1. Topic


2. Content

Students will make a bar graph comparing what each had for lunch.
The categories will be pizza, baked potato, and lunches from home. 


3. Goals: Aims/Outcomes

TEKS: 111.12. Mathematics "“ Kindergarten
(12) Probability and Statistics "“ The student constructs and uses
graphs of real objects or pictures to answer questions. The student
is expected to:
(A) Construct graphs using real objects or pictures in order to answer
questions; and
(B) Use information from a graph of real objects or pictures in order
to answer questions.



4. Objectives

1. Understand how and why to use graphs.
2. Use information from graph to answers questions abut the graph.



5. Materials and Aids

Large piece of colored paper and marker 


6. Procedures/Methods

A. Introduction
1. Explain what a bar graph is and how the students can use one.
2. Discuss with class how we will make a bar graph comparing what
all the students in class had for lunch today.
3. Explain how our bar graph will compare how many students brought
their lunches, how many students had pizza for lunch and how many
students had a baked potato for lunch. 


B. Development
1. Draw an example of a bar graph on the board.
2. Explain how a bar graph can be used to compare different things.
3. Ask students to give examples of different things that can be compared,
list on the example bar graph and show students the results. 


C. Practice
1. Ask students to give examples of different things that can be
compared, list on the example bar graph and show students the results. 


D. Independent Practice
1. Discuss with the students comparisons and why we would need to
compare things. Pass out a half sheet of manila paper and have the
students draw a small bar graph and compare some things of their choice.
Monitor activity with the students and discuss any difficulties they
might be having. Present difficulties to entire class to make sure
there is an understanding of how to do the bar graph.



E. Accommodations (Differentiated Instruction)
We have one student that has a disability with her hands and is
unable to write. I will pair our friend with a buddy that will help
take her information and put it into the practice graph. Our friend
will be able to participate in the rest of the activity. 


F. Checking for understanding
Using the large colored piece of paper, attach it to the front board,
and draw a bar graph on the paper. Use lunches from home, pizza, and
baked potatoes to be compared. Ask students what they had for lunch.
Use tally marks to show the results. 


G. Closure
Total the tally marks and with the students, see which lunch had
the most students. Ask the students what was eaten by most students
for lunch, what was eaten the least for lunch by students. Show the
students how we can find out this information using our graph and
counting the tally marks. 


7. Evaluation

This lesson was used in a Kindergarten class, showing students how
to compare different things. We compared what everyone had for lunch.
The students understood by a show of hands, how many brought their
lunch, how many ate pizza, and how many ate baked potatoes. The students
understood by adding the tally marks together, we were able to see
what students had the most for lunch (pizza) and what students had
the least for lunch (lunches from home). 


8. Teacher Reflection

This was a fun and practical lesson in graphing. The students liked
comparing what they had for lunch to see what was most popular. 

