Name: Zayna Akari

BASIC PRODUCTIVITY TOOLS: SPREADSHEETS

Grade Level: First Grade
Content Area: Mathematics
Basic Productivity Tool Used: Graph Club
Standards Addressed: CCGPS. 1. MD.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.
Blooms Level of Critical Thinking:
Remembering Understanding Applying Analyzing Evaluating Creating
AS the lesson is extended and the students collect their own data, the Blooms level
will extend into the higher thinking levels.
Description of how to implement in the class:
The teacher will introduce the activity by modeling how to collect data, add the
information into Graph Club and then analyze the information using a variety of graph
formats, line, bar, picture and circle. As the students enter the classroom, they will be
asked to move a graphic of their favorite animal onto a data collect graph designed
using ActivInspire software. Once the class had added their choice to the graph, the
teacher will lead a discussion to determine the number of choices made for each
animal.
The teacher will then lead the students through the steps of creating a graph using
Graph Club. A title, images representing the various animals and specific colors
assigned to each animal will be added to the graph. Once the data has been entered
the teacher will support the students as they explore thr various graph formats that
are available within Graph Club.
While exploring the various graphs, the teacher will prompt students to analyze the
information provided in the graph using appropriate math terms such as greater than,
less than, most, least and equal. Statements will be added to the writing component
of Graph club where various statements will be listed.
(Extension activity- the teacher can challenge the students analysis of the graph
using the following question formats: How many more students liked cat than turtle?
How many people participated in the poll? How many students picked dog and fish?)
Level of Technology Implementation (LoTi):
The activity remains as a level 2 until the students are allowed to graph information
on their own. To move to a level 3 and perhaps level 4, students will be encouraged
to collect information, graph the data and then analyze the results. Students could
also add questions in the writing window to give other students the opportunity to
analyze the graphs. The graph information could be printed and hung outside the
classroom to challenge other students in the school to review the graph and
determine the answer to the questions.
Description of the sample spreadsheet and graph/chart provided *:
The graph displays the data collected as students selected their favorite animal. The
final graphs can be used to analyze the data provided. Students discuss math
concepts such as more, less, equal, the most, the least, the total, etc.
Other comments about your proposed spreadsheet/graph/chart activity:
The Graph Club activity can be easily extended to support higher levels of thinking
and higher LoTi levels. This activity was an introductory level. The teacher will be
encouraged to help students collect, graph, analyze and evaluate other data items.