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**Objective:**

Child will be able to create a bar graph representing statistics.

**Essential Question(s):**

How can we show trends and patterns in our community and/or environment?

**Special Materials:**

Paper and pencil for recording data, sticky notes for labeling brick chart

**Bricks Required:**

16×16 plates, 1×1 and 2×2 bricks

**Project Structure**

**Engage/Explore:**

- Begin by asking about patterns in the environment. “What sorts of things can you observe and count?”
- Ideas: hair color, types of furniture, anything that can be counted and categorized.

- Explain how representing patterns visually makes comparing things easier.
- “How might we visually represent how many pens and pencils are in the container?”
- Tell child to count the pens and pencils and represent the respective numbers using a manipulative (SOHO bricks).
- Child will create piles or lines of two different-colored 1×1 bricks to represent the numbers.

- “How do we know if the bricks are representing pens or pencils?”
- Child might suggest color differences or writing labels to identify which pile is which.

- “How might we visually represent how many pens and pencils are in the container?”
- Provide child with 16×16 plates.
- Ask child how they might use their plate to organize the bricks which are representing pens and pencils to better keep track of them.
- Point out that there are many pens and pencils in the room, and ask what can be done to make the graph fit on the 16×16 plate.
- Child may suggest using a bigger brick, such as 2×2, to represent multiple items.
- Suggest using each 2×2 brick to represent five items, as counting by fives is easier; or to represent four items, so that each stud visualizes multiple items evenly.
- Allow time for child to arrange the bricks.

- Facilitate child’s development towards a bar graph by encouraging organization.
- Ask: “How will we know which are representing pens and which are pencils?”
- Child should be labeling, creating a key, or both.

- Grab a small bundle of a third category of item, such as markers.
- Ask: “How might we add the number of items in the third category to our brick plate?”
- Allow time for child to add additional bricks in a third color while facilitating their organization and tracking.

- Point out that there are many pens and pencils in the room, and ask what can be done to make the graph fit on the 16×16 plate.

- Ask child how they might use their plate to organize the bricks which are representing pens and pencils to better keep track of them.

**Explain/Explore:**

- Decide what to count from the list generated at the beginning of the Engage section.
- Gather data using tally marks on paper or piles of SOHO bricks.
- Encourage child to count three times to verify the accuracy of their data.
- Child creates a bar graph using bricks. Graphs may be two- or three-dimensional. Child should label the axes of their chart.
- Once child has completed their bar graphs:
- Have them generate at least two “how many more/less” questions for analyzing and interpreting their data.
- Child should then create an answer key on the back of their paper.