LEARN NC

K–12 teaching and learning · from the UNC School of Education

Solid graphing

The students will review solid figures using a baggie of assorted snack mix (cones, cubes, cylinders, and spheres) and will begin a vertical bar graph showing the number of each solid figure in a bag of assorted snack mix.

A lesson plan for grades 2–3 Mathematics

By Lisa Fletcher

Learn more

Related pages

  • Data gathering - Linear regressions: In groups of three, students gather data by experiment or observation in one of nine activities. Each group models the data they gathered, creates a display, and presents results to the class using an overhead projector.
  • Building a paper bridge: An introduction to problem solving: This activity allows the student to explore problem solving strategies while working with a partner. This activity (building a paper bridge), requires students to question word definition and the application of those definitions. Through problem solving strategies, students discover the need for applying math skills.
  • Chocolate! Chocolate! Chocolate!: Using chocolate as a theme, students will become involved in reading, writing, math, word study/spelling and other developmentally appropriate (integrated) activities. The unit includes centers for the classroom along with whole group activities.

Related topics

Help

Please read our disclaimer for lesson plans.

Legal

The text of this page is copyright ©2008. See terms of use. Images and other media may be licensed separately; see captions for more information and read the fine print.

Learning outcomes

Students will:

  • estimate the number of pieces of snack mix in their individual baggie.
  • estimate the weight of the snack mix in ounces and grams.
  • count and check the estimation made in number one.
  • measure and check the results of the estimation made in number two.
  • group solid figures according to their attributes.
  • identify the correct name for a solid figure.

    • describe the attributes and the rules for grouping the solid figures

  • construct a vertical bar graph showing the types and the numbers of solid figures.
  • write three statements describing the results shown on the vertical bar graph.
  • write three questions that can be answered by studying the data on the vertical bar graph.
  • generate a vertical bar graph on the Kid Pix computer program using the information from the vertical bar graph made in number eight.

Teacher planning

Time required for lesson

1 hour

Materials/resources

  • One baggie of assorted snacks per student (sphere=gumball, cube=cheese cube, cone=Bugles, and a cylinder=mini-marshmallows).
  • Scale
  • Geometry/Data Collection/Sorting Mat Handout
  • Bar Graphs Transparencies
  • Bar Graphs Student Copies
  • Kid Pix Computer Program
  • Loose Leaf Paper
  • Pencils
  • Crayons/Colored Pencils
  • Overhead

Technology resources

Kid Pix Computer Program

Pre-activities

This activity is designed to be used at the conclusion of distinguishing between plane and solid figures; with the emphasis being on solid figures. Students should be able to identify the plane figures; circle, square, triangle, and rectangle. Students should be able to list the number of faces, the number of edges, and the number of corners of all of the solid figures.

Activities

  1. Review plane figures.
  2. Distribute the Geometry/Data Collection/Sorting Mat Handout and the assorted snack baggies.
  3. Estimate the number of objects in students’ baggies prior to opening the package. Record the estimation on the handout. Estimate the weight of the package and record the estimation on the handout.
  4. Weigh the snack baggies and record the weight on the handout.
  5. Open the snack baggies and count the number of pieces. Record the number on the handout. As the pieces are counted, sort them into the appropriate categories.
  6. Name the solid figures. Describe the attributes of the solid figures (rules for sorting); the number of faces, the number of edges, and the number of corners.
  7. Discuss the parts of a graph: title, labels, and information. Construct a class vertical bar graph (overhead). Choose a title. Insert labels (# of solids, Solid Figures). Write the word cube at the bottom of the first column. Look at the sorting mat to reaffirm the number of cubes. Shade in the appropriate number of boxes in the cubes column. Continue in this manner until a column has been completed for each solid figure.
  8. Discuss the results. Write three statements (preferably comparisons between the solid figures) describing the results. Write three questions taken from the data collection.
  9. Have students individually construct vertical bar graphs.
  10. Transfer the information gathered onto the Kid Pix computer program.

Assessment

  • Information on the sorting mats
  • Student Bar Graphs
  • Student oral and written responses to teacher directed questions
  • Student oral and written responses to statements and questions constructed

North Carolina curriculum alignment

Mathematics (2004)

Grade 3

  • Goal 1: Number and Operations - The learner will model, identify, and compute with whole numbers through 9,999.
    • Objective 1.06: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.
  • Goal 2: Measurement - The learner will recognize and use standard units of metric and customary measurement.
    • Objective 2.02: Estimate and measure using appropriate units.
      • Capacity (cups, pints, quarts, gallons, liters).
      • Length (miles, kilometers).
      • Mass (ounces, pounds, grams, kilograms).
      • Temperature (Fahrenheit, Celsius).
  • Goal 3: Geometry - The learner will recognize and use basic geometric properties of two- and three-dimensional figures.
    • Objective 3.01: Use appropriate vocabulary to compare, describe, and classify two- and three-dimensional figures.
  • Goal 4: Data Analysis and Probability - The learner will understand and use data and simple probability concepts.
    • Objective 4.01: Collect, organize, analyze, and display data (including circle graphs and tables) to solve problems.

  • Common Core State Standards

    • Mathematics (2010)

      • Grade 2

        • Geometry
          • 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
        • Measurement & Data
          • 2.MD.10 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 problems1 using information presented in a bar graph.

        • Grade 3

          • 3.MD.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar...