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# Daily Lesson Plan

## Subject: Mathematics Topic: Measurements

W, F), 80 mins (T, R)

## Introduction (Essential Question): How do you collect data?

Standard: Measurement & Data

## Cluster: Represent and interpret data

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

Specific Objective:
Students should be able to understand how to show case data in number of different ways that
show how much information is in that data. Students should be able to draw a conclusion from
an pictograph

Method(s):
Monday:
Students will start off with reviewing about tally marks. They will use their whiteboards and
following along with the teacher be making tally marks. Make the mark large enough that
students can see what is on the board. Review with multiple tally marker votes up to twenty to
give students a good idea of how tally marks work. Do a tally mark shooting game, have students
score points on the carpet with a ball. Have the students throw the ball into a box on the other
end of the carpet. Tell students to remember their number and then count them as either one or
two, have the students come up to the carpet and tell them that the ones are a team and the twos
are the other team. Have one team sit out while the other team goes and tries to shoot. Move
the teams forwards and backwards on the mark spaces on the carpet. Tally up the score using a
pictograph and show students that each shot counted gets counted as a point on the board. Show
students on one sized where their points count on one size and then on the other show how one
ball counts as two points. Have students work on the pictograph work page if they do not behave
during the game or if they do not calm down.

Tuesday:
Review with students how pictures can equal a number of something and tell students that is
what a pictograph is on paper. Show students that each picture on the pictograph can be more
than one such as having one paw print equals two or more votes. Show students how the
pictograph works with the smartboard and making simple pictograph on the smartboard. Do a pie
eating contest pictograph for students to observe and ask them about how the pictograph is
labeled and what are the instructions for the numbers make sure students understand the
instruction can tell how much each picture is in the chart. Go do pictograph worksheets provided
with students and leave on page or two for students to do on their own. Those who finish early
can first check their work and then make them work in their skill links math book.

Wednesday:
Students will go over how pictographs use data in a certain way to show off the data to others
using pictures. Tell students that another way to show data is with a bar graph. Then put the
information from the tally marks into the bar graph format choose colors based on the markers
available. While students work in their math journal with this to read a bar graph, while students
are doing that pass out a slip of paper for students to vote on what the find to be the tastiest food,
pizza, tacos, or burgers. Once the students votes have been taken count them and fill up the
graph bar, once that is finished have students look at the sponge bar graph and ask them who
won, who came second, and who lost. Work with the bar graph worksheets and in math journal
book page 302.

Thursday:
Start on number lines, using the board make a tally mark for number of siblings students have.
Make a number line on the board that shows one to four on the board. Mark a decimal for each
number and then tally the numbers, Next have students draw a number line from zero to ten and
label each number from the tally on their board. As students do this make sure they know that
each student understand that this is see how much of a number there is, a bar graph could be
implemented if need be to show off data in another manner. Have student work on the
pictograph, bar graph and number line worksheets.

Friday:
Test day.

Materials:

Whiteboards

Markers(multiple colors)/Erasers

Smartboard

Pictograph worksheet

Sponges

## Tally Mark Game(plus ball and box)

Direct Instruction:
Monday:
Students will be going tally marks and how to collect the data for pictographs

Tuesday:
Students will go over how pictographs use data in a certain way to show off the data to others
using pictures. Tell students that another way to show data is with a bar graph. Then put the
information from the tally marks into the bar graph format choose colors based on the markers
available. Make sure to use both whole and halves when doing the pictograph for students to
understand what half of a picture means.

Wednesday:
Students will go over how pictographs use data in a certain way to show off the data to others
using pictures. Tell students that another way to show data is with a bar graph. Then put the
information from the tally marks into the bar graph format choose colors based on the markers
available. Once students see the graph bar filled up tell them what the labels for the numbers and
boxes are for, once that is finished have students work with the bar graph worksheets.

Thursday:
Show students a proper number line and how it is used in the collection of data.

Guided Practice:
Monday:
Guide the students through the tally review and have them copy and learn. Guide the Pictograph
game and the worksheet.

Tuesday:
Work with students to complete the pictograph.

Wednesday:
Show students that each picture on the pictograph can be more than one such as having one paw
print equal two or more vote. Go along and do pictograph worksheets provided.

Thursday:
Start on number lines, once again using tally marks and ask students to raise their hand on how
many siblings they have. Make a number line on the board that shows one to six on the board.
Mark a decimal for each number and then tally the numbers, Next have students draw a number
line from zero to ten and label each number from the tally on their board. As students do this
make sure they know that each student understand that this is see how much of a number there is,
a bar graph could be implemented if need be to show off data in a proper manner.
This will build a bar graph that they will be invested in and want to see the data in it. Evening
class work on number lines, once again using tally marks and ask students to raise their hand on
how many siblings they have. Next have students draw a number line from zero to ten and label
each number from the tally on their board. As students do this make sure they know that each
student understand that this is see how much of a number there is, a bar graph could be
implemented if need be to show off data in a proper manner.

Differentiation:
1st tier: If students have a good understanding of how to measure object then we can given them
object to add together to make one large link like paper clips in a row. They could also tally and
measure the colors of the paper clips given to them.

2nd tier: If students have a good grasp on the subject then they may do well in smaller groups to
help understand the problems they have

3rd tier: If students are having a tough time understanding measurement then perhaps working
with rulers with Title 1 teachers to measure their objects might help.

Lesson Closure:
Ask students what is the length of three feet in inches, yards. Ask students about inches to feet to
yard conversion.

Independent Practice:
Have students measure items throughout their day at home or at school. Have students making
graph using information that they gain outside the classroom such as how many cars did they
pass on the way home.

Assessment:
Math Test on Friday

Lesson Reflection:

With Mrs. Guills guidance this lesson turn out much better than when it was first conceived. The
reason I had to do tally marks was due to a student asking what they were when I gave them a
hint a week before about what they would be learning this week. Other than that the ball game
was a success that I used once this week. I may be able to use it for multiple lessons so I have
left it at the school.

## How I would teach this lesson differently next time.

1. Work with finding more activities that student could consider both fun and challenging.

## 2. Stop focusing on the board and on the students.

3. Do more with the sponge bar graph idea, I only had time for one.

Teachers Signature: