EDUC 323
MATHEMATICS STRAND PROJECT
Sarah Colgrove
Elementary education, Liberty University
EDCU 323: Teaching Elementary and Middle School Mathematics
Andrea Parker
May 5 2025
ABSTRACT
This project is focused all around 2nd grade SOL 2.15 on Probability and Statistics. There are
activities in this project that the students will focus on, they will interpret and represent the
data that is given to them on bar graphs as well as on pictographs. By doing this you are
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teaching the students how to interpret and how to properly represent data on different graphs.
There are many ways that this can be taught and it can be understood differently by each
student. These students are going to be practicing how to make grass from the data that is
given to them aswell.
Mathematics Strand Project
Grade: 2nd
Topic: Probability and statistics
SOL: 2.15 the students will a) collect organize and represent data in pictographs and bar graphs
and b) read and interpret data represented in pictographs and bar graphs.
Questions: Where is data found in our everyday lives? How are these different types of graphs
the same and what makes them different. What can we use to find and put the information
gathered into a bar graph?
Notetaking Device
VA Mathematics SOL: 2.15 The student will a) collect organize and represent data in
pictographs and bar graphs b) read and interpret data represented in pictographs and bar
graphs.
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Graphic organizer: A graphic organizer is going to be made for the students that need help to
understand how to read and how to interpret data from bar graphs or pictographs. These
students will start with the questions what is data and what is a graph. And then they are going
to be moving into learning what a bar graph and what a pictograph is and how they are used.
Science Activity
VA Science SOL 2.6 The students will investigate and understand that there are different types
of weather on Earth. Key ideas include a) different types of weather have specific
characteristics b) measuring recording and interpreting weather data allows for identification of
weather patterns and c) tracking weather allows us to prepare for the weather and storms.
In science the students are going to be learning about the various types of weather that
we have on Earth. These students are going to be keeping track of the weather over a set of a
couple weeks. These students will then keep track of how the weather is and they will use tally
charts and they will also use bar graphs to help represent the weather data chart. These
students need to make sure that they are color coding so that they can tell the difference
between the different types of weather. The materials that are needed for this is the students’
eyes in order to be able to look at the weather each day.
Math Tiered Activities
Group 1- Below grade level. These students are going to be making a bar graph. They are basing
the data that they have for this bar graph on everyone’s favorite colors. As a group the students
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are going to be creating a tally chart. They need to use pink green blue red yellow purple and
black. Each student is going to cast their vote for their favorite color and that will begin the bar
graph. After the bar graph is completed the teach will be able to ask the students which favorite
color was said the most and which color is the least favorite. These teachers also need to make
sure that the students are aware of why they got the answer that they did.
Group 2- on grade level. These students are going to create their own bar graph. Each student is
going to be given a bag of manipulatives. Each bag is going to be different so not everyone is
going to have the same things in them. The students are going to be focusing on the colors that
are in the bag and they are going to be charting the different colors that were found in the bag.
The students will have the option to make their own graphs out of Legos before they even open
their notebooks.
Group 3- above grade level. These students are gifted and they will be creating their own
pictographs. The students can pick between asking the class what the favorite drink is to their
favorite fruit. They just have to collect this data.
Assessments
For the formative assessment: the teacher is going to have the students complete a Bar graph
using M&Ms. They will do this by sorting the M&Ms by the colors that they get and keep tally
on the paper as well. Then after they collect that data, they will create their bar graph. There
will be questions at the end to answer and after all is said and done the students will be able to
eat their M&Ms.
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There is another formative assessment that the students will do. They will play a game called “I
can”. It is a data game that the students will play with a partner. They will have cards that have
questions on them about bar graphs and pictographs. The students will then answer the
questions and if they get the question right, they get to keep the card, but if they get the
question wrong, they have to put the card back. The partner will be able to steal it as well. This
game is fun for the students to feel like they are playing a game and not just being assessed.
And it allows the teacher to be able to go around to the groups and see if the students are
answering the questions correctly.
For the summative assessment the teacher is going to have the students complete a bar graph
of their choice or a pictograph of their choice. The students will be able to have the chance to
pick their topic off of a list of topics given to them by their teacher. These students will then
need to collect the data to show what they’re doing. They will also need to be able to create a
graph from the data that they find. This assessment gives the teachers a chance to see if these
students are able to create graphs on their own using the data that they find.
MATHEMATICS STRAND PROJECT LESSON PLAN TEMPLATE
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LESSON #
Subject/Topic: Probability and Statistics Grade Level: 2nd grade
Lesson Structure or Grouping:
Whole Class ☒ Small Group ☐ 1:1 ☐
Other (specify): Click or tap here to enter text.
Learning Segment Theme:
Data collection and representation
Resources and Materials:
White board expo markers pencils crayons smart board Talley O Malley by Stuart Murphy and
Cynthia Jabar, quarters
Standards:
State: 2.15 The students will a) collect organize and represent data in pictographs and bar
graphs and b)read and interpret data in pictographs and bar graphs
National: CCSS.Math Content 2.MD.D.10 draw a picture and a bar graph (with single unit
scale) to represent a data set with up to four categories. Solve simple put together take apart
and compare problems using information presented in a bar graph.
Objective:
The objective is to be given questions that the students will collect and organize data from and
put into a pictograph or a bar graph getting 8/10 correct.
ACADEMIC LANGUAGE DEMANDS
Language Demands: The students will give definitions of data in their own words. The
students will also need to know how to tally mark and why we use them to collect data. These
students will also need to know what X&Y axis represent.
Language Supports: The teachers are going to give the definition of data. And the teacher is
also going to explain and give examples of a bar graph and pictographs and how we use them
when we collect data.
Essential Vocabulary: Data, symbol, key, tally, x axis y axis bar graph pictograph
INSTRUCTION
Set: Hello friends and good morning, we are going to be reviewing data and how we can
represent the data on a bar graph and pictographs. I would like to ask before we get started
does anyone know what data is? After this is said, the teacher is going to go around and call on
a few students to see if they know what data means. After doing this the teacher is going to
give the students the true definition of what data means. This will then go into a class
discussion about graphs and how to add data to them.
Direct Instruction/Modeling: The role of the teacher in this instance is to introduce bar
graphs pictographs not all at once but one at a time. The teacher will do this by asking the
students what their favorite season is, and then the teacher is going to use tallys to be able to
track who likes what season better. When all of the students have told the teacher what their
favorite season is the teacher will then show the students how to take that data that was just
collected and put it into a bar graph. The teacher will start by labeling the graph with the tile
and then labeling the X&Y axis all while having the students helping along the process. The
title will be favorite seasons. The x axis will be labeled number of students. The y axis is
labeled number of students. The teacher is going to allow the students to come up and fill in
the data on the bar graph. Afer the bar graph is completed this is where we will move into how
to use a pictograph and how to transfer the information onto it. The teacher will show this by
explaining how a pictograph is different from a bar graph and why we use it.
Guided Practice: There will be a worksheet for the students to complete and this is going to
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be something that the students need to keep up with while they are listening to the story Talley
O’Malley. Before the book begins the students are going to listen to their teacher closely
because they are going to have to make tally marks on their worksheet. All of the data that is
collected while reading this book is going to be used to make a bar graph.
Independent Practice: The worksheet is going to be passed out for a tally chart. This is
going to be for T shirt tallys. The students will take data from the tale HR and they will then
create a bar graph and a pictograph that does along with the data that is collected in their notes.
Closure: At the end of the lesson the teacher will ensure to have a picture of what bar graphs
and pictographs look like. Then the teacher is going to have the students review what they
have learned and see if they are able to explain the lesson to them.
DIFFERENTIATION
Supporting Students with Special Needs: There are some students that will need a little
extra help. Knowing this the teacher is going to ensure that these students are sitting close to
the front of the room to make sure that they are close enough for the teacher to get to fast if
they are finding what we are working on troubling. These students may also have a chance to
have one on one time to ask questions and get the help they need.
Challenging Above-Average Students: The students that are a little bit more advanced will
be able to work on graphs on their own and create them themselves.
Facilitating a Classroom Environment that Supports Student Learning: The teachers job
is to create a place where the students feel safe and welcomed despite the differences they may
have the teacher will always make sure that every student is included and every student feel
like they are being heard in the classroom.
Extension: Students are going to be collecting data from their families about their favorite
seasons and then they are bringing it back to class. And we will create a bar graph and a
pictograph with all of the data.
ASSESSMENT
Diagnostic/Pre-Assessment: in the beginning the students are going to be asked if they know
what data is and if they are familiar with bar graphs and pictographs.
Formative Assessment: During independent work the students are going to be making their
own graphs. This will give the teacher a chance to walk around and see if the students are
really understanding it or if they need to take a step back and go into the meaning a little
deeper.
Summative Assessment: At the end the teacher is going to test the students on their
understanding by having the students work in a booklet. The students are also going to be
asked questions and have them answer them.
BIG IDEA:
Complete the BIG IDEA statement for your plan. This should be at the end of your lesson
plan.
Today I will _____learn how to collect data and I will learn how to make a bar graph and a
pictograph with the data that I am collecting________________________ (complete this
statement with what the student will learn from this lesson – what the student will be able to do –
look at the objective.)
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So that I _________________use the information that I am collecting to answer questions
that are given to me______________ (provide students with a real life situation where this
skill/concept will be needed)
I know you've got it when you are able to create a bar graph and a pictograph on your own
without help from peers or teachers. __________________ (provide students with
performance expectation - the way students will show they have met the objective)
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