How Do We Get to School?
- Grades: PreK–K, 1–2
- Unit Plan:
- Collect data
- Describe and compare the pieces of data that result in each category
- Develop and use math vocabulary to describe the data
- Develop the skills to analyze the pieces of data
- Tag Board & Ruler
- Assorted Markers
- Tape or glue
- Paper strips (2-3")
- Smartboard template (available for download)
Set Up and Prepare
- Prepare a graph surface on the tag board with pictures of several different modes of transportation along the base (ex: taxi, school bus, car, train, public bus, bike, scooter, walk).
- Prepare the children's names written out on the paper strips that are small enough to fit within the spaces of the graph.
- Variation: If you are using a Smartboard, double check that everything is locked on the screen before the children come up to write their initials or names on the graph.
- Variation: You can make this a picture graph by using photos of the modes of transportation instead of the children's names.
- Through literature/discussion, discuss the various means of transportation that we all use to commute to school. What types of transportation have the children used to get to school? Which mode does their family use the most? Which mode does their family use the least? Ask volunteers to talk about their experiences. Tell the class that you are going to take a survey on how everyone gets to school.
- Ask the children to answer graph question by taping their names or writing their names or initials above the mode of transportation that their family uses the most to get to school. Try to have ANOTHER section on the graph to accommodate a mode that you may not have thought of.
- When reading the graph, ask the children questions about their daily routines. Start by reviewing each mode of transportation in order to count the number of people that use each one.
- Compare and analyze the data.
- Ask the children if anything surprised them about the results.
While preparing the graph, leave space along the y-axis so as to write in the numbers that will help the students read and analyze the graph. As you begin to talk about the graph, show them the pictures of the modes of transportation along the base and show them the spaces where their names will go. Tell them that something is missing. Something that will help you to read the graph much easier after they have all filled their names in. In this way, you are showing them the components of a graph and explaining its necessity.
This is a wonderful opportunity to engage your students in conversation about their mathematical ideas and challenge their understanding of the relevant mathematical vocabulary. Observe their reasoning and their mathematical thinking. Ask them why they think what they do and you will be able to assess their growth and understanding of graphs.
Mid-Year Lesson Follow-Up:
Redo the graph mid-year to see if the results changed. Sometimes more children start or stop taking the school bus mid-year. Also, consider inviting another class who has done the same activity to come and compare their findings with your class's findings.