answered, and how this information and practice could present itself in your everyday
life. I want us to look at our vases. Can you tell just by looking which color of apple we have the most of in our
vases? Does this kind of remind you of your pictographs? How does this remind you of what you might see in a
pictograph? We are going to use that same idea and knowledge to create a bar graph that represents the
information we see in our vases.
Modeling:
Using a blown up bar graph on the Promethean that replicates the one that students have on their clipboard I will
demonstrate how to mark and notate the information that needs to be reflected onto the graph. In this lesson we
are focusing on how many of each color (red, green, or yellow) the class has collected. Using an apple that I brought
to class, I will clearly mark and fill/color/shade in the box on the bar graph that represents one of the red apples
in the vase, explaining that each box represents/equals one unit of data ~ for this graph each box we color in
represents one apple of that color. At the same time, the students would color in their box that correlates with
the graph on the Promethean.
Check for Understanding:
I will ask if someone can tell me why I filled in the box that shows 1 red apple on the bar graph. Then I will ask if
everyone agrees, if not I would find out why they disagree. If they all agree, I would then ask Who can tell me
where I would have filled/shaded/colored in if I wanted to show one yellow apple and have them explain why.
Guided Practice:
One by one I would have students come to the Promethean and color in the box that represents the color of apple
they put into the vase. During this time students will continue to follow along and filling in their personal bar graph
in accordance with the bar graph on the Promethean. Once all students have presented, marked the box, and
categorized their apple according to colors I will ask if there were any apples they feel were marked in an
incorrect spot and why they think that. We will work through those concerns with whole-group discussion. As a
whole-group we will discuss, count, and verify we have counted the correct amount of each color in their respective
column and apple bin.
Independent Practice:
Students will work independently to use the information shown on the completed bar graph to answer the
remainder of the questions presented on their personal graph sheet. Once students have completed the remainder
of the questions I will have them turn and talk to compare the answers with their partner.
Closure / Culminating Activity:
I will ask Who can tell me something else we could graph using bar graphs, and how we would set up the plan to do
graph that data? i.e. hair color of students, favorite sports, favorite colors
Extension:
I will ask students to take a vote on their favorite apple (red, green, or yellow) while they are completing their
independent practice and write the results on the board. I will have students create and produce a bar graph that
represents their classmates favorite apple type to further their comprehension of bar graphs.

Assessment/Evaluation:

1. I will make informal assessments throughout the lesson, taking anecdotal records on whether or not students are
able to appropriately create their bar graphs in correlation to the color of apples brought to class.
2. I will use their personal bar graph sheets to assess if they were able to interpret information on the graph to
answer questions in regards to the graph.

Reteach:
1. I will have students hold their apple and we would create a human bar graph according to color to reinforce how
we are grouping the data for the bar graph.
2. I will have students first sort their apples using the bins that are labeled by color, then line those apples out in
straight lines to show how the apples represent units on the graph.