Faculty of Education

Backward Design Plan Template

Title: Let’s make an informed decision! Subject/Course: Mathematics Strand: Data

Time: 1.5 hours-2 hours (can be reduced or extended based on students and class)
Level: Grade 2

Lesson Description
Throughout this lesson students will be surveying grade 2 students about details of their upcoming movie day. Students
in pairs or small groups will be collecting their data using two-way tally charts. Students will then represent their data
using a bar graph with proper titles, labels and sources (if doing part 2). The data will then be analysed so the class can
make an informed decision about what movie to watch, what snacks to provide and what day to hold the movie day.

Stage 1: Desired Results

Big Question (link to the real world)
Should we watch “The Incredibles” or “Moana” for our movie day with the other grade 2 classes next week?
Should we have pizza or popcorn as a snack for our movie day with the other grade 2 classes next week?
Should we have the movie day on Friday or Monday with the other grade 2 classes next week?
Ontario Curriculum Overall Expectation
D 1. Data Literacy: Manage, analyze, and use data to make convincing arguments and informed decisions, in various
contexts drawn from real life

Ontario Curriculum Specific Expectation

Data Collection and Organization
D1.1: Sort sets of data about people or things according to two attributes, using tables and logic diagrams including
Venn and Carrol diagrams
D1.2: Collect data through observations, experiments, and interviews to answer questions of interest that focus on two
pieces of information and organize the data in two-way tally tables.
Data Visualization (If doing part 2)
D1.3: Display sets of data, using one-to-one correspondence in concrete graphs, pictographs, line plots, and bar graphs
with proper sources, titles, and labels.
Key Concepts and/or skills to be learned/applied: Prior Knowledge Activation:
 Conducting surveys to make an informed  Tally tables from grade 1 (Data Collection and
decision Organization D1.1)
 Collecting data through two-way tally tables  Sources, titles, and tables
 Sorting data using two-way tally tables  Collecting and recording data (Data Collection and
 Sources, titles, and labels Organization D1.2)
 Analysing data to make a decision  Two-way tally tables
Stage 2: Planning learning experience and instruction
Learning Goals: “clearly identify what students are expected Instructional Strategies:
to know and be able to do, in language that students can  Teacher demonstration
readily understand.”  Class discussion with teacher prompts “Think, pair,
Success criteria: “describe in specific terms what successful
share”
attainment of the learning goals looks like” (Growing
Success p. 33).
 Teacher explanation
 Partner work
 Hands on
1 – Learning Goal: Today we will…
 Survey grade 2 students
 Collect data from all grade 2 students
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about which movie they want to watch,

what snack to have, and what day to have
the movie day
 Collect and sort our data using two-way
tally tables
 Label our two-way tally tables
 Analyse our data to make an informed
decision about which movie they want to
watch, what snack to have, and what day
to have the movie day
2 – Why: So that we can make an informed
decision about what movie the grade 2’s want to
watch, what snack they want to have, and when
they want to have the movie day
3 – Success Criteria for this Lesson: You know you
understand when…
Part 1
 You have asked all the grade 2 students
your question
 You have collected and recorded your data
using a two-way tally table
 You have included proper sources, titles
and labels
 You have counted (analyzed) your data,
answering your question
Part 2
 You have represented your data in a bar
graph
 You have included proper sources, titles and
labels
 You have analyzed your data, answering
your question
Materials/Student Groupings Differentiation
Materials Needed:  Students needing further review of
 Pencil  Gradual release of responsibility students
 Paper who need further review
 Clipboards
 Colouring materials
 Chart paper

Student grouping
 Depending on class students can be ability
paired, randomly paired or they can select their
partner.
 The pairs will be randomly given a question they
have to collect data on
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Assessment For Learning, Checking for Understanding & Feedback

Stage 3: Learning Activity

Motivational Hook (_10_ MINS.):
 The teacher will have “The Incredibles” and “Moana” printed out and posted on opposite walls. The teacher
will then ask the students to move to the wall that has the movie on it that they would like to watch for their
movie day. The teacher would record the data on a tally table. The teacher repeats the activity for “Popcorn”
and “Pizza” and “Friday” and “Monday”.

Open (_15 MINS):

 “Think, Pair, Share”: The teacher asks the students to discuss with their elbow partner why surveys and
collecting data are important (ex: when making decisions, thinking about audience, purpose). The students
then share with the class their discussion and key points, which the teacher records on a chart paper (that will
later be put on the wall in the classroom for students to reference)
 The teacher then explains to the class the activity they will be conducting. Students will be going around to the
other grade 2 classrooms in pairs, conducting a survey to collect data about their upcoming movie day. The
teacher reviews two-way tally tables, sources, labels, and titles with the class, providing an example based on
their class survey.
 The students and teacher together create success criteria which is written on the board so both students and
teacher can revisit throughout the activity

Body (modeling, collaborative work, individual = gradual release of responsibility, synthesis) (_45-1.5 hour_ MINS):
 Students are paired depending on needs of the specific class (ability-grouping, random, or selected themselves)

 The partners are randomly given one of the three questions to survey and collected data for (Should we watch
“The Incredibles” or “Moana” for our movie day with the other grade 2 classes next week?
Should we have pizza or popcorn as a snack for our movie day with the other grade 2 classes next week?
Should we have the movie day on Friday or Monday with the other grade 2 classes next week?)

 The students, in their pairs create their two-tally chart based on their specific question. Their chart would look
something like this depending on their question

Question: Should we watch “The Incredibles” or “Moana” for our movie day next week?
Class Movie

The Incredibles Moana

Mr. A
Mr. B
Mr. C
Mr. D

 While the students are working on their two-tally chart, the teacher refers back to the success criteria for
feedback, ensuring that the students are meeting the requirements (have proper title, labels etc.)
 Each partner pair asking one of the three questions is sent to a different grade 2 classroom.
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 The teacher moves around the hall staying close to the classroom in case the students need help or have
questions. While moving around the hall the teacher observes the students surveying the other grade 2
students and the data in their two-tally charts. The teacher provides prompts or suggestions whenever needed.
 The students in their pairs, once they have finished surveying and collecting data, add up the tally responses.
 If not doing part 2 (each pair will share their findings with the class which will be recorded on the board). The
highest scored response for each question indicates what movie they will be watching, what they will be eating,
and on which day they will be having the movie day.

Part two (extension):

 Pairs who share the same question will be put into a group where they will be making a bar graph to represent
all the data they collected for the different classrooms in relation to their question. (Each group has the same
question but surveyed in different classrooms, this brings all the data together in relation to the one question)
 The teacher will demonstrate how to create a bar graph using the data that was collected from them at the
beginning of the lesson. The teacher will go over proper sourcing, labelling, and titles.
 The students and teacher create success criteria for creating their bar graphs.
 Then the students will break out into their groups to create their bar graph using large chart paper. The
students can use markers, pencil crayons, or any colouring material they choose to fill in the bar however they
choose. (This is an opportunity for art integration where students can reflect on their bar graphs and their
choice of filling in the bars for the elements of art--> colour, space, line, shape etc.) (This lesson can be used as
an introduction to the elements of art)
Close (success criteria visited) (_10 MINS):
 The groups present and share with the rest of the class their findings. The highest scored response for each
question indicates what movie they will be watching, what they will be eating, and on which day they will be
having the movie day.
 The students identify something about the other groups bar graphs that they like and something that could be
improved. The students are therefore peer-assessing according to the success criteria that was created.
Stage 4: Reflection
Student Reflection of Learning (metacognition)
 The teacher revisits the question that was asked at the beginning of the lesson, asking the students again why
conducting surveys and collecting data is important for making informed decisions.
 Spotlight check: the teacher asks the students to identify how they are feeling about surveys, two-tally charts,
and bar graphs. Green= good (“I understand”), Yellow= Caution (“I had some difficulty with some parts of this
lesson), Red= stop (“I had difficulty understanding a lot of the lesson”).
 The teacher will revisit their survey after the movie day, where the teacher will ask the grade 2 student guests
to raise their hand if they were happy with the movie day. This will demonstrate to the class how conducting
their survey prior to the movie day, ensured their guests were happy and satisfied (they made an informed
decision).

Teacher Reflection
 This will be done after the lesson is conducted (what went well, what could be improved, even better if)

L. Radford & T. Hollweck, adapted from "Understanding by Design", Wiggins

and McTighe (2005).