Bar Graph, Line Graph, Line Plot, and Pictorial Graphs

During the week that we taught graphs, we chose to spend each day on a different type of graph.  Below are the lessons we used for each day. 

Monday

During the whole class lesson on Monday, students filled out their notebooks along with the anchor chart. Our focus on Monday was bar graphs but we filled out the complete anchor chart.

CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Students were given an All About Me Quiz. Each day we focused on a different type of graph. We used the information from the quizzes to personalize the graphs for our classes on the anchor chart and for activities throughout the week. 

Tuesday

Our focus was on creating and interpreting line plots. Students used the SmartBoard at the teacher station to create line plots for different items on the All About Me Quiz. We then asked students different questions about the line plots and they answered on their white boards. At the independent station students played a game called Roll the Dice Line Plot. Students rolled a dice 20 times and recorded their results on a line plot. 

Smartboard notebook used to graph class data

Wednesday

The objective was pictorial graphs for Wednesday. Students created graphs on the SmartBoard and played Roll the Dice Pictorial Graph. 

Thursday

The goal for Thursday was line graphs. 

Friday

We reviewed all the different types of graphs by looking at the class graphs we created on the SmartBoard. The played Roll the Dice at the game station and reviewed bar graphs.  

Smartboard notebook used to graph class data

Students also completed an Explain Your Answer worksheet at the independent station.

3-D Shapes

It's Friday! :)

We just wrapped up a fun week in geometry.  Students identified and described attributes of 3-dimensional shapes (i.e. vertices, faces, edges, bases).  Here are some of the things we did this week.



We created an anchor chart describing 3-D figures on Monday during a whole-class lesson.  At the same time, students filled out their flip books.  This is when we discussed vocabulary such as edges, bases, faces, and vertices.

   

During the week, students participated at the teacher station by

interacting with the Smart Board.  Students identified and counted vertices, edges, bases, and faces. 

  

Here is one of the flip books created during whole-class instruction on Monday.



Students pasted pictures of each 3-D figure in their book.  Then they wrote the attributes for each figure as we filled out our class anchor chart.



Before we filled out the rest of the flip book, we discussed and wrote down important vocabulary words and definitions on the back of our books.



During Independent station, students chose 2 or 3 shapes to compare and contrast using a Venn Diagram.  They referred to their flip books as necessary.







At the Game station, students created riddles for their partners to solve.  Students could use their flip books to describe shapes or to figure out the answer to the riddle. 





Here, a student in one of the high groups, completes a triple Venn diagram.  She refers to the shapes on her desk. 

Have a great weekend!

--Tabitha & Chloe