- AL.MA.K.2
- Count in sequence.
- AL.MA.K.24
- Organize and interpret information collected from the immediate environment. Example: modes of transportation to school, pets owned by students, articles of clothing worn by students
- AL.MA.K.25
- Read and interpret graphs
- AL.MA.K.25.1
- ...Graphs using real objects

Given a graph and data, students will count and graph the data on a chart accurately corresponding to the information given.

We will:

1. Beggining the unit, take a survey in the class of who likes spiders or not-

2 . On poster board in front, titled "Spiders: Scary or Nice", have a column labeled yes and a column labeled no.

3. Have cut outs of laminated spiders to post on board.

4. Ask the class to raise their hand if they like spiders and post the correct amount on the poster (Do the same with students who dislike spiders)

5. Count the different numbers with the students aloud.

6. Compare the number of students who like spiders to the number of students who dislike spiders.

1. Beggining the unit, take a survey in the class of who likes spiders or not-

2 . On poster board in front, titled "Spiders: Scary or Nice", have a column labeled yes and a column labeled no.

3. Have cut outs of laminated spiders to post on board.

4. Ask the class to raise their hand if they like spiders and post the correct amount on the poster (Do the same with students who dislike spiders)

5. Count the different numbers with the students aloud.

6. Compare the number of students who like spiders to the number of students who dislike spiders.

1. Students will be put into groups of 4 to five students.

2. Each student will be handed a zip lock baggy of 1-10 skittles.

3. The graph will already be drawn off with the colors on the x-axis

4. Each child in the group will count the number of skittles in their bag and stick on bright color stickers to represent their skittles in the column.

5. Students will have help from the group but will place their own stickers on the graph.

6. After the lesson is over, students may eat the skittles in their own bags.

1. Each student will recieve a graph with Favorite Foods on the x-axis. (ex. pizza, hamburgers, fish, vegatables.... )

2. The same graph will be placed on the overhead projector or dry erase board.

3. The student will raise their hand when their favorite food is called.

4. Each number will be written on the board.

5. Each student at their desk must then construct their own graph using the information.

6. Student's will place each number in the categories using crayons to illustrate (ex.) four pizzas, or 6 hamburgers.

7. At the bottom of the page, students will answer the question, "What food is liked by the most students in our class?"

8. We will review the graph on the board at the end and dicuss the question at the bottom.

9. Students may eat their skittles.

Students will be evaluated on:

1. Their own graph created at their desk on favorite foods. Graph must match up to data written on board.

2. Students must also answer the ending question correctly matching the data on the graph.

1. Their own graph created at their desk on favorite foods. Graph must match up to data written on board.

2. Students must also answer the ending question correctly matching the data on the graph.

If the lesson is finished early, more graphing worksheets and topics will be discussed as follow-up activity to insure understanding of subject. (ex.) graph amount of boys and girls in class (have pre-written graph worksheet to hand out to students)

Children who can not eat skittles will graph with them and recieve a treat to eat at the end of the lesson that will meet their needs.