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Title
Charting the World Around Us
Lesson Objective
This lesson will help the student understand what “data” and charts/graphs are and will use a variety of ways to practice
Background Information for Teacher
Words in bold are said aloud by the teacher.
Student Prior Knowledge
N/A
Materials:
Lemonade for Sale (this book can be found at your local library, or you can use the link we have provided in
Step 2)
Crayons – red, blue, green, orange
Pencils
Cups of Lemonade Sold (Step 3)
______ Chart (Step 3)
Colored markers
Step-by-Step Guided Lesson
Step 1: Start Video
(Tips: Interact with the video by pausing, to ask questions or discuss information viewed with student.)
Step 2: Teach Lesson
Tell the student, today we will learn about charts/graphs and how to read them.
.
Briefly talk about the story in general. Then ask a series of questions allowing the student to respond each question.
What problem did the children have in the beginning of the book? (Clubhouse was falling down and the piggy
bank is empty.)
How did the children decide to solve the problem? (Sell cups of homemade lemonade.)
How many cups of lemonade did the children need to sell to fix the clubhouse? (30-40 cups each day for a
week.)
How did the children keep track of the cups they sold each day? (Sheri made a bar graph.)
How many cups did they sell the first day, Monday? (30)
How many cups did they sell the second day, Tuesday? (40)
How many cups did they sell the third day, Wednesday? (56)
How many cups did they sell the fourth day, Thursday? (24)

Why didn’t the children sell very many cups of lemonade on Thursday? (The people were down at the corner
watching Jed juggle.)
How did they solve the problem of getting those people who were watching Jed to come buy cups of
How many cups of lemonade did they sell on Friday? (So many that the sales were over the top.)
What does ‘over the top’ mean in this story? (There were so many cups of lemonade sold that they marked the bar
graph to the top and over the line at the top.)
Re-read the pages that show the number of cups of lemonade sold. Show pictures in the book to the students.
Make a chart of the number of cups of lemonade sold by each day (See Cups of Lemonade Sold page)
Refer to the bar charts/graphs in the book to get the correct number of cups of lemonade sold each day.
Make the connection between answers to the questions you’ve been asking and the definition of “data. Tell the student,
when we collect information about a subject, such as the information the students have collected from
Lemonade for Sale, that information is called data. Data can come in various forms: numbers, ideas, lists of
things, etc.
Ask the student: “What ‘data’ is collected in Lemonade for Sale?” (Number of cups of lemonade sold each day)
Have a discussion about charts/graphs and why they give us good data information.
Tell the student, charts are seen in daily life (newspapers, magazines, grocery stores, etc.). Bar graphs can give
us information at a quick glance.
Step 3: Complete the worksheet attached below.
Worksheets needed to complete the lesson
Step 4: Review. Start the next lesson with the game or activity attached below for review so the student can demonstrate
understanding of this lesson before moving forward.
Fuzz Buzz (online) game
and /or
Graphing Activity
Have the student write facts about the members of the family using words and numbers, for example: Write how many
family members have black hair – “Two have black hair.” Write how many family members have blonde hair – “Seven
have blonde hair.” Write how many family members have brown hair – “Nine have brown hair.” Write how many family
members have red hair – “Two have red hair.”
Have the student complete the bar chart, labeled “Hair Color Chart,” showing the same information (use the ______
Chart page in Step 3). Have the student complete the bar chart as independent practice. Color in the squares using
different marker colors. Once completed have the student present the final results of their graph.