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# DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

## ELEMENTARY LESSON PLAN TEMPLATE

Teacher Candidate: _Kim Thurman_ Grade Level: _3_ Title: _Chapter 12 Lesson 4: Relate Bar Graphs to Picture
Graphs_
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:21 Students; 12 boys & 9 girls
ELL: Andy P. WIDA level 5
Not serviced; just under observation.
PULLOUTS: Mia Speech; 2 days for 20 min.
Maleea & Dillon LLI; 4 days for 30 min.
BEHAVIOR: Canon, Zeke, Ella, Dillon, Andy J.
GATE: none
IEP: none
*These students have been placed in the middle level math group based on their benchmark test scores. They rotate or
stay in my classroom everyday for math instruction.
Classroom environment: During whole group instruction the students sit at the rug in front of the Smart Board. When it is
time to work independently, the students sit at 6 hexagonal shaped desks where a maximum of 5 students may work. To
manage behavior, there are clothespins that can be moved up or down depending on student behavior. For the students
that rotate into the classroom, they get their name written on the board to miss 5 minutes of recess if they are
misbehaving. There are mini white boards, dry-erase markers, and erasers for students to use if they need. Rulers and
other math related manipulatives that can be used during whole group and independent work time. There is also an
ELMO available.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Domain: Measurement and Data
Represent and interpret data.
3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and
two-step how many more and how many less problems using information presented in scaled bar graphs. For
example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Content/Language Walk-Away:
I will draw a picture graph and bar graph to represent the data. Then I will write a sentence about the data.
Vocabulary: bar graph, picture graph
SIOP: 1, 2, 3, 9
ASSESSMENT EVIDENCE (What evidence do I need
to show the students have learned the Walk-Away?)
Formative Evidence (checking for understanding
throughout the lesson):
Listen to student responses. Clarify misconceptions.
Invite students to share what they discussed. Students
are following the rules of the rug, making eye contact,
raising hands, and respecting others.
Content/Language Walk-Away Evidence (Summative):
Students get 100% on their independent worksheet and
pass it off with a teacher.
Students are able to get at least 80% (10 out of 12) on
their homework assignment.
SIOP: 30

## Modifications/Accommodations (ELL, IEP, GATE, etc.)

ELL: Post and refer to vocabulary cards. Walk through
examples and answers slowly using explicit think alouds. Work
out problems they missed. Use the diagrams given to
emphasize vocabulary and content.
LLI: Post and refer to vocabulary cards. Walk through
examples slowly using explicit think alouds. Work out
problems they missed. Have them read for the class.
SPEECH: Give opportunity to answer and explain their
answer verbally. Call on them to share what they discussed
with the class. Have them read for the class. Ask to teach a
friend that is struggling if they finish early.
BEHAVIOR: Remind of the rules of the rug. Change seating
and move clothespin if necessary. Proximity control. Give
opportunity to participate to minimize time to disrupt. Partner
with students that they can focus with. Move to the hallway if
they cant focus or are being disruptive in the classroom.

Approx.
Time
SIOP 26
5 min.

## ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Lets begin with our Common Core Quick Check questions to review what weve learned so far.
Remember to be thinking of the answer in your head so when I count to three you can whisper yell
Before we go on, who can remind us what a picture graph looks like? What about a bar graph?
What about a frequency table? Today we will be using all of these things to help us represent and
interpret data.
Formative assessment:
Learning Goal
Students remember what bar and
picture graphs are and how to use
them to represent and interpret
data.

Success Criteria
Students are able to answer all
review questions correctly. They
are also able to describe bar
graphs, picture graphs, and
frequency tables.

Assessment Strategy
Listen to student responses.
Clarify misconceptions.

## Modification/accommodations: (ELL, IEP, GATE, etc.)

ELL: Pull out previous vocabulary cards if needed.
LLI: Pull out previous vocabulary cards if needed.
BEHAVIOR: Remind of the rules of the rug. Change seating and move clothespin if necessary. Proximity
control.
SIOP: 4, 6, 7, 8, 10, 11, 12, 13, 14, 15, 17, 18, 21, 22, 23, 24, 25, 29
10 min.

## Focus Lesson (I do it)

Lets look at our first example where we use the data from a picture graph to create a bar graph.
Use the problem from Investigate the Math slide 2. Now that weve transferred our data into a bar
graph, let me ask you some questions about the data you see. How many strawberries were eaten
in all? 22. How many more strawberries did Olivia eat than Brandon? 5 strawberries. How many
less strawberries did Luis eat than Olivia? 3 strawberries. How many strawberries did Luis and
Brandon eat altogether? 12 strawberries.
Lets try another example. Use the example from Investigate the Math slide 3. How many more
birds were counted in Ridge than in Lakeview? 3 birds. How many less birds were counted in Pine
Crest than in Ridge? 1 bird. How many birds were counted in all? 26 birds.
Formative Assessment:
Learning Goal
Students are able to transfer data
from picture graphs into bar
graphs. Then they are able to
data from the graphs.

Success Criteria
questions as we analyze the data
from the picture and bar graphs.

Assessment Strategy
Students are following the rules of
the rug, making eye contact,
raising hands, and respecting
others. Listen to student
responses.

Modification/accommodations:
ELL: Post vocabulary cards for reference. Walk through answers and how we reached them.
LLI: Post vocabulary cards for reference.
SPEECH: Give opportunity to verbally answer questions.
BEHAVIOR: Remind of the rules of the rug. Change seating and move clothespin if necessary. Proximity
control. Give opportunity to participate to minimize time to disrupt.
SIOP: 1, 2, 3, 4, 6, 9, 10, 11, 12, 13,14, 15, 16, 17, 18, 21, 22, 23, 24, 25, 29
10 min.

## Guided Instruction (We do it)

Lets look at a few more examples together. Walk through example 1 & 2 on the Math in My World
slides. I believe you have a pretty good understanding of how to analyze and interpret picture
graphs and bar graphs. Lets move on to another example. Do the example on the Guided Practice

slide. For this example, we need to be sure to read all of the information the graph provides. If we
didnt read carefully, we wouldnt have noticed that each star represents 5 stars on homework.
Formative Assessment:
Learning Goal
in different graphs and draw the
data on a different type of graph.

Success Criteria
Students are filling in each blank
graph.

Assessment Strategy
Listen to responses and correct
misconceptions.

Modification/accommodations:
ELL: Use the diagrams given to emphasize vocabulary and content.
LLI: Have them read an example for the class. Have them read the finished product.
SPEECH: Call on them to give an answer that fills in the blanks. Have them read the finished product.
BEHAVIOR: Give the opportunity to participate to minimize disruptions.
SIOP: 4, 5, 6, 7, 10, 11, 12, 13, 14, 15, 17, 18, 21, 22, 23, 24, 25, 29
3 min.

## Collaborative/Cooperative (You do it together)

So far this week we have been talking about many different types of graphs. For your partner
discussion today, I want you to turn to your partner and answer the question: Why are graphs
Formative Assessment:
Learning Goal
Students are able to explain why
least one example using a graph

Success Criteria
Students use frequency table,
tally charts, picture graphs,
pictographs, or bar graphs to help

Assessment Strategy
Listen to students discuss with
their peers. Invite students to
share what they discussed. Clarify
misconceptions.

Modification/accommodations:
ELL: Use vocabulary cards as visual cues for graphs they have learned about.
LLI: Use vocabulary cards as visual cues for graphs they have learned about.
SPEECH: Call on them to share what they discussed with the class.
BEHAVIOR: Partner with students that they can focus with. Proximity control.
SIOP: 6, 7, 8, 10, 11, 12, 14, 15, 16, 17, 18, 21, 22, 23, 24, 25, 29
30 min.

## Independent (You do it alone)

You may now go to your seat to work on questions 2-6. Carefully read the directions. Each problem
has you drawing at least one graph and then writing a sentence. Make sure your sentence actually
describes the data.
After you have correctly finished all of your problems, you may play one of the graphing games.
Summative Assessment:
Students get 100% on their independent worksheet and pass it off with a teacher.
Students are able to get at least 80% (10 out of 12) on their homework assignment.
Modification/accommodations:
ELL: Walk through problems they missed.
LLI: Walk through problems they missed.
SPEECH: Ask to teach a friend that is struggling if they finish early.
BEHAVIOR: Move to the hallway if they cant focus or are being disruptive in the classroom.
SIOP: 4, 5, 6, 11, 12, 13, 14, 17, 18, 20, 21, 22, 23, 24, 25, 29, 30

3 min.

## Closure/Review of walk-aways, vocabulary, and essential questions

(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Review the walk-away. Did we read our goal? Were we able to draw picture graphs and bar
graphs? Could you write a sentence that described the data?

## SIOP:1, 2, 3, 6, 22, 27, 28, 29

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5Adaptation of content, 6-Meaningful activities
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Strategies: 13-Learning strategies, 14-Scaffolding techniques, 15-Questioning
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1
students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Approx. 1 hr. My Math PowerPoint, vocabulary cards for all types of graphs learned so far, graphing games.
REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
*I did not have the opportunity to teach this lesson because I was at the BYU job fair. My mentor used my lesson plan to
guide her through the lesson.
From what I gathered from my mentor teacher, the students werent focusing well on the rug during whole group
instruction. They missed 10 missed of recess because it took them such a long time to get through the 'I do', 'We do', and
'You do' together material. Most of the kids were also unable to finish their independent work before the class ended. It is
my understanding that this was partially because they had difficulty understanding the concept and partially because they
were talking more than they were working.
One frequently missed problem on their homework was number 4 which asked them to come up with a key for a scaled
bar graph that was shown. After reviewing the next day, I found that the students just didnt understand what the problem
was asking them. In another problem that was frequently missed, the students seemed to have difficulty reading the
graph. They were mixing up the axis labels. The problem that best shows this mix up is number 3. These are both things I
will teach more explicitly next time I teach this lesson. I also plan to review these concepts in the next lesson.