Samantha Gargano
ECED 407
Jelly Bean Bar Graph
Background:

Have a class discussion before starting the activity. Ask the students to raise their
hands if they’ve ever constructed a graph on the computer before. Also, ask the
students if they are familiar with the software program, scholastic keys and have
used MaxCount before.
Participants/Grouping:
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
This activity is a whole group activity.
Includes peer helping, everyone is paired with a partner when collecting data.
Grade Level: 1st
VSC Standards:

Standard- 4.0 Knowledge of Statistics
Topic- Data Displays
Indicator- Collect, organize and display data.
Objective- Organize and display date to make single bar graphs

Standard- 4.0 Knowledge of Statistics
Topic- Data Analysis
Indicator- Analyze data
Objective- Interpret data contained in single bar graphs
Lesson Objectives:
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
Students will collect data by sorting items by a given attribute to create a single
bar graph.
Students will create and identify sets with more, less, or equal members.
Responsiveness for All Children:

This lesson can be connected to families if taught around Easter time. Some of the
children may celebrate Easter and receive jelly beans in their Easter basket. Those
children can share with their families this activity by sorting their jelly beans by
color at home and making a graph on their computer at home. Then, those
children can compare it to the graph they made in the classroom. Other students
who do not have jelly beans at home can chose other candy like M &M’s or other
items that come in different colors, like blocks to do this activity. If they do not
have a computer or the software at home, they can use graph paper and colored
pencils to draw a graph and color it in.
Materials:
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Computers (for each student)
Scholastic Keys (MaxCount)
Bag of 12 jelly beans of assorted colors (for each pair for students)
Pencil
Data Table worksheet- that lists the colors of the jelly beans and a space for
students to write how many of each color (Pre-made by teacher)
Projection System
Printer
Printer paper
Graph Questions worksheet
Procedures:
 Introduction and Motivation1. The students should listen carefully as the teacher explains the activity.
2. The teacher will start by having a whole group discussion about jelly beans at
their seats. The teacher will ask the students to raise their hands if they ever
had jelly beans before and if they like them. Then, the teacher will hold up
two jelly beans, each a different color and ask the students to raise their hands
and explain the difference between the two. (The student should respond that
they are each a different color, for example the student says “one is red and
one is blue.”)
3. The teacher then will explain the first objective that the students will sort the
jelly beans by color so they can construct their first bar graph on the
computer. (Prior knowledge: students need to have already been taught how to
use a data table and construct a bar graph on paper)
4. The teacher will then explain how the bar graph will show that their may be
more of one color jelly bean than another.

Teaching Steps and Procedure1. The teacher will take the class to the computer lab. (The students need to
bring a pencil and something to write on with them)
2. The teacher will assign each student a partner.
3. Each pair will find a spot on the floor.
4. The teacher will hand out a data table worksheet to each student.
5. The teacher will then give each pair a bag of 12 jelly beans of assorted colors.
(Tell the children they are not allowed to eat any of the jelly beans!!!)
6. Each pair is going to sort their jelly beans by color on the floor.
7. The pair then will count how many of each color jelly bean and record the
number on their data sheet.
8. When a pair is finished, they should raise their hand and the teacher will
check their data to see if it is correct.
9. The pair should then put their jelly beans back in the bag and wait for further
direction.
10. Once every pair is finished with their data collecting, the teacher will collect
all the bags of jelly beans.
11. The teacher will then assign each student a computer (pairs sitting next to
each other).
12. Using a projection system, the teacher will then show the students how to
open up Scholastic Keys (Max Count) on their computer.
13. Using a projection system, the teacher will then demonstrate how to set up
their graph, first showing how to enter the title of the graph. (The title can be
“Student’s name’s Jelly Bean Bar Graph”)
14. The students will then follow the teacher’s directions and enter a title on their
graph. (Teacher should tell students to ask their partner if they are having
trouble, if their partner is having trouble also, then they can ask the teacher).
15. Once all students have typed in their title correctly, using the projection
system, the teacher will then show the students how to enter the names of the
colors of the jelly beans.
16. Students will then follow the teacher’s directions and enter the names of the
colors of the jelly beans. (For correct spelling, students can refer to their data
table worksheet.)
17. Once all the students have finished procedure 16, using the projection system,
the teacher will then show the students how to make the bars a certain color.
18. Students will then follow the teacher’s directions and make the bars the
correct colors.
19. Once all the students have finished procedure 18, using the projection system,
the teacher will demonstrate how to enter their data. (The amount of each
color.)
20. The teacher then should then walk around to each computer and look at the
different graphs. (The teacher should tell the students, their graphs should
look exactly the same as their partners.) The teacher will give permission to
each student to print once they are finished. (Teacher will show each student
how to print.)
21. Students should then retrieve their graphs at the printer.
22. The teacher will take the class back to their classroom.
23. Each child should have a seat at their desk with their graph on top of their
desk.
Assessment:
24. The teacher will then pass out a worksheet with questions on it, asking the
students to look at their graph and indicate which color had the most jelly
beans, least jelly beans, and if any colors had an equal amount.
25. The teacher will ask for volunteers to hold up their graph and tell the class
their answers to the question worksheet.

Closure1. The teacher will discuss with the class reasons why graphs are helpful.
(Possible answers: helpful in organizing data, comparing data, makes data
easier to understand)
2. The teacher will also discuss how making graphs on the computer is helpful as
well. (Possible answers: takes less time, easy to read)
This lesson was modified from:
http://www.carteretcountyschools.org/staffdev/trlp/kinderschadwick03.htm#jellygraph