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Search by entering a portion of your Institution Name and Zip/Postal Code above, and then click the Search button below. Results will display in the Institution field, click the drop down arrow to select your institution.

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Session Code:  569415

Instructor:  Sarah Hogg

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TEKS (Permission to use given by Texas Education Agency)

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TEKS (Permission to use given by Texas Education Agency)

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Instructional Practices Inventory - Math

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Instructional Practices Inventory - Math

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by Susan O'Connell, Dawn Jacobs, and Brandi Moore

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What is your favorite color?
What month is your birthday?
How many letters are in your first name?
How many siblings do you have?

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Literature Connection:   What Can You do with a Paletta? by Carmen Tafolla                                                                                                             

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Literature Connection:   What Can You do with a Paletta? by Carmen Tafolla                                                                                                             

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Lesson: What Flavor would You Choose?
Materials:  crayons, paleta or popsicle template
Directions:  List some of the class's favorite flavors on the board.  Pick four flavors for them to choose from (e.g., strawberry, orange, grape, lime).  Give each student a card and have them color it to show the flavor they would choose.  Have students display their cards in a random fashion.
Ask:  Can you tell which flavor was picked the most?        How could we organize the data  so we can see it          better? Could we put the cards into groups (categories)?
Have students put the cards in categories based on the
flavor, but don't tell them to line them up.
Ask:  How does that help?  Can we see which flavor the most and least people picked?  What could we do to organize        our data even more so we can compare them more          easily?
After students share ideas, have them line the different-
flavor cards in columns beginning at the same point.
Ask:  Can you see which flavor was picked by the most/least  students?  If someone walked into our class and looked          at our data, would they know what it shows?  What could        we add to help them understand?  What should we call        our graph?
Add a title to the graph.
Ask: Now. it someone looked at our picture graph would the    know what it shows?   How would they know what each       color stands for?  What could we do to help them         understand?
Write each flavor on a post-it and place it just below each column.
Ask:  Now if someone, looked at our picture graph would        they know what it shows?
Have students turn and tell their partner one thing they know from looking at the picture graph.

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Students observe a graph and write four sentences about the graph using the words most, same, more, fewer. They record their sentences on a four square recording sheet.

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Literature Connection:  Zinnia' Flower Garden by Monica Wellington  

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Literature Connection:  Zinnia' Flower Garden by Monica Wellington  

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Learning Station: Spinning Flowers
Materials:  1-10 spinner, template for creating graph
Directions: Students work with a partner and take turns spinning a spinner to determine how many of each type of flower is in their garden. They create a graph to display the data.  Players then tell their partners, three things about their flower garden.   (You might want to create sentence frames to support students.)

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Materials:  template for graphing, pencil, crayons
Directions:  Students work with a partner to come up with a question that has four of fewer responses and predict the response they believe will occur the most.  Possible questions might include:
What is your favorite green vegetable? (green beans, peas, broccoli, spinach)
Which after school snack do you prefer? (fruit, cookie, pretzels, ice cream)
What's your favorite sport? (soccer, baseball/softball, football, basketball)
Partners survey 15 people and create a graph to show the results.
Students present and explain their predictions and graphs to the class.

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A.  Explain that the length of a bar or the number of pictures in a pictograph represents the number of data points for a category.
B.  Organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more.
C.  Write and solve one-step word problems involving addition/subtraction using data represented within pictographs and bar graphs with intervals of one
D. Draw conclusions and make predictions from information in a graph.