Kindergarten: Graphing Unit

Teaching math in small groups has a ton of advantages, but it is very challenging in Kindergarten because students need a lot of instruction and practice before they are ready to independently work. Mrs. W at KACD is working hard to make sure her students are getting authentic practice and trying to make 3 rotations and an exit ticket fit into 45 minutes - no small challenge!

In looking at the next concept coming up in Kinder, here are some resources and ideas about how to approach the graphing unit with a small group instruction model. 

Kindergarten Graphing Unit

Day	Objective	Exit Ticket*	Whole Group Mini Lesson	IP	Small Group
1	SWBAT create a pictograph	For these lessons, I would just check their IP because this would take them a long time to do as an exit ticket	Make a pictograph together where you have different cut outs ready to go and you attach them to the graph on the board – something fun like they pick their favorite animal and get to put on the graph (but only do like 10 kids),  this mini lesson should be enough for your highest group to do the IP	Here is an example worksheet, I would take out the questions in the middle, so all they are doing is creating the pictograph	L: Make another class pictograph together on chart paper (in the format of the IP) and really practice counting the number of each item, have them do the beginning of the IP with you
					M: Make another class pictograph together on chart paper (in the format of the IP), have them start the IP with you
					H: go over the work and make sure they did it correct and start answering questions based on the graph.
2	SWBAT create a bar graph		Make a bar graph together of something fun, favorite ice cream flavor? This mini lesson should be enough for the highest group to do the IP	Here is an example worksheet, again, I would take out the questions in the middle so all they are doing is creating the bar graph	L: Make another class bar graph together on chart paper (in the format of the IP) and really practice counting the number of each item, have them do the beginning of the IP with you
					M: Make another class bar graph together on chart paper (in the format of the IP), have them start the IP with you
					H: go over the work and make sure they did it correct and start answering questions based on the graph.
3	SWBAT create a table graph		Look at a set (maybe unifix cubes or magnets) and create a tally chart to sort what you have. This mini lesson should be enough for the highest group to do the IP	Here is an example worksheet, I would take the questions off the bottom (but use them in small group with the last group)	L: Make another class tally  chart together on chart paper (in the format of the IP) and really practice counting the number of each item, have them do the beginning of the IP with you
					M: Make another class tally chart together on chart paper (in the format of the IP), have them start the IP with you
					H: go over the work and make sure they did it correct and start answering questions based on the graph.
4	SWBAT interpret a pictograph	1) Are there more zebras or giraffes? 2)       What animal has the least? 3)       How many tigers and bears are there? You will want to have the pictures on the exit ticket and read the question to them. Today’s exit ticket might take closer to 10 minutes – so shorten rotations to around 7 minutes	Using the pictograph you made in Lesson 1, answer the following questions together: Which has the least? Which has the most? Are there more ___ or ____? Are there less ___ or ___? How many ___ and _____?	Here is an example worksheet that they can continue to practice pictographs. Because most of them cannot read yet, just have them practice making the pictograph and write “m” next to what has the most and “l” next to what has the least.	L: Show them a premade pictograph and use their write board to answer questions similar to what you did during the whole group. Before switching, have them do the beginning of the IP with you
					M: Show them a premade pictograph and use their write board to answer questions similar to what you did during the whole group. Before switching, have them do the beginning of the IP with you
					H: go over the work and make sure they did it correct and then ask them questions based on the graph that they created for IP, or using the same graph you used in groups 1 & 2.
5	SWBAT interpret a tally chart	These lessons will look exactly like lesson 4, just with tally charts and bar graphs. For IP just have them practice making it and focus on analyzing graphs during your whole group lesson, small groups, and exit ticket. Here are some resources to pull graphs: http://www.education.com/worksheets/kindergarten/graphing-data/ http://www.kidslearningstation.com/graphing/kindergarten-graphing.asp http://kiduls.net/free-graphing-worksheets-for-kindergarten http://www.kidscount1234.com/ (click on “graphing” on the left side)
6	SWBAT interpret a bar graph
7	Graphing Review	Whatever they need to practice or a fun graphing activity J

*Students can do an exit ticket that matches the day’s objective because it is given the last 5 minutes of the math block, after they all have had the small group lesson.

*There are more than likely going to be early finishers for the IP, maybe a number or counting center that they know and can play

*Make sure that you create and read both horizontal and vertical graphs

If you have any graphing resources or ideas please share in the comments :)