EDU 227

Megan Brass
3rd Grade
Lesson Plan

PA Keys Early Learning Standard: 2.4 Measurement and Data

Big Idea: Creating scaled bar graphs

Essential Question: What are vertical and horizontal bar graphs?

Objective: The student will compare vertical and horizontal bar graphs by creating both types on
paper.

I. PLANNING AND PREPARATION

1. Briefly describe the students in your class, including those with special needs.
Explain how you will meet the needs of ALL learners (Differentiated Instruction).

My class will consist of 21 students. There are 14 girls and 7 boys. This is a 3rd
grade classroom. There is 1 student who has a visual impairment and sits in the
front of the classroom. To incorporate differentiated instruction, there will be
many hands-on activities as well as activities that promote socialization between
students. Hands-on activities will be good for kinesthetic learners. Since 3rd
graders are social, there will be many activities that allow them to get up and
socialize with others in the class.

2. List the specific standard and expectations as outlined in the PA Core/Academic

Standards (SAS).

2.4 Measurement and Data

2.4.3 Grade 3
CC.2.4.3.A.4 Represent and interpret data using tally charts, tables,
pictographs, line plots, and bar graphs

3. Explain the psychological principles/theories you used in constructing this lesson.

Piaget’s theory is shown in this lesson because the students will be put into
cooperative groups and will work with each other to solve problems This gives
them the chance to learn through social interaction, which is Piaget’s theory.
Skinner’s theory is shown in this lesson because the students can participate in the
marble jar if the cooperate through the lesson. This is a positive reinforcement
because the ice cream party for filling up the marble jar is a reward. This shows
Skinner’s theory that positive reinforcements strengthen behaviors.
 II. CLASSROOM ENVIRONMENT
4. Describe the effective classroom routines and procedures resulting in little or no
loss of instructional time.

My students will know when math class begins when we start figuring out the
date. Together, we will say the month, date, and year to get ourselves ready for
math.

5. Identify what you will do to set clear standards of conduct and behavior
management of student behavior.

After the lesson is over, every student that does as they are supposed to gets to put
a marble in a marble jar. Once the marble jar is filled, the class gets an ice cream
party.

6. Identify what you will do to establish expectations for student achievement.

In order for my students to achieve the objective of this lesson, I will model
different activities at stations for the students to participate in. I will model
creating the bar graphs on the board so the students can follow along with me.

III. INSTRUCTION
Materials:
 Colored Pencils
 Straightedges for each student
 2 graph pages (per student) to draw bar graphs on that are already labeled
with units (one vertically and one horizontally)

7. Motivation Activities/Strategies

Have the students could forward and backward by fives to 60. Have them count
forward by fives to 60 first, and then have them count backwards from 60 to 0 by
fives. Ask the students how many units of 5 there are in 10, 20, 30, and 40. This
will introduce them to the lesson coming up.

8. Prior Knowledge Activities/Strategies

In order to have my students feeling confident of a new lesson, I will review

counting by fives, which they already learned. I will post a picture of 4 bar graphs
(labeled “tanks” that hold fish), each with a different number of squares that all
have the number 5 written on them. I will tell the students that there is one more
tank with a total of 30 fish, and I will have them draw the right number of squares
to get to 30 by fives.

9. Sequence of Lesson
 Hand out vertical graph page to each student
  Have students copy number of squares into each block on the graph that
the teacher posts on the board
 Students shade in each bar completely with colored pencils
 Ask students how much each square represents and let them answer
 On the side of the graph, the teacher will start labeling 0, 5, and 10 and
explain that this is the number of fish in each tank
 Students will be given the chance to label the rest of the column
 Hand out horizontal graph page to each student
 Students write, by fives, starting at 0 on the bottom axis
 They now can draw the bars for each tank on the labeled sections going
horizontally (tanks have the same number as before)

10. Level of Learning/Assessment Evidence

a. “What does the column we wrote in represent?” (Comprehension)

“How are your two graphs different from each other?” (Analysis)
“How would you show 22 fish on the bar graph?” (Application)
a. Informal: I will walk around the room and observe students doing their
work. I will make sure the students know I am available for questions, and
I will ask students if they need and assistance with anything.
Formal: Hand out post-it notes to each student and tell them each
represents 5 fish. Ask them to stick the post-it notes onto each other to
make a bar that shows 40 fish.

11. Lesson Closure

Today, we started by counting by fives. We counted from 0 to 60 by fives, and

from 60 to 0 by fives. We then drew a bar to represent a tank with 30 fish in it,
with each square meaning 5 fish. We then drew different bar graphs to show the
tanks and the number of fish in each. The number of fish counted by fives and
was labeled by us. We started by drawing our bar graphs up and down, or
vertically. We then drew them sideways, or horizontally, on another graph. We
looked at the differences in these two graphs as well. Boys and girls finished their
lesson by creating a “bar graph” out of post-it notes to show me 40 fish, when
each post-it represented 5 fish.