FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name____ERICA CHRISTY _________________________________Lesson
Number____1_________________
Subject Area____Math (Graphs) ______________________________ Grade Level______Kindergarten
_____
Date__March 3, 2015___________ Start time__10:10 _______ End time__10:40___________________
Cooperating Teachers
Signature_______________________________________________________________________
Topic/Concept/Skill:
The topic of this lesson is graphing and the usage of different types of graphs. The
students will learn the different ways data can be sorted and organized in a graph.
Related Standard:
K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify
objects that do not belong to a particular group and explain the reasoning used.
Background:
Use prior knowledge of graphs, colors, and number usage, etc.
Main Objective of Instruction:
In order to show the understanding of how to display data in the form of graphs, TSWBAT
sort and color four different types of shapes and graph that information in a bar graph. The
students will also be able to determine the differences in quantities on a graph when they
sort bears by color out of a pile that I give them. They will complete both of these graphs
with my assistance during the 30 minutes allotted for math.
Teacher Materials/Resources:
Document Camera, Examples of different types of graphs, Worksheet #1, Worksheet #2,
Plastic bears, Ticket to Leave
Student Materials:
Crayons, Worksheet #1 (given by teacher), Worksheet #2 (given by teacher), Plastic bears
(given by teacher), Journal, Pencil, Ticket to Leave (given by teacher), Plain piece of paper
(for enrichment only)
Anticipatory Set (Introductory Approach):

I will begin class by playing a video about classifying circles. The students may get up and
dance along. (https://www.youtube.com/watch?v=FClGhto1vIg) I will then stand in the
front of the class and ask the question what graphs do you see around the classroom? I
will then call on one of the students who have raised their hand to answer the question.
(This introduction into my lesson is for the students to begin to think about graphs and to
remember what they have learned about graphs already) (5-7 Minutes) (Verbal/ Linguistic/
Kinesthetic)

Instructional Procedures (Whole Group):

1. Complete anticipatory set.
2. First, I will place the example graphs under the document camera and explain each one. I
will start by putting the picture graph under the camera and ask the students to talk with

the person sitting next to them about what kind of graph this is and what characteristics
they see in the graph. Then follow the question with: a picture graph uses a picture to
show how many things there are of something. Exlplain how to use one by pointing to the
example graph and showing the students to read how tall the picture is on the graph to
know how many there are of the object. Then I will put the pie graph under the camera
and ask the students to talk with the person sitting next to them about what a pie graph is
and what characteristics they see in the graph. Then follow the question with explaining
that a pie graph is used to organize the amount of objects put in the shape of a circle.
Then I will put the bar graph under the camera and ask the students to talk with the
person sitting next to them about what a bar graph is and what characteristics they see in
the graph. Then follow the question with explaining that each bar goes to a different
height and so where the bar ends is how much of each object we have. (Visual/ Spatial)
(Interpersonal) (Think-Pair-Share)
3. I will signal into the first worksheet by telling the students we are going to work on a
shapely butterfly worksheet together and then pass it out. Once I pass out the worksheet I
will read the directions out loud and then let the students work on the worksheet by
themselves. I will walk around all of the tables at this time to make sure students are on
task with the worksheet. (Logical/ Mathematical)
4. Once the students have completed the worksheet I will place a smiley face on their
worksheet and have them place it in their mailbox. I will then have them wait till all
students are done and then explain the next worksheet on colored bears.
5. After explaining the colored bears worksheet I will pass out the bears to each student and
have them begin working by sorting out their bears and placing them on the graph. Next,
they will move the bears off of the graph one at a time and color the bar up to the last
bear in that column. During this time I will be walking around to make sure the students
are getting the concept of graphing. (Logical/ Mathematical)
6. After completing this graphing worksheet I will place a star on the graph and then collect
the worksheet to hang up in the hallway. (Placing a star on their worksheet will allow me to
see if they completed the graph as assigned) I will have the students return the bears to
the bears bucket once I collect their worksheet.
7. When all students have finished with both worksheets I will have four or five students tell
the class one thing they learned about graphs today. After they have given their feedback
we will review the main points of the lesson as a whole class.
8. Then I will have them take out their journals and write down one thing they learned today
about graphs in a complete sentence. (Journaling)
9. I will pass out their ticket to leave. (Quiz) Once they have completed their ticket to leave
they will turn it in and then work silently on something until everyone is finished.
10.When everyone gets done with their ticket to leave we will review the questions under the
document camera. I will ask the question and let one student answer.
Provisions for Individual and/or Group Differences:
There are no identified students in my classroom, but I have some students who are lower
level learners. I will gravitate towards them during independent activity to help with the
understanding of the graphing worksheets.
Closure:
Once all students have returned their bears, I will have everyone return to their seats. I will
then say to the students, I would like four or five students to tell me one thing they
learned about graphs today. I will have the students share out loud when I call on them.
Lastly, I will summarize all of our main points into a couple sentences and share them with
the class so they can capture the main points of todays lesson. Then the students will get
out their journals and write down one thing they learned today about graphs in a complete
sentence. The three main points are: graphs help us keep data organized, graphs show
who has the fewest and who has the most, and graphs also show different ways we can
organize data. Lastly I will pass out the students ticket to leave and once they complete
the ticket they can turn it in and work on something silently until everyone is finished. At

that point I will place an empty ticket to leave under the document camera and then ask
the questions out loud for one student to answer. When we finish going over the ticket to
leave we will then move on to the next lesson for the day.
Evaluation of Learning:
I will evaluate the students learning by grading the students worksheets as well as the
exit tickets to see if there is still any confusion among students. For remediation I will work
one on one with this student while the other students are working on their graphs by
themselves. If the whole class is not understanding graphing I will then put the graph
under the document camera and work the whole worksheet step by step with them. For
enrichment I will have students work ahead on their worksheets. Then I will have those
who are done before everyone make their own graph of their choice to show to the class.
Independent Practice:
The independent practice for this lesson will be the worksheets and ticket to leave which
they will be working on by themselves in class. I will give no homework for this lesson
since this is a challenging topic for kindergarteners.