Megan Jones

Math Lesson Plan

What
I hope that students will understand how to read a bar graph and how to interpret their results.
They will be able to construct a bar graph and use correct units, labeling of the axes and a name
for the graph. This connects with mathematical practice 6 (attend to precision) in the sense that
students must be able to specify their units of measurement, label their axes on the bar graph, and
accurately count the number of items that are in each group for the graph. It also relates to
mathematical practice 4 (model with mathematics), as students will be modeling the number of
items in groups with bar graphs, which can serve as visual model. Students will make scaled bar
graphs in which one square on the graph represents two chips. The mathematical content in this
lesson comes from CCSS.MATH.CONTENT.3.MD.B.3, which requires students to draw a
scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve
one- and two-step "how many more" and "how many less" problems using information presented
in scaled bar graphs. This draws on students knowledge of addition and subtraction from earlier
grades, along with determining the value of a number in comparison with another. The students
can use their previous knowledge to count and compare the number of each colored chip on the
bar graph and use number relationships to compare and solve problems as stated in the OGAP
framework. For example, students could compare red chips to the number of blue and green chips
combined, allowing them to compare value and use addition and subtraction strategies to consider
the differences in the colored chips. Students will compare quantities in the bar graph by using
their previous knowledge of how to compare numbers after they interpret what is in the graph.

How
Students will work together to make a bar graph that represents the number of each color chip that
they are presented with. I will walk around checking work, but other students will also go around
and check to make sure that each group represented the number of chips they were presented
correctly. This will engage students in reflection as they can help their classmates with their bar
graphs and check their understanding of the relationship between items and how they appear on
the chart. Students will empty a packet of chips and make a bar graph to represent the number of
chips that are red, blue, green and yellow. This will allow them to see what goes into making a bar
graph and how the items correspond with the model. The students can use the chips, as they will
be a tangible item that they can put into a model, which shows them the connection. However, the
bar graphs must incorporate scale in the sense that one block on the graph will represent two chips.
This will challenge the students in the sense that they have to consider what to do if they have an
odd number of chips such as 11, which would be represented by 5 and a half blocks on the graph.
Other tools include lined/graph paper and a ruler in order to construct their graph and a variety of
colored markers or pencils in order to design their graph. Students will work with a partner, which
is a typical practice in their classroom and I will circulate the room in order to answer and ask
questions. After students observe each others graphs, we will come together for a discussion
which I will lead in order to ask students about the successes/challenges of their group and what
they thought of the other groups work. We will use the data in each of their graphs to make a
group bar graph and students will answer how many more and how many less questions.

Why
My Classroom Mentor suggested this topic, as the students will be learning about bar graphs in
math after they were briefly introduced in social studies. I chose to teach the lesson in a group
setting where students can use tangible items and put them into a graph so that they can
understand how the graph is constructed, since they typically just see the end result. I have
actually been taught with this same practice in elementary school and the fact that it still resonates
with me makes me feel as if I could do a good job teaching it. Representing information in a bar
graph is also part of the 3rd grade standard for measurement and data.

Mathematics Lesson Plan Template

Goals / Objectives
SWBAT create a bar graph that represents the number of each color chip in their packet (between 10-20 of
each color), making an accurate and appropriate model using scale (2 chips equal one block on the graph).
CC.2.4.3.A.4 (Represent and interpret data using tally charts, tables, pictographs, line plots, and bar graphs)
is a PA Core standard that is a primary focus for the lesson.

Materials and preparation

Bags of red, blue, yellow and green counters/chips
Chart paper
Markers/pens/pencils
Graph/lined paper
Classroom arrangement and management issues
We will work out in the pod (or preferably the library) in order to avoid distractions. Each group can use
their own table or floor space so they can focus on their own work and not that of other students. Students
might play with the chips, which I could address by telling them that they wont get class dojo points for
the day. I considered having them count and graph candy, which would probably cause more playfulness,
but also a reward for their actions at the end.

Plan
Include the imagined sequence of events (with a time estimate for each part of the lesson). Use the three-
phase lesson format to structure your lesson:

1. Before (Launch). 10 minutes. Survey the students to create a quick bar graph so that they understand
the concept and have a model. Ask a question such as: Do you have a pet? or Do you like math class?
This would allow students to see a real life example of the problem and have a quick representation on
the model. Students will write their answers on post its will be used to construct a quick graph so that
they can see how each one of their answers fits into the results. I will explain that students will be
working in pairs in order to create a bar graph that represents the number of each color counter chips.
Ill explain that I am trying to figure out what color chip we have the most of, which colors have the
same amount etc. I will tell them that I have divided our chips into bags so that everyone can help figure
out the problem. After everyone completes their graph, we will survey everyones graphs and come
together to make a group graph that will include all of the chips that everyone has. I will ask a student to
state the directions in their own words to make sure that I articulated it correctly and that everyone
understands what the task is.
2. During (Work and explore). 15 minutes. Students will work in pairs to create a bar graph that represents
the number of counter chips they have of each color. They will use a scale with their graphs, using one
block to represent two chips. This will challenge them with how to think about how to represent one
chip. They will use graph paper in order to make their graph and markers to color code their bars.
Groups will have different numbers of chips. I will go around and ask students what strategies they are
using, how they are keeping track of their groups (writing down how many in each group (i.e. table),
using visual groups, etc.). After groups are finished, they will quickly look at some of the other groups
work before we come together to make a group bar graph. While students are observing others work, I
 will ask them if they can tell me how many more/less of one color there are from the other (interpreting
the graphs).
3. After (Debrief and wrap up). 10 minutes. Students will create a group graph using the information
from each groups work. Students will work together to add all of their chips for each color together.
Since students will have at least 10 chips for each color, it might be a good challenge for the group bar
graph to use a different scale (5 or 10). After the graph is constructed I will pose some questions such as
Which color has the most? How many more does the most have than the least? Do any groups have the
same number or a number thats very close?

Anticipating students responses and your possible responses

1. Strategies Students could count the chips by ones, or larger groups such as 2s or 5s since they
will have at least 10 of each color.
2. Confusion/difficulty correctly representing units, having issues with determining how to
represent odd numbers in their graph, making sure that units are consistent and the same size across
all graphs
3. Challenges students might want to play or make a game out of the counters instead of using them
for the task.
Assessment of the goals/objectives listed above
Students will have reached the goal when they make a bar graph that accurately represents their chips. The
units will be consistent and their numbering on the y-axis will correspond with the actual number of each
color chip. They will be able to read other students graphs and analyze the information in the form of
answers to questions that I pose. Students should be able to see that each block represents two chips, will be
able to compare different colors and should be able to see when there is a drastic difference between colors
just by looking at the graph.

Accommodations
Students who finish early: Ask them to find the total number of chips, ask them a series of questions to
analyze the graph (how many of this color, how many blue and green chips, etc.). Possibly challenge them
to make their graph on a different scale and consider which model was better, how do they compare etc.
Students who find the material challenging: help them relate the group example to their own example,
have them count the chips for one color and ask them how they could represent that using each box on the
graph paper as one chip.