Questions about Bar Graphs
Students will solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Common Core Standard
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Previous lesson “Second Grade Math Graphing and Agility Lesson”
Student copies of the graph below “Fun Agility Training”
Student-created graphs about favorite agility course obstacle
Snap cubes, around 25 per student or pair of students, depending how you group students
Document camera, optional
This lesson is a follow up to the lesson titled “Second Grade Math Graphing and Agility Lesson”
Introduction/Access Prior Knowledge
- Show students 5 snap cubes. Ask “How many cubes would I have if I double the amount in my hand? How many would I have if I get 7 more cubes?”
- Show students 12 snap cubes. Ask “How many cubes would I have if I take away 4 cubes? What if I take away 10 cubes?
- Show 7 red cubes in one hand and 3 blue cubes in the other hand. Ask “How many more red cubes than blue cubes do I have? How many cubes do I have in all?”
- You may want to allow students to have sets of cubes to work with at their tables as well.
Explicit Instruction/Teacher Modeling
- Either project on the board or pass out copies of the graph below.
- Review the parts of the graph: title, labels, numbers up the left side. Ask students how many people chose Tunnel as the most fun agility course obstacle. Check to make sure students are reading the graph correctly.
- Ask students to tell how many people chose each activity listed on this graph, checking for comprehension.
- Model how to create a copy of this graph using snap cubes. You may want to suggest students use a different color of snap cube for each category.
Independent Working Time
- Students will answer the following questions about the graph provided, using their snap cubes to support their thinking and defend their answers when describing their solutions.
- How many people are represented in this graph?
- How many people chose Tunnel AND Jump High Bar altogether?
- How many more people chose Pole Weave than See Saw?
- How many more people chose Pole Weave and See Saw than Tunnel and Jump High Bar?
Review and Closing
- Review the answers with students.
- Call on different students to explain how they know they are correct, using the snap cubes to “prove” their answer.
- Students come up with questions similar to 1 through 4 above about their own graph (created in the previous lesson) and then trade with a partner to answer more questions about bar graphs.
Tonnesen, Krista. (02/08/16). The Future of Canine Sport: Junior Handlers. Retrieved from https://www.akc.org/expert-advice/news/future-canine-sport-junior-handlers/.