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Project GRAD Houston
3000 Richmond, Suite 400
Houston, Texas 77098
832-325-0325 (main)

Ann B. Stiles, Ed. D.
Executive Director
832-325-0467
Email

The Art of Bar Graphs

View lesson as a pdf file

Classroom Time: 90 minutes – Maybe broken up into more than one session

Purpose: To either review or present classifying objects according to color, graphing the solution and recognizing smallest and largest area as well as above and below.

Skills Addressed:
Math skill: More than/Less than, Area, categorizing, graphing, and above and below
Visual Arts Skill: Identify colors; create works of art using shapes

Supplies:
Paper, pencil, 8” x 10” pieces of cardstock 1 per student, at least three different colors of paint, at least 3 different sizes of paint brushes, and handouts

Lesson Process:

Warm-up

1. Read one of the following books: Little Blue, Little Yellow (Leo Lionni), Three Little Firefighters (Stuart Murphy), The Great Graph Contest (Loreen Leedy), More or Less, (Stuart Murphy), A Million Fish… More or Less (Patricia Mckissack), Tidying Up Art (Ursus Wehrli – Excellent book!)

2. Show students the first Hans Hofmann painting, “ Sparks of the World” (Attachment 1)

3. Ask the students the following questions:
1. What do you see? - Different sized and colored rectangles,, etc
2. What colors do you see? – yellow, orange/red, green white, blue and black
3. Do they see any shapes, what are they?- rectangles and maybe a square
4. What is the biggest shape? - The blue one on the right side
5. What is the smallest shape? – The blue one
6. Which one is under the purple one? The black and white one

Lesson procedure

1. Show students “The Gate”

2. Ask the students the following questions:
1. What do you see? – Example: A red circle, a white circle, a red square, a red banana(?), etc..
2. What colors do you see? – Red, yellow, green and white
3. Do you see any shapes, if so which ones? – Maybe a square, circle and rectangle (nothing is perfect!)
4. What is the biggest object?  - They will probably say the yellow blob or the green rectangle
5. What is the smallest object? – The small green blob in the upper right hand corner
6. How many yellow objects do you see? - 3
7. How many red objects do you see?  -  5
8. How many green objects do you see? – 5

3. Distribute The Spirits of the World handout

4. Review the first chart with the students, the first column asks how many yellow objects are in the picture. The second column asks how many red objects are in the picture, the last column asks how many green objects are in the picture. (Answers above)

5. Ask the students to put the number of colors in the appropriate columns. (Attachment 4 – Answer Key)

6. Read the next question, which one has the least number? Have the students circle the correct answer. (Attachment 4 – Answer Key)

7. Ask the students to color in the appropriate number on the bar graph that corresponds to the number of colored objects in the artwork. (Attachment 4 – Answer Key)

8. Display The Sparks, (Attachment 5).

9. Distribute The Sparks handout.

10. Ask students to complete the handout on their own as the teacher reads the directions assisting in the understanding of the question asked. (Attachment 6 – Answer Key)

11. Optional, display The Sparks (Attachment 7). Distribute the handout that accompanies it. Discuss above, below, over, under, and big, bigger and biggest, small, smaller and smallest. (Attachment 8 – Answer Key)

12. Ask the students what they noticed about all three art pieces created by Hans Hofmann. (Shapes used, colors used, sizes of the shapes, etc.) Focus on the use of three to four major colors and the use of the rectangles of different sizes. – Example: rectangles, squares, circles, yellow, red, green, blues, black, white, etc., very small to large rectangles, etc.

13. Distribute a piece of cardstock to each student.

14. Put three different widths of paint brushes with each color of paint.

15. Students create their own Hans Hofmann art pieces using the different paints, different sizes of paint brushes and rectangles.

16. Once the student’s artwork is dry, hang them on the wall.

17. Ask the students how many yellow, red, green and orange rectangles there are using all the paintings. Put the numbers in a chart.

18. Create a bar graph.

19. Ask the students smallest and largest questions using the student’s artwork.

20. Ask the students above and below questions using the student’s artwork.

Student assessment or final product to be developed:

Handouts, teacher assessment, and student artwork

Extension activities (optional)

1. Using the classroom, ask students how many yellow (green, blue, etc.) objects they see. Create a chart and bar graph using the information the students provided.

2. Display more Hans Hofmann artwork noting his regular use of rectangles. Ask the students how many rectangles they see in the classroom (this may be done outside too!) Create a chart and/or graph depicting the information the students collected. Students create their own art work based on using only rectangles. Students either paint or use pieces of colored paper cut in rectangles to be glued to the paper.

3. Each student is given a set of crayons containing a red, yellow and blue crayon. All the students will start with the same color. The teacher rolls a die. The students make the same number of lines with the first color that the die shows. Change colors and repeat. Continuing the appropriate number of times depending on the students. Create a chart using the number of lines per color. Create a bar graph using the given information. Extend the lesson to discuss width. If all the lines are the same length and put next to each other which one is the smallest, largest, etc. Discussing the width of the rectangle created.

4. Select paintings of Hans Hoffman that are mainly rectangles to show the students.
1. Precut 1” rectangles out of several different colors of construction paper or tissue paper
2. Precut 2” rectangles out of several different colors of construction paper or tissue paper
3. Precut ½” rectangles out of several different colors of construction paper or tissue paper
4. Other sizes of rectangles may be used as desired.
5. Give each student a piece of construction paper, several different sizes of rectangles and a glue stick.
6. Students glue the different rectangles on their paper creating a Hans Hofmann masterpiece!
7. Review smallest, largest area, above, below, counting the number of a certain size or color and create a bar graph.
8. Read an additional book from the book list.

Attachment 1

 

Pastorale
1958

 

 

Attachment 2

 

 

Sparks of the World
1947

 

The Sparks of the world

Name ______________________________

Counting Colors

1. Count the number of objects of each color and put it in the appropriate column.

 

Yellow	Red	Green

2. Which one has the least number of objects in the picture?  (Circle one)

                 
                                Yellow                      Red                         Green

3. Color in the bar graph below showing the number of colored objects.

Yellow	Red	Green

                                                             

4. Which color has the least number of objects? (Circle one)

 

                   Yellow                         Red                           Green

5. Which color(s) have the most number of objects? (Circle one)

 

                   Yellow                         Red                           Green

 

Attachment 4

The Sparks of the world
Answer Key

Counting Colors

6. Count the number of objects of each color and put it in the appropriate column.

 

Yellow	Red	Green
3	5	5

7. Which one has the least number of objects in the picture?  (Circle one)
   
   

8. Color in the bar graph below showing the number of colored objects
   
   
   
   
9. Which color has the least number of objects? (Circle one)

 

10. Which color(s) have the most number of objects? (Circle one)

 

Attachment 5

The Spark
1957

The Spark

Name _______________________________________

Counting Colors

1. Count the number of objects of each color and put it in the appropriate column.

 

Yellow	Red/Orange	Green	Blue

 

 

 

 

2. Which color has the least number of objects in the picture?  (Circle one)

 

                    Yellow           Red              Green               Blue

 

3. Which color has the most number of objects in the picture? (Circle one)

 

                   Yellow            Red               Green               Blue

 

4. Color in the bar graph below showing the number of colored objects.

               

                  Yellow                  Red                    Green                   Blue

5.  Which color has the least number of objects in the picture?  (Circle one)

 

                   Yellow             Red                Green              Blue

Attachment 6

The Spark
Answer Key

Counting Colors

1. Count the number of objects of each color and put it in the appropriate column.

 

Yellow	Red/Orange	Green	Blue
8	5	7	6

 

 

 

**Answers may vary depending on the shades of each color the students determine belong to the group. (Particularly the yellow and red colors)
**Below, answers may vary according to the numbers in the chart above.

Attachment 7 (Optional Activity)

 

The Spark
1957

The Spark Part II

Name _______________________________________

1. The red number 4 rectangle is below rectangle number __________.

2. The blue number 5 rectangle is below rectangle number _________.

3. The yellow/orange number 1 rectangle is above rectanglenumber ____________.

4. The yellow number 2 rectangle is above rectangle number _______________.

5. The green number 8 rectangle is above rectangle number _______________.

6. Of the three green rectangles 6, 7, and 8, the smallest one is number _____________.

7. Of the three green rectangles 6, 7, and 8, the largest one is number ______________.

8. Put the three green rectangles 6, 7, and 8, in order from smallest to largest.

                                 __________             __________             __________

 

9. Put the three green rectangles 6, 7, and 8, in order from largest to smallest.

 

                                 __________             __________             __________

 

10. Of the yellow rectangles 2, 9, and 10, the smallest one is number _________________.

11. Of the three yellow rectangles 2, 9, and 10, the largest one is number ______________.

 

12. Put the three yellow rectangles 2, 9, and 10, in order from smallest to largest.

                                 __________             __________             __________

13. Put the three yellow rectangles 2, 9, and 10, in order from largest to smallest.

 

                                 __________             __________             __________

14. Which numbered rectangle in the picture has the largest area? ________________

 

15. Which numbered object has the smallest area? ____________________________

The Spark Part II – Attachment 8

Answer Key

1. The red number 4 rectangle is below rectangle number     2 

2. The blue number 5 rectangle is below rectangle number.  3

3. The yellow/orange number 1 rectangle is above rectangle number.  3

4. The yellow number 2 rectangle is above rectangle number.  4

5. The green number 8 rectangle is above rectangle number.  10

6. Of the three green rectangles 6, 7, and 8, the smallest one is number.  7

7. Of the three green rectangles 6, 7, and 8, the largest one is number.  8

 

8. Put the three green rectangles 6, 7, and 8, in order from smallest to largest.

                                 ____7 ______             ______6_____             ____8______

 

9. Put the three green rectangles 6, 7, and 8, in order from largest to smallest.

 

                                 _____8_____             ____6______             ____7 ______

 

10. Of the yellow rectangles 2, 9, and 10, the smallest one is number.   9

11. Of the three yellow rectangles 2, 9, and 10, the largest one is number.  2

12. Put the three yellow rectangles 2, 9, and 10, in order from smallest to largest.

                                 _____9_____             ___10_______             _____2_____

13. Put the three yellow rectangles 2, 9, and 10, in order from largest to smallest.

 

                                 _____2_____             ___10_______             ___9_______

14. Which numbered rectangle in the picture has the largest area? 2

 

15. Which numbered object has the smallest area?   7

National Standards

MATH

NM-NUM.PK-2.1
Understand numbers, ways of representing numbers, relationships among numbers, and number systems  

• count with understanding and recognize "how many" in sets of objects;

NM-ALG.PK-2.1 
Understand patterns, relations, and functions

• sort, classify, and order objects by size, number, and other properties;

NM-GEO.PK-2.1 
Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships

• recognize, name, build, draw, compare, and sort two- and three-dimensional shapes;
• describe attributes and parts of two- and three-dimensional shapes;

NM-GEO.PK-2.2 
Specify locations and describe spatial relationships using coordinate geometry and other representational systems  

• describe, name, and interpret relative positions in space and apply ideas about relative position;

NM-MEA.PK-2.1 
Understand measurable attributes of objects and the units, systems, and processes of measurement

• recognize the attributes of length, volume, weight, area, and time;
• compare and order objects according to these attributes;

NM-DATA.PK-2.1 
Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer

• pose questions and gather data about themselves and their surroundings;
• sort and classify objects according to their attributes and organize data about the objects;  

NM-DATA.PK-2.2
Select and use appropriate statistical methods to analyze data  

• describe parts of the data and the set of data as a whole to determine what the data show.

NM-PROB.CONN.PK-12.3: Recognize and apply mathematics in contexts outside of mathematics.

 ART

NA-VA.K-4.1UNDERSTANDING AND APPLYING MEDIA, TECHNIQUES, AND PROCESSES

• Students describe how different materials, techniques, and processes cause different responses
• Students use different media, techniques, and processes to communicate ideas, experiences, and stories

TEKS

MATH

Kindergarten

K(b)  Knowledge and skills.

(K.1)  Number, operation, and quantitative reasoning. The student uses numbers to name quantities.  The student is expected to: (A)  use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects;

(K.5)  Patterns, relationships, and algebraic thinking. The student identifies, extends, and creates patterns.  The student is expected to identify, extend, and create patterns of sounds, physical movement, and concrete objects.

(K.7)  Geometry and spatial reasoning. The student describes the relative positions of objects. The student is expected to: (A)  describe one object in relation to another using informal language such as over, under, above, and below;

(K.8)  Geometry and spatial reasoning. The student uses attributes to determine how objects are alike and different. The student is expected to: (A)  describe and identify an object by its attributes using informal language; (B)  compare two objects based on their attributes; and (C)  sort a variety of objects including two- and three-dimensional geometric figures according to their attributes and describe how the objects are sorted.

(K.10)  Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and/or relative temperature. The student uses comparative language to solve problems and answer questions. The student is expected to: (A)  compare and order two or three concrete objects according to length (longer/shorter than, or the same); (B)  compare the areas of two flat surfaces of two-dimensional figures (covers more, covers less, or covers the same);

(K.12)  Probability and statistics. The student constructs and uses graphs of real objects or pictures to answer questions. The student is expected to: (A)  construct graphs using real objects or pictures in order to answer questions; and (B)  use information from a graph of real objects or pictures in order to answer questions.

GRADE 1

1(b)  Knowledge and skills.

(1.6)  Geometry and spatial reasoning. The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both. The student is expected to: (A)  describe and identify two-dimensional geometric figures, including circles, triangles, rectangles, and squares (a special type of rectangle)

(1.7)  Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and temperature. The student uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length. The student is expected to:  (B)  compare and order two or more concrete objects according to length (from longest to shortest); (D)  compare and order the area of two or more two-dimensional surfaces (from covers the most to covers the least); 

(1.9) Probability and statistics. The student displays data in an organized form. The student is expected to: (A)  collect and sort data; and (B)  use organized data to construct real-object graphs, picture graphs, and bar-type graphs.

Grade 2.

(2.7)  Geometry and spatial reasoning. The student uses attributes to identify two- and three-dimensional geometric figures. The student compares and contrasts two- and three-dimensional geometric figures or both. The student is expected to: (A)  describe attributes (the number of vertices, faces, edges, sides) of two- and three-dimensional geometric figures such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc.; (B)  use attributes to describe how 2 two-dimensional figures or 2 three-dimensional geometric figures are alike or different; and

(2.9)  Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length, area, capacity, and weight/mass. The student recognizes and uses models that approximate standard units ( from both SI, also known as metric, and customary systems) of length, weight/mass, capacity, and time.  The student is expected to:  (B)  select a non-standard unit of measure such as square tiles to determine the area of a two-dimensional surface;

(2.11)  Probability and statistics. The student organizes data to make it useful for interpreting information. The student is expected to: (A)  construct picture graphs and bar-type graphs; (B)  draw conclusions and answer questions based on picture graphs and bar-type graphs; and

ART

Kindergarten

(K.2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) create artworks, using a variety of colors, forms, and lines;   (B) arrange forms intuitively to create artworks;

(1.1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (B)  identify color, texture, form, line, and emphasis in nature and in the human-made environment.

(1.2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) invent images that combine a variety of colors, forms, and lines;

              

Grade 2

 

(2.1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (B) identify art elements such as color, texture, form, line, and space and art principles such as emphasis, pattern, and rhythm.

 

(2.2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) express ideas and feelings in artworks, using a variety of colors, forms, and lines; (B) create effective compositions, using design elements and principles; and (C) identify and practice skills necessary for producing drawings, paintings, prints, constructions, and modeled forms, using a variety of art materials.

 

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The mission of Project GRAD is to ensure a quality public education for all students in economically disadvantaged communities so that high school and college graduation rates increase.