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 This lesson provided by: Author: Susan Taffar System: Arab City School: Arab City Board Of Education
Lesson Plan ID: 23793
Title:

Tiger Math Graphing

Overview/Annotation:

Students will listen and respond to the book Tiger Math: Learning to Graph from a Baby Tiger. Students will also create a pictograph based on the data collected from the book.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.

Content Standard(s):
 SC(1) 6. Recognize evidence of animals that no longer exist. MA2015(2) 23. Draw a picture graph 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. (See Appendix A, Table 1.) [2-MD10] ELA2015(1) 30. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.1.8] ELA2015(1) 37. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.1.1]
Local/National Standards:
Podcast(s):
Primary Learning Objective(s):

Students will create a pictograph using data collected from the book.

Students will write 3-5 sentences that state facts learned from the book (i.e. what baby tigers eat in captivity, specific types of tigers that are on the endangered species list, size of newborn tigers, etc.). The students will draw a picture of T.J. the tiger in his current habitat. Students will read graphs that show evidence of endangered tigers.

Approximate Duration of the Lesson: 61 to 90 Minutes
Materials and Equipment:

Teacher Materials: Tiger Math: Learning to Graph from a Baby Tiger by Ann Whitehead Magda and Cindy Bickel
Bulletin board paper labeled vertically with the numbers 1-15 and horizontally with the words "Birth" "6 Weeks" and "10 Weeks"
Chart Paper divided into three sections. "What We Know"' "What We Want To Know", and "What We Have Learned." *This chart will be referred to as a KWL in the lesson plan.
Pictures of various types of graphs for the teacher to use. (i.e. venn diagrams, pie graphs, pictographs, etc.)
Student Materials: Handout
Crayons
Writing paper

Technology Resources Needed:

Computers with internet access for teacher and student use.

Background/Preparation:

The students should be able to recognize graphs as a form of organizing and sorting data. Students should have background knowledge of the terms "endangered" and "extinct".

Procedures/Activities:
1.)The teacher will begin the lesson by showing the students the chart (referred to as a KWL). She will give the students an opportunity to turn and talk to a partner or small group about things they already know about tigers. After allowing students time to talk, ask students to share things they discussed. Record responses on the KWL under the heading "What We Know." Then ask the students if there are any questions they have about tigers. Allow time for the students to turn and talk in order to develop questions for the chart. Ask students to share and record responses on the KWL chart under the heading "What We Want To Know." Explain to the students that you will come back to the KWL after reading the book to complete the last section labeled "What We Have Learned."

2.)Show the students pictures of various types of graphs such as venn diagrams, pictographs, bar graphs, pie graphs, etc. (See attachment) Discuss the names and the differences of each. Explain to the students that they will see more of these types of graphs in the book you will read to them about a baby tiger named T.J.

3.)Introduce and take a picture walk through the book. Explain to students that the right hand side of the book tells a true story about the life of a baby tiger named T.J. Explain that the pictures on the left hand side of the book are graphs. The graphs give the information about T.J.'s weight as described in the story.

4.)Read the story. Draw attention to the bar graphs and pictographs. Explain the difference between bar and pictographs and show examples of each from the book. Explain to the students that they will create a class graph using the information about T.J.'s weight from the book.

5.)Give each student a tiger from the handout. Students will color and cut out. (You will need 26 tigers total for the chart. Therefore, some children may have to color or cut out additional pictures.)

6.)Explain to the students that each tiger picture will represent 1 pound. Students will then take turns attaching pictures to the graph. Make sure each picture is in the correct spot. (i.e. 3 pictures should be in the birth column to show that T.J weighed 3 pounds at birth, 10 tigers in the 6 weeks column, and 13 tigers in the 10 week column.)

7.)Show the pictograph from the book and draw attention to the title of the graph. Ask students to collaborate to come up with a title for the class graph. Write the selected title at the top of the graph.

8.)Upon completion of the graph, ask students to turn and talk to a partner about things they learned from the book. Record student responses on the KWL chart under the last heading "What We Learned." Read the chart together and discuss.

9.)The teacher should use the following website to show the students the picture slide show of T.J. at Zoo Montana.
(Zoo Montana)
The link is to the Zoo Montana site. This link is for the zoo where T.J. is currently living. The link provides a slide show with pictures of T.J. as an adult. The site also contains siberian tiger coloring pages.

10.)Students should then write three to five facts they have learned about tigers then draw and color a picture of T.J. in his current habitat.

Attachments:**Some files will display in a new window. Others will prompt you to download. Tiger Math Handout.doc
Examples of Graphs.doc
Assessment Strategies:

Ask students questions pertaining to the graph. Check writing for content and punctuation. Observation and participation.

Extension:

The students will work in small groups to create a pictograph of T.J.'s weight using the following legend: 1 tiger picture=2 pounds. (The original graph uses 1 tiger picture=1 pound.) The students may use the National Geographic link to search for answers to any questions on the KWL chart that were not answered after reading the book. National Geographic This National Geographic site contains facts about tigers. Students can use this site during the extension to answer any questions from the KWL chart that were not answered after reading the book.

Remediation:

The students who require additional help will participate in a small group lesson with the teacher. Students in this group will look at existing graphs and read the data.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users: