Basic Productivity Tools (BPT)

Lesson Idea Name: Graphing and Data

Content Area: Mathematics
Grade Level(s): 2nd Grade
Content Standard Addressed:
MGSE2.MD.10 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 problems10 using information
presented in a bar graph.

Technology Standard Addressed:

Empowered Learner, Innovative Designer

Selected Technology Tool:

Microsoft Excel

URL(s) to support the lesson (if applicable):

N/A

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☒ Level 1: Awareness ☒ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

Multiple Means of Representation: The students are given the freedom to choose which graph they create
that best represents the data set that they have collected. The teacher will provide many examples of graphs
that they can use.
Multiple Means of Action and Expression: The students will be participating in whole-class discussion about
graphs. Next, they will be speaking to their classmates to collect their own data set. They will create their own
graph of the data then present it to the class.
Multiple Means of Engagement: The students are engaged throughout the entirety of this assignment. They
will engage in conversations with their peers to collect their data. They will be engaging in whole-class, small
group, and individual activities.

Lesson idea implementation:

This activity will begin with a class discussion about graphs. The students will talk about the different types
of graphs, what they represent, and how we can compare values using graphs. They will practice interpreting
data from different example graphs. Next, the teacher will give the students time to brainstorm on a question
or topic that they can use to collect a data set from the class. Once the students have come up with their
topic, they will go around the room and gather the data from their classmates. Each student should be
represented in their data sets, including themselves.
Next, the students will use Microsoft Excel to create a graph that best represents their data. They can
choose what graph best represents the data that they have collected. During this time, the teacher will circle
the room and talk with the students about their creation. This will give the teacher a chance to assist any
students that may be struggling or have questions about the content or assignment. Once the students
complete their graphs, they will each create a set of five questions about their data set (EX: How many more
Spring 2018_SJB
 Basic Productivity Tools (BPT)
people like the color red than the color blue? Do more people like pink or purple? What color does the class
like the most?) The students will pair up and solve the questions that their partner created. Once this is over,
the partners will present their graphs and their answers to the questions. The teacher will be able to assess
both the student graphs and the answers to the students’ questions.

Reflective Practice:
This activity is very interactive and engaging for the students. They are able to explore the concepts using
Microsoft Excel to expand their knowledge on graphing and how to interpret data using a graph. This activity
also provides opportunities for academic discussion that gives the teacher insight to the students’ thoughts
and ideas on the topic. I would extend this lesson by having the students collect data from more pe ople in
order to make the data set larger with higher numbers to work with.

Spring 2018_SJB