## Going My Way?

#### Description

Students create and utilize a picture graph of the various means of transportation that they use to return home at the end of the school day.

#### Objectives

The student uses mathematical language to read and interpret data on a simple concrete graph, pictorial graph, or chart.

#### Materials

-Pictures of children riding the school bus, riding a bike, walking, etc.
-Board and markers or chalk
-Sticky notes
-Favorite Means of Transportation worksheet (See Weblink)
-Rubric for assessment (Associated File )
-Writing paper, pencils, markers and colors

#### Preparations

1. Make copies of worksheet -Favorite Means of transportation,- one for each group. (please see Weblink)
2. Make a copy of rubric. (please see file)
3. Gather materials.

#### Procedures

1. Post pictures of children riding in a school bus, walking to school with a backpack, riding a bike or in a car.

2. Ask children where they think the children in the pictures are going. Explain to children that in today's lesson they will be discussing how each one of them leave school each day. Add that today they will create a class graph where all this information will be collected.

3. Explain to the children that for safety reasons, it is very important for the teacher to know how the students leave the school grounds. Add that a quick and easy way to have this information handy, is by creating a graph. Ask students if they would be willing to assist you in creating one class graph where this information would be posted.

4. Hand out sticky notes to the children and ask them to draw a picture of themselves and the means of transportation they most often use for going home (bus, car, bike, or walking). Ask if anyone in the class rides a train or an airplane home; how about a subway ? Why not?

5. While the children are drawing their pictures, create the graph on the board. The x coordinate represents various means of transportation used by the students, and the y coordinate would represent the number of children using each type of transportation.

6. Once the students are done with their pictures, review previous knowledge about what a graph is and what each coordinate represents. Ask each student to come to the board and stick the drawing under the corresponding means of transportation.

7. After all the data is collected, ask children questions on what they observe: What is the most common means of transportation? How many more children go home by car than by bus? What is the means of transportation that is the least common in our class? Are there any children that go home by train? How many children in all ride both the car and the bus? Ask each child to dictate a fact using mathematical language (how many, more, less, total, number, half, etc.). Write their facts on the board.

8. Arrange students in groups of five or six students per group.

9.Hand out one worksheet -Favorite Means of Transportation” (see Weblink) to each group and ask children to study the graph. Each member of the group should create a statement about the graph. Stress that no two students within the group may use the same statement. Encourage students to use the mathematical language that was reinforced in the previous activity.

10. Allow a maximum of 10 minutes for children to complete their statements then ask each student to read his/her statement to the class. After each statement is read, ask the children to discuss whether the statement was accurate and whether a mathematical term was used. Ask children to say what the mathematical term was.

#### Assessments

In this formative assessment a rubric is used to assess each child's knowledge of the standard taught. Ratings are as follows: A check in all four categories:

4: Excellent,

3: Good,

2: Satisfactory,

1-0: Needs and will receive additional instruction and the opportunity to try again.

#### Extensions

Children can work on other graphs and create relevant questions about the information that is provided. A card game could be developed with true and false cards. Players would draw a card from the deck then refer to a chart before making a true or false statement, depending on the card drawn, and relating to the chart. If the player makes a correct statement he/she gets to keep the card, placing it facedown before him/her. If the player is incorrect, the opposing player takes the card. When all cards have been played, the winner is determined by the player having the most cards in his/her stack.