Lesson Plan Format:

Teacher_____Ashley Boone_________________
I.

Grade Level___2nd Grade________

Content and Standards: Standards for this lesson are aligned with the content, the
text and materials.
CC.2.4: Measurement, Data and Probability

II.

Prerequisites: State the understanding and knowledge that is necessary for this
lesson.
How to make tally marks and count them.

III.

Essential Questions (provide a framework)

What is your favorite food?
Which is the most popular food group among children in the class?
Which is the least popular?
Why do you think children prefer one food group over another?
Do you think adults prefer the same foods as children?
What do the labels at the bottom of the graph refer to?
Suppose 15 children chose a dairy product as their favorite food. How would you
show this on the graph?
How would you show on the graph that 7 children had chosen a fruit or vegetable as
their favorite food?
Which is the most popular food group among children in the class?
Which is the least popular?

Why do you think children prefer one food group over another?
Do you think children in other parts of the world would have similar results on their
data tables?
Do you think adults prefer the same foods as children?
What do the labels at the bottem of the graph refer to?
Suppose 15 children chose a dairy product as their favorite food. How would you
show this on the graph?
How would you show on the graph that 7 children had chosen a fruit or vegetable as
their favorite food?
IV.

Instructional Objective: Indicate what is to be learned and what you will teach- this
must be a complete objective. Write this objective in terms of what an individual
student will do.
The student will be able to provide experiences with collecting, sorting, tallying, and
graphing data.

V.

Instructional Procedures: BDA Description of what you will do in teaching the

lesson, and, as appropriate, includes a description of how you will introduce the
lesson to the students (Before), what actual instructional techniques you will use
(During), and how you will bring closure to the lesson (After). Include what specific
things students will actually do during the lesson. In most cases, you will provide
some sort of summary for the students.
To begin the lesson, the teacher will give the students a math message. The math
message will be: What is your favorite food? The teacher will then talk to the
students about the importance of good nutrition and how people need to eat a
balanced diet to stay healthy. The teacher will talk to the students about the five basic
food groups: fruits, vegetables, grains, meat & beans, and milk. The teacher will then

show the students the dietary guidelines for second graders. The teacher will discuss
these guidelines with the second graders.
The students will then turn to page 137 in their math journal. One this page is a graph
for the students to graph their favorite foods. The teacher will ask the students what
their favorite foods are and the teacher will assign that food to a food group. The
students and the teacher will put tally marks in column for that food group. The
teacher will discuss with the students how they take the information they just got and
put in on a bar graph.
The teacher will discuss the resulting data table with the children. The teacher will
ask questions about the data to get the children reading the data and understanding it.
After discussing the results with the students the teacher will use the overhead
transparency as children follow along in their journals to graph the results. The
teacher will remind the students how a bar graph is drawn using vertical or horizontal
bars to represent data. The teacher will ask the students questions about the graph so
they have better understanding of how to read a graph.
Next, the teacher will show the students how to graph the data for the fruit/vegetable
group on the overhead transparency. The students can use crayons or color pencils to
color the bars of the graphs in their journals. The teacher will then allow the students
to finish the rest of the graph on their own or they can do it with a partner.
VI.

Materials and Equipment: List all materials and equipment to be used by both the
teacher and learner and how they will be used.
Overhead transparency of the graph to show students how to graph
The dietary guidelines for second graders to discuss nutrition with the students
Math journal for the students to fill out their graph
Dry erase markers for the teacher to use on the transparency
Pencil for the students to write in their math journal

Crayons or color pencils for students to color their graph data

Homelink 6-3, graphing data for the students to do for homework
VII.

Assessment/Evaluation: Describe how you will determine the extent to which

students have attained the instructional objective. Be sure this part is directly
connected to the behavior called for in the instructional objective. Include rubric
where necessary. CONSIDER PORTFOLIOS AND PRESENTATIONS.
While the students are finishing the graph on their own the teacher will be walking
around observing the students. The teacher will make sure the students are taking the
whole number they get from the tally marks and transferring it over on to their graph.
The teacher will observe the students making their bar graph. The teacher will ask
questions when the students are done with their graph to see if the students are able to
draw conclusions and answer the questions from the tally chart and bar graph data.
When checking homework, if I see students are struggling I can set up a small work
group to work with students on this to help them. I could also have a stronger student
pair up with a student having trouble to help them work on the graph.

VIII. Differentiation: Individualized Activities: Indicate how other activities/materials

will be used to reinforce and extend this lesson and for whom. Include homework,
assignments, and projects.
Transparency will be used to help child see the graph visually. If students are having
trouble filling in their bar graph they can use a straightedge or a piece of paper across
the vertical axis to help them determine how far up they should color each bar. This
will especially be helpful for the bars that are farthest from the numbers. For
homework students will be given home link 6-3, graphing data.
IX.

Technology: Describe which technology will be incorporated and describe how

technology will assist learning.

An overhead projector and a transparency of the graph worksheet will be used to

assist children on how to graph. This will help to show the students how to use data to
graph and not just telling them. It will give them a visual aid.
X.

Self-Assessment Determine here how you plan to collect information that will be
useful for planning future lessons. A good idea is to analyze the difference between
what you wanted (the objective) and what was attained (the results of the assessment).
The teacher will observe students while they are filling out their data chart to see if
they have problems using the information to make a graph. If too many students were
struggling and not understanding what they were to be doing then the teacher would
know she needed to spend more time on taking data and putting the information on a
graph. When asking questions about the graph, if students were struggling with
answering the teachers questions then the teacher would know that the students
needed more clarification on how to read a bar graph.