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1st

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(1)  Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

(A)   apply mathematics to problems arising in everyday life, society, and the workplace;

(C)  select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

(D)  communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

(E)   create and use representations to organize, record, and communicate mathematical ideas;

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1. Students will be asked on what they know about collecting or interpreting data.
2. Student will come gather together on the carpet and put on their listening ears and thinking caps on with hands in their laps.
3. The students will be asked if they have ever created a lemonade stand before, and if so lead to a discussion what were they raising money for , and how did they keep track of their earnings.
4. Teacher will read a book Lemonade for Sale.
5.  Teacher will stop in between to have students ask questions or share what they noticed.
6. Students and Teacher review example graph at the end of the book. Teacher will ask students to share on a poll what other examples they could record this type of data on such as daily plant growth, etc.
7. Students will go  home and look through magazines to find examples of bar graphs and bring them to class.
8. Students will then observe things throughout the week and record data on one thing they notice a change throughout the week and share it with the class.
9. End the day with Exit ticket 3, 2, 1 method style.

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Murphy, S. , J. (1997). Lemonade for Sale. Harper Collins.