Summary
This fun activity will allow students to explore several ways to sort and graph information according to certain attributes.
Materials
Introduction letter from
Captain Graff:
Dear Mr. E,
I have enclosed a number of
clues to a current case that we
are working on. Please see
what you and your assistant
detectives can make of these
items and get back with me.
Thanks for your help with this,
Your Friend,
Captain Graff
Letter 1:
Dear Mr. E and associates,
I was just writing to check on
the progress you have made on
our top-secret case. I would
love to see what you have
come up with so I can compare
it with what we were thinking
here at the station. Please
let me know what you have
discovered as soon as possible.
We are excited to hear from
you.
Your Friend,
Captain Graff
Letter 2:
Dear Mr. E and associates,
Thank you for the helpful
information you have sent
to us. I was thinking about
the same thing. I know that
this case is not yet solved and
would love to hear any other
information you may have to
help crack this case, I know we
are close.
Anxious to hear from you!
Your Friend,
Captain Graff
Letter 3:
Dear Mr. E and Associates,
Thank you for your help in
solving our mystery. You truly
have learned a lot about sorting
information to be used to make
a graph. I have another case
that I need your help with. I
am attending a family reunion
and my son wanted to keep
track of facts that he gathers
from the reunion. Can you
help us think of different facts
that we could collect to share
with his teacher for extra
credit? I have included a book
of the facts with this letter.
Good luck! I am excited to
hear from you all.
Your Friend,
Captain Graff
Letter 4:
Dear Mr. E and Associates,
WOW! You have all become
such great detectives! Thank
you for helping me solve the
case. I have a huge caseload
that has just come up and
would love any help you can
give me with this. I know that
you are all first rate detectives,
and that these cases will be
solved with ease! Good Luck.
Your Friend,
Captain Graff
Additional Resources
Books
- Graphs, by Bonnie Bader; ISBN 044842962
- Graphs, by Sara Pistoia; ISBN 1-59296-687-X
- Who's Got Spots? by Linda W. Aber; ISBN 0-439-3326-5
- Tiger Math Learning to Graph from a Baby Tiger, by Ann Whitehead Nagda and Cindy
Bickel; ISBN 0-8050-7161-X
- Get Up and Go! by Stuart Murphy; ISBN 0-590-23811-6
- A Tiger Cub Grows Up, by Joan Hewett; ISBN 0-439-44193-5
- The Great Graph Contest, by Loreen Leedy; ISBN 0-439-82838-4
- Let's Graph, by Lisa Trumbauer; ISBN 0-7368-2891-5
- Graph Games, by Susan Holding; ISBN 0-690-34964-5, 0-690-34965-3 (LB)
- Great Graphing, by Martin Lee and Marcia Miller; ISBN 0-590-49470-8
- Graph-A-Day, by Michelle Long Windmoeller; ISBN 0-7424-0146-0
- Graphing Primer, by Laura Duncan Choate and JoAnn King Okey; ISBN 0-86651-486-4
Media
- Math Concepts for Primary Grades, by 100% PRODUCTIONS 1998-2001, UIMC (Utah
Instructional Math Consortium), Utah State of Education.
Background for Teachers
A graph is a tool that can show you things quickly. A graph uses
pictures, shapes and colors instead of numbers to tell us how many
of something there is. In Second grade students are responsible to
use a variety of methods to organize, display, and label information,
including keys, using pictographs, tallies, bar graphs, and organized
tables.
In this lesson we will explore several ways to sort information
according to certain attributes. We will then graph that information
so we will understand quickly what we have sorted. Because of the
versatility of graphs/data organizers being integrated in a multitude of
other subject areas, this would serve as a valuable foundational lesson
to teach at the beginning of the school year so that extension lessons
can follow throughout the year.
Intended Learning Outcomes
5. Understand and use basic concepts and skills
Instructional Procedures
Invitation to Learn
Write the graph title "Today's lunch" on the board. Then under
the title write "School lunch" and "Home Lunch," and have them line
up behind the graph headings according to what they will be eating
that day. Tell them they have just made a human bar graph. Record
numbers on a piece of paper to refer to later and start on Instructional
Procedures.
Sorting package contains several objects from each of the following
categories: plants, animals, fantasy, reality, food, numbers, families, and
communities where we live (urban, suburban, and rural).
Instructional Procedures
Case 1
- Teacher arrives in the classroom dressed as a detective carrying
a briefcase that contains The Sorting Package, (containing several
objects from each of the following categories: plants, animals,
fantasy, reality, food, numbers, families, and communities) the
Introduction letter from Captain Graff, and introduces him/herself
as MR. E. He/She welcomes the students to the Math Graph
Detective Academy and tells students that they will be assisting
in an important math mystery adventure. Inform them that they
will gain important information for helping to solve the case by
watching a top-secret video clip. Have students watch "3 Skill
Building Sort and Group" Chapter 3 Section 1. Stop after 3:26.
- Discuss what was disclosed as the first step in classifying (using
your five senses to help you observe what things are alike).
Invite students to help you sort the objects that arrived from
Captain Graff into 5 groups by traits determined as a class.
Once they have been divided, place the items in gallon size
baggies and write on the Evidence Mystery Tags what trait each
group is sorted by.
- Break your class into five groups and have them subdivide their
mystery tagged bags into smaller groups. When each group has
completed their sorting have them stay where their group is and
share how they separated their bags into different groups. Have
each group place all objects from their bag back into the gallon
bag and collect the bags at the end.
Case 2
- Letter 1 arrives from Captain Graff asking if they have
solved the mystery. Review with the class what they learned
about sorting objects so far. Review as a class how they
sorted their evidence mystery tagged bags as smaller groups
yesterday.
- Ask the class: how can we send all this information that we
have been solving to the Captain? We can't just mail him all
the evidence back. What would be an easier way to get him
the information? On the DVD show chapter 2 "Skill Building
with Graphs." Stop at the pictograph section of this chapter
1:45. Discuss the definition of a graph as given in this
section: a graph is a tool. It can show you things quickly. A
graph uses pictures, shapes, and colors instead of numbers to
tell us how many of something there is.
- Introduce their Detective Notebook (a notebook made to collect
clues or data). Have them write the definition of a graph in
their notebook. Ask: remember how we made a class human
bar graph in class? Have any of you done graphs before? What
other kinds of graphs are there? Continue on to the pictograph
section of the DVD. Chapter 2 1:47.
- As a class return to the information gathered in the invitation
to learn, and draw a pictograph on a poster board of how they
lined up. Then take that information from the pictograph, and
have them help you make a bar graph of their lunch for that
day.
- Provide each student with an Evidence/Fact Sheet paper. Have
them go back to their same mystery tagged bags they sorted on
the first day. Have them collect facts or clues on their sheet.
Taking the facts they have gathered, have them then make a
bar graph with their detective team on their findings.
Case 3
- Letter 2 arrives from Captain Graff stating that more
information is needed to solve the mystery. Show the video
on charts, Chapter 5 Charts, Graphs and Diagrams. Review what a pictograph is after the video.
- Discuss each type of graph. As you discuss each graph from
the video with the class, hand out the Clue Graph pages for
them to glue into their clue diary. Invite them to write notes
and draw pictures as you discuss these things, so they can be good detectives when they get back to their evidence mystery tagged bags.
Case 4
Letter 3 arrives from Captain Graff thanking the class for their
help with the mystery. Read the letter to the class.
- Pass out the Evidence/Fact Sheet and (as time allows), read
sections of Graphs by Bonnie Bader to the class. Pause at each
fact, or clue for the students to record the data presented. Do
not show the pictures of the book at this time.
- When you have completed the book or current section of the
book you would like to work on, discuss the data from the
book. Have them think of ways that they could graph the
information they have collected. Working in small groups, have
them pick a section of data or the current section you are on,
and think of which type of graph they could use to show the
facts the best with the class.
- After they have worked on their graphs, have them share with
the class what they found out. Prepare that information to send
to the captain.
- Before "mailing" the letter to the Captain, re-read Family
Reunion to the class and compare their graphs to the ones in the
book. Discuss what types of graphs his son used compared to
what they used as a class.
Case 5
- Letter 4 arrives from Captain Graff thanking them for solving the
cases that he had assigned to them. Read the letter to the class.
- Divide your class into seven groups and explain the Seven
Centers with Nineteen Cases needing to be solved. Provide
each detective group with materials needed at each station,
and several Evidence Fact Sheets for them to gather their clues
on and put in their Detective Notepad, have them write their
case number on their Evidence Fact Sheets and glue into their
Detective Notepad). Check each graph for accuracy against the
case number that they received.
- Review each type of graph. Ask each student to tell and record
in his or her clue journal his or her favorite graph discussed in
the book. Present each detective with an official Great Graph Detective badge.
Extensions
- Morning message: Put a letter for Mr. E filled with corrections
for them to solve on the board for their daily work.
- Monthly Integrated Graphing Ideas (pdf):
- August: Summer Fun--Provide a sun-shaped paper for students
to draw a favorite summer memory from one of the following
categories: traveling, sports, family activities, other. Graph
results.
- September: Favorite School Subjects--Provide each student
with piece of an apple pie (a circle approximately 14 inches
in diameter, cut into as many equal sized pieces as you have
students). They need to be equal pieces, so you may have to
include yourself or other staff member. Have the students color
their piece according to what their favorite school subject is.
red: math, yellow: spelling, orange: reading, and so on. Glue
each piece onto a circle, grouping them according to their color.
- October: Pumpkins--Provide each student with a piece of
orange art paper. Have them draw and cut out a pumpkin (you
should get many sizes and shapes). Provide different kinds
of art supplies to decorate their pumpkin with, such as pain,
glitter, and sequence. Bar Graph the pumpkins by traits determined
by the class.
- November: Food Groups--Provide each student with a
turkey clip art to draw their favorite type of food they eat on
Thanksgiving Day on the belly of the turkey. Provide choices
for them from each of the food groups. Graph turkeys on
a food pyramid chart according to what they drew. Make a
pictograph of what they have drawn.
- December: Money--Provide pictures of candy price marked
with pennies, nickels, dimes, or quarters. Have them graph
their candy according to the coin their candy is labeled with. To make it more challenging, have students graph according to the
sum of their coins. Discuss the graph.
- January: Weather Affects on Animals--Make a Pictograph of
how the weather affects animals. Have the students draw an
animal they would like to sort according to what the animal
does in the winter, hide, migrate, hibernate or stay active.
Discuss the graph.
- February: Letter Writing--Read the story Who Loves Mr. Hatch
by Ellen Spinelli. Discuss how the nice letter to Mr. Hatch
made him a happier, nicer person. Have them choose to write
a letter to a family member, friend, school staff, or other to
brighten their day. Provide them with an envelope to write
the name of the person the letter is going to. Bar graph the
envelopes according to who they are sent to, a family member,
friend, school staff, or other. Discuss the graph.
- March: Weather--Bar graph the daily weather for the month,
graph the students favorite kind of weather.
- April: 'Egg'cellent Animals--Graph according to whether
animals are born live or if they hatch from eggs. Have students
draw their babies on a square-shaped piece of paper if they are
born live and on an egg shaped piece of paper if they hatch
from an egg. Graph results. Discuss other ways you could
graph these animals as a class.
- May: Second Grade Memories--As a class, make a timeline
of the school activities you have had throughout the year. To
create a class graph, have the students illustrate their favorite
activity on a Post-it® note and place it in a category such as:
field trips, friends, room-mother parties, assemblies, holidays,
other.
Family Connections
- Gather data about family--eye color, hair color, boys, girls, etc.,
make a graph at home.
- Have them graph their favorite toys and bring data and how
they sorted their toys.
Assessment Plan
- Check the data and graphs from the 19 cases they have solved.
- Check their Evidence Fact Sheets they completed on case 2 and
5.
- Include some of the 19 cases in a center for them to choose their
case to solve. Check their work.
Bibliography
Research Basis
Lee, M., & Miller, M., (1993). Great Graphing. Scholastic Inc. New York, NY ISBN 0-590-
49470-8
Learning graphing skills benefits children in a variety of ways;
it encourages an investigative spirit as questions are generated,
conjectures are made, and relationships are discovered. Higher-level
critical skills are involved and communications skills are reinforced
as children discuss and write about their methods and discoveries.
Graphing help children appreciate how useful math can be in the
world outside the classroom.