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Molloy College

Division of Education

Use a Table!
Teacher Candidate: Palma Taranto College Supervisor: Cathy Phillips
Content Area: Mathematics Cooperating Teacher: Stephanie Lotito
Grade: 4th Lesson#2 Topic: Using a Table Date: 16 November 2017
School District: Valley Stream 13 School: James A. Dever Elementary School

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After students read and interpret data in example tables on the SMART Board, students will
collect data in groups on how many siblings each group member has by recording their results on
a blank table, and will participate in a Kahoot! by answering three out of four questions
correctly.

NYS STANDARDS AND INDICATORS

Mathematics Standard: New York State Next Generation Mathematics Learning Standard
NY-4.OA.3
Domain: Operations and Algebraic Thinking
Cluster: Use the four operations with whole numbers to solve problems.
Standard: Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations, including problems in which remainders must be interpreted.

Indicator: This will be evident when students are completing the blank Siblings Data
Table worksheet by using the four basic operations to answer the questions.

ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Writing Standards
Research to Build and Present Knowledge
4W6
Conduct research to answer questions, including self-generated questions, and to build
knowledge through investigating multiple aspects of a topic.

Indicator: This will be evident when students are discussing and collecting data from
each group member, and recording it onto their Siblings Data Table worksheet.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
INSTRUCTIONAL RESOURCES

Buncee Presentation.
https://app.edu.buncee.com/buncee/1cbc72326d20496dbc2395393d49ff97
Siblings Data Table (Circle, Square, Diamond) worksheet.
SMART Board.
Dry erase markers.
Sports Table worksheet.
Continuation packet.
Math in Focus: Workbook (4A): Practice 2. (pgs. 81-83)
Math in Focus: Singapore Math textbook: 4.2 Using a Table. (pgs. 153-158)
Math in Focus: Singapore Math teachers edition. (pgs 153-158)
Math in Focus: Singapore Math textbook: 4.2 Using a Table (pgs. 153-158) Answer Key

MOTIVATION (Engaging the learner(s)*)

Motivation: Teacher will introduce a table with each students name on it. Students will write an
X to decide if they would rather travel to a beach or Disney World for vacation. Students will
then add up the total. If you had to choose a vacation for Christmas, would you rather go to a
beach or Disney World? If we add up everyones choices, what would our total be for the
beach/Disney World? Which vacation spot is more popular?

DEVELOPMENTAL PROCEDURES
(including Key Questions)

1. Teacher will introduce a KWL (What I already know, What I want to know, and What I
learned) chart and will assess students prior knowledge on data tables. (Where have you seen
data tables?)
2. Teacher will introduce and identify new vocabulary words that are located on the example
table. (What is a column? What is a row? What is an intersection? Looking at our table, how
do we know how to identify them on it?)
3. Teacher will show an example table with the vocabulary words by identifying the locations
of each. Students will infer upon their observations and recall prior knowledge of what they
rows/columns are there? After reading our question, which flight should Mrs. Sanchez take?
How can we find our answer? Lets say she received a call that she needs to change her
flight to Phoenix and should land by the night time, which flight number should she take?)
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
4. Teacher will introduce a second and third example table with questions written below the
table. Teacher will use both pointer fingers to identify the column and row, and move the
fingers until they meet at the answer, which is known as the intersection. (By looking at the
table, how many columns/rows are there? In our questions, how can we find the
intersection?)
5. Students will approach the SMART Board to practice how to identify answers on the table.
(What would the result be if you add all the medals that each country won? Why does
6. Teacher will introduce a fourth example table that will have data missing. Students will
access prior knowledge by reading the excerpt and adding or subtracting the total numbers
within the given rows and columns to identify the missing numbers. Students will then
answer questions below the table once it is completed. (How would you compare this
example from the one before? How can we summarize what we have done so far?)
7. Teacher will introduce the sibling activity and students will be placed into groups of four,
and each group will be assigned a number from one to four. Students will record each of their
groupmates data on the blank table and will answer the questions below the table. (How can
you apply what you found to answer the questions? How will you organize the results in the
table?)
8. Once finished, students will break up into groups of four that are not their original group
members. Students will participate in a jigsaw activity where they must work with students
of different numbers from their own. Students will discuss their results and compare their
data with each other. (What data was used to answer the questions? What is your opinion
from the results you received compared to others?)
9. Students will return to the SMART Board and refer to the KWL chart and will answer the
last question. (What did you learn today?)
10. Students will access their chrome-books and log onto Kahoot.it, and will participate in a
virtual quiz. Students must answer three out of four questions correctly. (Does everyone have
their chrome-books? Did everyone type in their code?)

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Cooperative Learning
Indicator: This will be evident when students are participating in the jigsaw activity by
discussing their results amongst different groups.
Direct Instruction
Indicator: This will be evident when the teacher is providing examples of data tables and
questions.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
Scaffolding
Indicator: This will be evident when students are participating in the sibling activity who
need extra support.
The student with Attention Deficit Disorder (ADD) will be seated in the front-center of the room
to be placed away from outdoor distractions such as the windows or hallway.

The exceptionally-able student will be given a Continuation packet to be used throughout the
lesson for extra practice.

DIFFERENTIATION OF INSTRUCTION
Struggling Students
Students will be placed into a group of four and will receive a Sibling Activity (Diamond)
worksheet. Students will write their groupmates names in each row to help organize their data.
Students will collect data from each groupmate and will record it onto the table. Students will
add up the total for each column and row, and will use their results to answer the five questions
below the table. Students will have hints listed on each question to help find the answer.

Average Students
Students will be placed into a group of four and will receive a Sibling Activity (Circle)
worksheet. Students will write their groupmates names in each row to help organize their data.
Students will collect data from each groupmate and will record it onto the table. Students will
add up the total for each column and row, and will use their results to answer the five questions
below the table.

Students will be placed into a group of four and will receive a Sibling Activity (Square)
worksheet. Students will fill in the top columns and list the categories for each, and will fill in
the groupmates names for each row. Students will collect data from each groupmate and will
record it onto the table. Students will add up the total for each column and row and will use their
results to answer the five questions below the table.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Students will collect data within their groups on how many siblings each group member has by
recording their results on a blank table, and answering four out of five questions correctly.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
(Formative) Students will participate in a Kahoot! quiz and will answer three out of four
questions correctly. (Summative)

INDEPENDENT PRACTICE

Following the Sibling Activity (Circle, Square, Diamond) worksheet, students will complete
the Math in Focus: Singapore Math (4A) workbook pages 81-83: Practice 2, that will involve
answering questions below the table, and filling in missing data in the tables. Teacher will
evaluate students organizational skills, and ability to comprehend and analyze data tables when

Direct Teacher Intervention

Students, under direct intervention with the teacher, will review a data table problem from Math
in Focus: Singapore Math textbook (4A) page 158, about a classs favorite colors. Students will
use a transparent plastic cut-out that will help students identify how to locate the intersection
from the columns and rows. Students will use the transparent cut-out to help determine the
answers for the questions below the table.

Students will complete the Sports Table worksheet and will answer three out of four questions
correctly. Students will organize the images placed under the table and will record the correct
data for each column and row. Once the table is completed, students will answer three out of four
questions correctly.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
REFERENCES

Engage NY. (2017). New york state next generation english language arts learning standards.

standards.pdf

Engage NY. (2017). New york state next generation mathematics learning standards. Retrieved

from http://www.nysed.gov/common/nysed/files/nys-next-generation-mathematics-p-12-

standards.pdf

Marshall Cavendish Education. (2015). Math in focus: Singapore math (4A): 153-158. Boston,

MA: Times Publishing Limited.

Marshall Cavendish Education. (2015). Math in focus: Singapore math teachers edition (4A):

153-158. Boston, MA: Times Publishing Limited.

Marshall Cavendish Education. (2015). Math in focus: Singapore math workbook (4A): 81-83.

Boston, MA: Times Publishing Limited.

Parker Rowland. (n. d.) Bar graph data sports balls. Teachers Pay Teachers. Retrieved from
459952

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
Directions: Fill in the table with your data collection and names! Answer the
questions below once finished. After, discuss your results with a new
group.

Sibling Table
4th Grade Brothers Sisters Half- Half-Sisters Total
Class Brothers

Total

total?

3) Who has the most siblings out of the whole group?

4) Which column has the least amount? Which has the most?

5) Write a sentence on how your data collection is different from

another groups data.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
Directions: Fill in the table with your names, the missing parts, and your
data collection! Answer the questions below once finished. After, discuss
your results with a new group.

Sibling Table
Class

Total

total?

3) Who has the most siblings out of the whole group?

4) Which column has the least amount? Which has the most?

5) Write a sentence on how your data collection is different from

another groups data.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
Directions: Fill in the table with your data collection and your names!
with a new group.

Sibling Table
4th Grade Brothers Sisters Half- Half-Sisters Total
Class (write Brothers
below)

Total

2) How many girls in your group have half-brothers and brothers in

total? Create a number sentence for help.

3) Who has the most siblings out of the boys and girls in your group?
Look at the total.

4) Which column has the least amount? Which has the most? Use your
fingers as a guide.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
5) Write a sentence on how your data collection is different from
another groups data.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
Directions: Use the images below to fill in the table. Answer the questions on the next
page once the table is completed.

Sports Table
Sports Baseball Soccer Hockey Football Total

Baseball

Soccer ball

Puck

Football

Total

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
1) Which sport has the most balls or pucks?

4) How many pucks, baseballs, soccer balls, and basketballs

are there in total?

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16

Directions: Use the images below to fill in the table. Answer the questions on the next
page once the table is completed.

Sports Table
Sports Baseball Soccer Hockey Football Total

Baseball
5 0 0 0 5
Soccer ball
0 2 0 0 2
Puck
0 0 6 0 6
Football
0 0 0 4 4
Total 5 2 6 4 17

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
1) Which sport has the most balls or pucks?

2) Which sport has the least balls or pucks?

Soccer has the least soccer balls.

3) How many more baseballs were there than soccer balls?

There are three more baseballs than soccer balls.

4) How many pucks, baseballs, soccer balls, and basketballs

are there in total?
There are seventeen in total.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
Buncee Presentation

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16