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# USF Elementary Education Lesson Plan Template (S 2014)

_________________
Grade Level Being
Subject/Content:
Taught: 2
Math/Graphing

Group
Size:
Whole
group

## Date of Lesson: 1/26/17

Lesson Content
What Standards (national
or state) relate to this
lesson?

MACC.2.MD.4.10 Draw a picture graph and a bar graph (with 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.

Essential Understanding
How do you make a picture graph to show data in a tally chart?
Objectives- What are you
teaching?

## SWBAT make picture graphs to represent data.

SWBAT use real-world application to understand representation of data.

Rationale
Students need to learn how to create and understand picture graphs because they may
need to create their own graphs in science with the data they collect. They may also
collect data in math and need to know the different graphs they can use to display their
data.
I will be having the students use different colored manipulative pieces to place on a
graph so the students will get the concrete experience of placing manipulatives on a grid
before they move to the pictorial representation of drawing a smiley face on the grid for
each cube.
This concrete experience will help children understand that the pictures in a picture
graph or the bars in a horizontal bar graph are drawn from left to right and are aligned on
the left. In a vertical graph, they are drawn from bottom to top and are aligned on the
bottom.
Evaluation Plan- How will
you know students have
mastered your objectives?

Formative:
I will observe the charts that the students will be creating in their partnerships. I will also
observe how the students place themselves on the graph we will be creating as a class.

## USF Elementary Education Lesson Plan Template (S 2014)

_________________
Grade Level Being
Subject/Content:
Taught: 2
Math/Graphing

## What Content Knowledge

is necessary for a teacher
to teach this material?
What background
knowledge is necessary for
a student to successfully
meet these objectives?

What misconceptions
might students have about
this content?

Group
Size:
Whole
group

## Date of Lesson: 1/26/17

Summative:
I will be collecting their math packets and grading them to see who needs further
instruction on this topic.
The teacher needs to know the different graphs that could potentially be created and
that that the pictures in a picture graph or the bars in a horizontal bar graph are drawn
from left to right and are aligned on the left. In a vertical graph, they are drawn from
bottom to top and are aligned on the bottom.
The students need to know how to collect data. The students also need to know the
different features that make up any graph, such as the title, labels and pictures.
I will ensure the students have this previous knowledge by reviewing this information
before we begin.
I know that three of my students are below level and may not understand this concept.
This is why they will be pulled to the back of the class to do 1 st grade math with my CT.
The children may draw 1 symbol for a group of 5 tally marks.
They may not understand how to read data in a picture graph.
They may not realize that some of the questions requires a comparison.
They may not understand that some of the questions requires putting together
information.
They may not know how to count tally marks.
Lesson Implementation

Teaching Methods
I will be using partner work for the first part of my lesson, whole group instruction where
the entire class is creating a graph, and individual work on their math packets.
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed

Time
2 min

Who is
responsibl
e?
Student

1. The student who is paper passer will pass out the math
packets and supplies will pass out the math manipulatives to

## USF Elementary Education Lesson Plan Template (S 2014)

_________________
Grade Level Being
Subject/Content:
Taught: 2
Math/Graphing

lesson for you.)

7 min
Both

## Where applicable, be sure to

address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

2.

3 min
Both
3.

30
min

Both

3 min

Both

4.

5.
15
min

Student
6.

Group
Size:
Whole
group

## pairs of students. There are about 20 pieces, 5 of each color

in these bags.
Give the directions to the students and model for them. The
first student will pull out a piece from their bag and draw a
smiley face in the box that corresponds with the color on their
chart. The next student will take out a piece and write it on
their own chart. The students will take turns until all of the
pieces are gone from the bag. The graphs should look
different. Make sure the students keep their pieces separate
and do not put them back in the bag.
We will then discuss what the picture graph shows.
- Ask what does the graph show?
- Did you and your partner make graphs to show the same
number of smiley faces for each color? Explain
- Does everyones graphs look the same? Why or why not?
Have the students look at each others eye color to ensure
each student knows what colors their eyes are. One by one
the students will be called over to a section of the room that
has a picture graph on the floor. The different eye colors will
be to the left. The students are going to stand in the row that
corresponds to their eye color. After all of the students are on
the chart, as well as myself, Mrs. McVay, and Mrs. Porat, we
will count how many students are in each row according to
eye color. We will then fill out a picture graph on the chart
paper according to the class and then create a tally chart to
go along with it.
We will then discuss the following questions:
- How are the tally chart and the picture graph alike?
- How are they different?
- How can you tell how many people had blue eyes by
looking at the picture graph?
A, M, and J will be pulled for small group instruction and the

## USF Elementary Education Lesson Plan Template (S 2014)

_________________
Grade Level Being
Subject/Content:
Taught: 2
Math/Graphing

Group
Size:
Whole
group

## Date of Lesson: 1/26/17

rest of the class will work on page 478 of their math packet. I
will check their packet once they complete these and then
they can move on to page 479. If they complete both of these
before time is up, they can work on a file folder activity or
work on an additional problem to create their own graph
based on the following information: Mark has 3 balloons,
Rosie has 2 balloons, Henry has 5 balloons, and Aaron has 3
balloons.
What will you do if

## a student struggles with the content?

They will be pulled to the back table to work with my CT on 1 st grade math. If it
is just one question, I will help them or I will have some of my advanced
students help them.

## a student masters the content quickly?

They will either help the students who are struggling or they will play some of
the file folder games I have created. To get these, they will show my CT that
they have completed the work and will get a file folder game from her. There
are three different file folder activities that include, fact families, focusing on
the ones place, and picture graphs.

## Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
The activity that I am doing with the whole class is comparing the eye colors of
the students in the classroom to each other. This way they can observe the
different eye colors and compare it to their own. They will also be physically
creating the graphs with their bodies, which incorporates movement, which is
my inquiry.
If applicable, how does this lesson connect to/reflect the local community?
The students will learn about different eye colors and can compare their eye
color to those around them.

## USF Elementary Education Lesson Plan Template (S 2014)

_________________
Grade Level Being
Subject/Content:
Taught: 2
Math/Graphing

Group
Size:
Whole
group

## Date of Lesson: 1/26/17

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
The students who need enrichment will be challenged to draw a picture graph
with a partner based on the following information:
Mark has 3 balloons, Rosie has 2 balloons, Henry has 5 balloons, and Aaron has
3 balloons.
I will remind the partners that a picture graph includes a title, categories, and
a key.
If they finish this and there is still time, they will be directed to the file folder
activities.
How will you differentiate instruction for students who need additional
language support?
I will allow them to write in their native language and if necessary, work with a
partner who can translate and help the student as needed.
Accommodations (If
needed)

M, A, J will be pulled after whole group instruction to work at the back table with my CT
on 1st grade math skills.

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

I will be using myself, my CT and even Mrs. Porat when creating the chart based on eye
color to allow for more data. I will also use my CT to help with a pull out group. I will be
using the document camera to show work. The students will be using pages from their
textbook and manipulatives to help create their picture graphs.

## USF Elementary Education Lesson Plan Template (S 2014)

_________________
Grade Level Being
Subject/Content:
Taught: 2
Math/Graphing

Group
Size:
Whole
group