Ready, Set, Teach Lesson Plan Format #1

Use this format only for Lesson Plan #1, due December 1, 2016
Intern:

Kate Sheets

Subject:

Math

Title of Lesson:

Lesson Plan #:

Grade:

11/17/16

Date:

Favorite season
Standards

TEK #
K 110.11B

Knowledge

Skill:

(8) Data analysis. The student applies

mathematical process standards to
collect and organize data to make it
useful for interpreting information.
The student is expected to

(B) use data to create real-object and

picture graphs; and
(C) draw conclusions from real-object and
picture graphs.

Student Objective(s)
The student will be able to draw conclusions from the graphs that they created.

Vocabulary/Academic Language for this lesson

Picture graphs, real-object graphs, symbols, analyze

Materials
Teacher:

Student:

Bulletin board, individually packaged m&ms

(20), m&m worksheet (20),

Red, yellow, blue, green, and brown crayons.

Learning styles addressed in this lesson

Visual

Auditory

Tactile

Kinesthetic

Collaborative Learning
Size of groups: N/A

Type of groups: N/A

No collaborative grouping is used in this lesson

Lesson Procedure:
Lesson Frame:
We will

Use data to create real-object and picture graphs; and draw conclusions from the
graphs.

I will

Create a picture graph using real-life objects.

Anticipatory Set/Hook

Time:

Show the students the graph of what my friends voted for, their favorite
seasons.

1 minute

Question(s):

Blooms:

What is this?

Remember

Instructional Strategy/Modeling:

Time:

Talk about the graph, terms, usage, review. Introduce Symbols: pictures
that can stand for an object, Picture graph: picture representation of data
using pictures to represent quantities, Sum: the answer to an addition
problem, Difference: the answer to a subtraction problem.

5 minutes

Question(s):

Blooms:

What do we use graphs for? Why is it important to be able to analyze data?

Where do we begin the graph?

Understand,
remember, analyze

Terms: Sum, Difference, Picture graph, Symbol,

Guided Practice:

Time:

Have the class vote for their favorite seasons. Create the graph by
having each student go up to the board and put their favorite season on
the board.

5 minutes

Check for Understanding:

Time:

Analyze the data from the graph by asking questions and getting verbal
responses

3
minutes

Question(s):

Blooms:

Which season has the most? Which season has the least? Which is the
difference between the least favorite and the most favorite season?

Analyze,
understand

Independent Practice:

Time:

M&M worksheet

16 minutes

Closure:

Time:

Ask questions to review and make sure the get what we did.

5 minutes

Question(s):

Blooms:

What type of graph did we learn about today? Do we go from the top or the
bottom?

Remember

Assessment: (How will you know that your students learned what they are supposed to have learned)
Walk around and check their m&ms charts

Time and Materials Management Checklist:

*Use Not Applicable, if this does not apply to your lesson*

How will you

Pre-group, pre-sort, and/or pre-cut

materials needed in your lesson?
Cut down on the time it takes to pass
out materials?
Have students turn in work or have work
checked by teacher?
Put students in groups/partners?

I plan to
N/A

Have the worksheets and m&ms already on their table

Have work checked by me and Mrs.Lajaunie

N/A

Have students move to stations, or other

parts of the room? (Moving to and from
the carpet counts!)

Carpet time during the instructions, have them one by one

come up to the board during guided lesson, go to seats
during individual and back to carpet time for closure

Call on students to answer questions?

Call on the ones raising their hands, and when we're doing
guided practice just go down the rows.

Notes:
Use the space below to make notes for your lesson, pre-lesson to-do list, student grouping list, etc.