ESU Elementary Education Lesson Plan Template 12-12

Note: Not all lesson plans will include all the components listed below and the components will not
always be in the order shown. If a component is not included, a brief explanation should be inserted at
the appropriate point in the plan where that component would normally fit.
1. Context and Learning Environment for this Lesson:
Interns name: Ashlyn Simmons
Mentor teacher: Angela Davies
Grade level (s): 2nd
Time: 9:15

School: Lebo Elementary School

Subject: Math - Picture Graphs

Tentative date to be taught: Tuesday, February 16

The setting:
Class Description: My class has 14 students, 10 girls and 4 boys. One student will be receiving
SPED assistance at this time so he will not be present for the lesson. There are 2-3 students who
need constant encouragement and reminders to pay attention during lessons and day-to-day
activities. 1 student is very verbal and I have to ask him to lower his voice and discourage him
from interrupting frequently. Roughly half the students are able to complete their work
independently or with little assistance, so I will be moving around the room a lot to assist the
other students. There is a para who helps 2 of our SPED students during our math block.
Classroom Physical Setting: Desks are set up in clusters at the moment, with 4 students to a
table and 2 students who need a lot of assistance sit together at the front of the class. They
face the smart board which I will be using to teach my lesson, but instead the chalkboard that
some of them do not face. I will ask those students to move to a place where they can a see the
chalkboard. There is plenty of room for movement in the classroom and ample space for me or my
cooperating teacher to work with a small group of students away from the rest of the class. Their
seating can be, at times, a distraction to some students because they all like to talk with their
peers.
Materials : Note Card for each student and myself (14), analyzing picture graphs worksheet,
Analyze Picture Graphs presentation from connectED.mcgraw-hill.com

For the Student: Pencil

2. Lesson Goals, Outcomes, Objectives (domain and level):
2.1 Instructional Objectives:
Students will be able to solve simple problems by analyzing and comparing information presented in a picture
graph.

2.2 Relevant local district outcomes and state/common core (ksde.org):

2.MD.10: Draw a picture graph and a bar graph (with a single-unit scale) to represent a data set with up to four
categories. Solve simple put together, take apart, and compare problems using information presented in a bar
graph.

3.

Assessment:
I know students have mastered analyzing picture graphs when they correctly complete a tally chart, the
picture graph, and answer the questions on the analyzing picture graphs worksheet completed during the
guided practice and independent practice portions of my lesson.

4. Adaptations:
4.1 Gearing down Instead of asking students to formulate their own questions for the picture
graph, I will provide
the questions for them and simply ask them to answer them in analyzing the picture graph.
4.2 Gearing up I will ask students to write a short answer describing 2 ways how their chart
would look different if
there was an additional choice added to the graph.

5.

Integration:
Across: Science is integrated with math when they answer what their favorite type of weather is while the
class is collecting data. The four options of weather are what we have been studying in Science for the past
week.
Within: Counting is integrated with measurement when they count the number of people like each weather
type when creating their tally chart.

6.

References/Resources Used: (author, date, title, publisher orURL format)

My homework page 545-546 to assign for homework from the My Math textbook. McGraw-Hill, 2014, My
Math, Volume 2
Presentation from connectED.mcgraw-hill.com - McGraw-Hill, 2014, My Math, Volume 2

7.

Instructional Design Teaching Plan

7.1 Introduction
a. Anticipatory Set:
Ask students the following questions to review material from last week:
What have we been talking about in math the past few days? Tally charts, picture graphs, surveys,
data, etc.
Whats the difference between a tally chart and a picture graph? A tally chart shows answers using
tallies and a picture graph takes the tallies and creates a visual of pictures to better read the
data.
Review parts of graph: Title, options, data, key
Display the see and show portion of the online presentation. Remind students that we can look
at picture graphs to help us answer questions about the data.
The first picture graph:
Which pet is the favorite? Fish
How many votes does each picture represent? What part of the data and graph is this question asking
about? 1, the key

b. Communication of Objectives: We will be making and looking at picture graphs today and
analyzing the data to answer questions about it.

*7.2. Input:
Look at the second picture graph:

What activity is liked the least? Roller Blading

Which two activities have the same number of votes? Bike Riding and Playing Baseball
How many people like to swim and play baseball in all? 8
How would we count rollerblading if each picture was 2 votes? It would be 4 people instead of 2

*7.3 Modeling:
Now we are going to make our own picture graph.
Hand out notecard to each student
Write the four types of weather we have been studying in science on the chalkboard (vertically to make a
picture graph)
Ask students to think about what their favorite kind of weather is out of the four options
(rain/thunderstorms, rainbows, tornadoes, and snow)
I will write tornadoes on my note card and sketch a tornado on it. Place my card on the graph on the
chalkboard.
Instruct students to pick their favorite, write the type on the card, draw a picture, and write their name on
the back of the card.

*7.4 Guided Practice:

Now I will hand out their analyzing picture graphs worksheet for them to begin recording on.
I will count the number of people who voted for the first option on the graph and show them how I want
them to color in their graph on their worksheet. They will essentially be recreating the picture graph from
the chalkboard to a paper version on their worksheet. They can either just color in the squares or use a
picture such as a star, heart, or other small object.
I will ask students to complete the key independently and double check with a table partner. Key: Each
picture = 1 vote
Students will work on the question provided with their table group:
How many more people voted for snow than tornadoes?
Together as a table group, students will formulate one question that they could answer using the graph.
They should not answer it themselves. Just strictly write the question.
Independently, they will write a question that they could answer using the graph. Again, they will not
answer it themselves. Just write the question.
Students should now have the key completed, a completed graph, question one answered, and
2 questions that could be answered about the graph.

*7.5 Checks for Understanding:

I will assist students with formulating questions by referring them back to questions about other graphs we
have already answered.
I will check to make sure students have correctly identified the key and answered question one correctly by
monitoring student work while they are formulating questions.

7.6 Independent Practice/Assignment:

Students will trade papers with a student from another table group. I will tell them who to trade with. They
will write their name on their traded paper in the space provided and answer the 2 questions their peer
wrote. They will turn it in when they are finished.
Students will be assigned a My Homework page from the textbook for homework.

7.7. Closure, wrap-up:

Ask students if there were any questions they could not answer or did not understand after trading
papers.
What was a really hard question to answer?
What was hard about writing the questions?

Name: ____________________

Analyzing Picture Graphs

Directions:
After making our class picture graph about our favorite weather, copy the data onto the graph below.

2nd Grades Favorite Type of Weather

Rain/
Thunderstorms
Rainbows
Tornadoes
Snow

Use the data from the graph to answer the following question:
1. How many more people liked snow than tornadoes? ________
With your table group, write one question that could be answered about the graph. (Think about
all the questions we have answered about graphs so far.) Do not answer this question, just
write it!
Question:
_______________________________________________________________________
_______________________________________________________________________.
Answer:

Name of person answering: ____________________

___________________________
Flip this page over! :)

By yourself, write one more question that could be answered about the graph. Remember, do
not answer the question, just write it!
Question:
_______________________________________________________________________
_______________________________________________________________________.
Answer:
_______________________________________________________________________
_______________________________________________________________________.