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Primary Subject Area: Mathematics |
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Grade Level: K - 4
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Overview:
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The simplicity of this lesson allows for creativity on the part of teacher to expand and adjust the material and information required, to meet his/her objectives for any grade level. Students will make a glyph, short for hieroglyphics, a form of picture writing that conveys information and from this data a graph is created. As they answer survey questions on what they will eat and if they will dine in or out, they are creating glyphs in the form of fast food drinking cups. Through this visual image, the other students can interpret what their fellow classmates are ordering without any verbal communication. The students then answer survey questions pertaining to the number of students selecting a particular item from the menu and use this information to create a graph. Money skills, fractions, percents, decimals, range, mean, medium and mode can be reinforced with this activity. |
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Approximate Duration: 120 minutes/two class periods |
Content Standards:
- Number and Number Relations
In problem-solving investigations, students demonstrate an understanding of the real number system and communicate the relationships within that system using a variety of techniques and tools. - Data analysis, Probability, and Discrete Math
In problem-solving investigations, students discover trends, formulate conjectures regarding cause-and-effect relationships, and demonstrate critical thinking skills in order to make informed decisions. - Patterns, Relations, and Functions
In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions that represent and explain real-world situations.
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Benchmarks:
- D-1-E
collecting, organizing, and describing data based on real-life situations; (1,2,4)- D-2-E
constructing, reading, and interpreting data in charts, graphs, tables, etc; (2,3,4,5)- D-3-E
formulating and solving problems that involve the use of data; (1,3,4,5)- P-2-E
representing and describing mathematical relationships using tables, variables, open sentences, and graphs; (1,2,3,4)- P-3-E
recognizing the use of patterns, relations, and functions in other strands and in real-life situations. (1,2,4)
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Grade-Level Expectations (GLEs):
- Grade K
24.
Sort, represent, and use information in simple tables and bar/picture graphs
(D-2-E) (D-3-E) - Grade 1
32.
Given a set of data, construct and read information from bar graphs and charts
(D-1-E) (D-2-E) - Grade 2
25.
Collect and organize data using observations, surveys, and experiments
(D-1-E)
27.
Interpret pictographs in which each picture represents more than one object
(D-2-E) - Grade 3
39.
Identify categories and sort objects based on qualitative (categorical) and quantitative (numerical) characteristics
(D-1-E)
41.
Explain the word average and use it appropriately in discussing what is “typical” of a data set
(D-1-E)
42.
Match a data set to a graph, table, or chart and vice versa
(D-2-E)
43.
Represent and solve problems using data from a variety of sources (e.g., tables, graphs, maps, advertisements)
(D-3-E)
47.
Find patterns to complete tables, state the rule governing the shift between successive terms, and continue the pattern (including growing patterns)
(P-1-E) (P-2-E) - Grade 4
34.
Summarize information and relationships revealed by patterns or trends in a graph, and use the information to make predictions
(D-1-E)
35.
Find and interpret the meaning of mean, mode, and median of a small set of numbers (using concrete objects) when the answer is a whole number
(D-1-E)
36.
Analyze, describe, interpret, and construct various types of charts and graphs using appropriate titles, axis labels, scales, and legends
(D-1-E) (D-2-E)
37.
Determine which type of graph best represents a given set of discrete data
(D-1-E) (D-2-E)
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Interdisciplinary Connections:
- English/Language Arts : Standard 4
Students demonstrate competence in speaking and listening as tools for learning and communicating.
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Educational Technology Standards:
- Use technology tools (e.g., publishing, multimedia tools, and word processing software) for individual and for simple collaborative writing, communication, and publishing activities for a variety of audiences.
( 1, 3 )- Use technology resources to assist in problem-solving, self-directed learning, and extended learning activities.
( 2, 4 )
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Objectives:
The learner will:
1. interpret a glyph.
2. create his/her various fast food items chosen from the menu.
3. graph data collected from fellow classmates. |
Lesson Materials and Resources:
- Reproducible (see list of reproducible below)
- Crayons, color pencils, or markers
- Scissors
- Calculator
- Color paper for cup reproducible
- Graph paper
- Straws-some with stripes and some without (plain)
- Book: Cloudy with a Chance of Meatballs OR any
storybook/picture book that relates to the topic (food)
- Glue
- Transparencies-fast food survey, fast food menu, and graph.
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Technology Tools and Materials:
Hardware:
Internet
Calculator
Computer/s
Software:
Inspiration
Websites:
•Coolmath
www.coolmath.com/graphit/
•Create a Graph
nces.ed.gov/nceskids/graphing/
•Mini-Calculator
www.ping.be/~mathweb/moe/onlinewerkzeuge.html
•Smart Draw
www.smartdraw.com/index2.htm
•Workplace Signs and Symbols
www.victorystore.com
•Animated Signs and Symbols
www.bestanimations.com
Other:
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Background Information:
Knowledge of glyphs and graphs are needed by the students before implementing this lesson. |
Lesson Procedures:
Suggestion before beginning the lesson: View reproducible FAST FOOD SURVEY.
You may decide to rearrange the order of the questions-placing question #5 as #4
and vice versa.
1. The teacher opens the lesson by reading the book CLOUDY WITH A CHANCE OF MEATBALLS.
2. After reading the book, review the story with students through informal questioning (who are the characters, describe the setting, what happen first,
second, etc.).
3. Teacher informs the students on the subject matter to be covered and objectives of the lesson: example- using their imagination to order from their
favorite fast food restaurant, designing a cup with glyphs, and collecting data to graph.
NOTE: You may want to visually review signs/symbols with the students and this can be done through the websites Victory Store (http://www.victorystore.com) and Signs and Symbols
(http://www.bestanimations.com). Once at the Victory Store website-click on business products and then signs & symbols to bring up examples. The Best Animated websites have signs/symbols that are animated, which the students may enjoy. For example-smiley faces, clover, etc.
4. Review with students what glyphs are and how to graph data.
5. Directions for proceeding with worksheets can be found at the top of each reproducible. You may decide to create your own transparencies for the menu and survey questions or scan these into your computer to use for a visual aid as you go through the lesson. I recommend you design your own cup (guided practice) to proceed through each step of designing your own cup. Allow time after each step/question of the survey to check for understanding.
6. Upon completion of the guided practice repeat instructions and check for understanding. Hand out the fast food menu/price list and the survey questions to the students. (see list of reproducible)
7. Referring to the directions on the survey (reproducible), the cups and straws (used to answer a survey question) can be placed in front of the room, while the students each take a turn at making their selection (this procedure can be left up to the teacher on how he/she distributes these materials).
8. Once choosing their cups, the students can decorate them with their symbols (which represent their response to the questions on the survey reproducible), they cut the cup out and then glue on the straws by following the directions to their answer from the survey question.
9. Hand out calculators or use the MINI-CALCULATOR Website (http://www.ping.be/~mathweb/moe/onlinewerkzeuge.html) and ask the students to calculate the cost of the meal they ordered (you may need to review with them how to enter money amounts using a decimal point into a calculator). Some teachers may have the available capabilities on their computers for a student/s to calculate the total of their order via this means. Ask the students to calculate the sales tax amount of their total and then add the two amounts sales tax and sub-total of meal) together for a final TOTAL.
10. Once each student has calculated their total, create a large number line ranging from $0.00 to $2.50 on the bulletin board or chalkboard. Each student is asked to come up and place their cup on the number-the TOTAL cost of their meal indicates where their cup is to placed along the number line.
11. Using the graph transparence or graphing websites (SMART DRAW (http://www.smartdraw.com/index2.htm) for FREE downloads and this site has clip art the students can use to enhance their graphs and/or use the website CREATE A GRAPH (http://nces.ed.gov/nceskids/graphing/)-no download needed) guide the students through the following instructions: graph the number of students that responded to each section of the survey questions (use graph paper of software).
FOR EXAMPLE-question #1, graph how many students ate hamburgers, how many ate
cheeseburgers, how many ate chicken and how many ate tacos. The students gather the data through visually viewing the cups designed by each student and interrupting the glyphs. As the teacher, you decide if they are going to do a line or bar graph. EACH question is graphed in the same manner. You may choose to vary this activity: for example divide the class into four groups and have
each group graph a question OR have each student complete four different graphs (good practice for them). This is left to your discretion. A class graph can be created and displayed in the classroom.
NOTE:
You may want to have the students use the website CREATE A GRAPH(http://nces.ed.gov/nceskids/graphing/) instead of regular graph paper to create their graphs.
The website COOLMATH
(http://www.coolmath.com/graphit/) gives you a graphing calculator, if you should choose to incorporate this into the lesson at this point.
12. Individually or within groups, the students will use the software Inspiration to express the data they collected and/or the website CREATE A
GRAPH (http://nces.ed.gov/nceskids/graphing/) to create a graph.
13. Closure-review of material covered for understanding. |
Assessment Procedures:
*Formal assessment: Project completion-graphs and cups (allows students to apply their knowledge and skills, not merely completing a task). Teacher made rubrics and test created to address story read: setting, characters, etc. Collect the graphs that students completed using the website (see above for website).
*Informal assessment: oral questioning for comprehension of story read and understanding of material being presented, observation, student’s work habits, and interaction with others
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Accommodations/Modifications:
Teachers must follow special needs students’ Individual Education Plan (IEP)
or 504 modification plan.
Students with Physical Impairments
Use peer-mediated strategies (e.g., buddy system).
Students with Sensory Impairments
Use larger graph paper (see reproducible)
Color code each survey question to correspond with a colored bar or line on the graph.
Provide large print on the handouts
Change response format (e.g., from verbal to physical; from saying to pointing).
Students with Attention/Behavior Impairments
Allow student to walk around and collect information needed from his/her
fellow classmates.
Allow reasonable amount of extra time to complete the assignment-if needed
Use a peer checker to review student’s work (checks to see if student has completed all work required or staying on task)
Use a timer to show student allocated time.
Non-readers (Below-grade level readers)
Tape record directions.<
Have student repeat directions to you or buddy.
Additional general classroom accommodations found in “Helpful Links.”
----- written by Sharon Vercher
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Reproducible Materials:
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Explorations and Extensions:
HEALTH/SCIENCE-discuss the nutrition values of fast food (perhaps bring in the topic of obesity in
children).
READING-discuss the story read applying literary elements (e.g., characters, setting, etc.)
SOCIAL STUDIES-discuss the development of fast food establishes in relationship to what was
occurring in history (e.g., the reason fast food restaurants play a major part in our lives as
opposed to a sit-down family meal--economics, etc.) |
Lesson Development Resources:
Barrett, J. (1978). Cloudy With a Chance of Meatballs. New York: Aladdin Paperbacks.
(1997). Glyphs. Redding , CA: Good Apple.
{vendor-pattern of cups, menu, questions}
Cavanagh, Mary. (2000). Math On Call. Wilmington, MA: Great Source .
{vendor-graph paper used}
Sonny of Sonny's Audio & Video for the use of his scanner |
Reflections:
I have utilized this basic lesson for the past several years, modifying the lesson to meet the age/grade level of the students I have taught. Each time the lesson has been successful and enjoyed by the students. Below are several mathematical topics I have incorporated into this lesson through the years:
*Create a number line on the board-students place cup on the number line at the spot that shows the cost of the meal.
*Determine fractional part of the class that responded to each survey question and based
on this answer, write the fraction as a decimal and/or percent.
*Compute the sales tax on the cost of their meal
*Find range, mean, median, and mode of data collected.
*Determine the different combinations of meals that could be ordered from a drink, an entrée, and a dessert each time.
*Determine the least and most expensive meals.
These are just a few of the ways I modified the lesson and I hope you enjoy teaching this lesson, as much as I have throughout the years.
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Contact Information:
Sharon Vercher
msjverch@bellsouth.net
Carencro Middle
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Additional Contacts:
Candace Standberry
msstandberry@yahoo.com
Glendale Elementary
This lesson was created as a part of the Making Connections workshops held dring the summer of 2003.
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Group: Accom/Modification |
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MarcoPolo Lesson: No
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