Study of Student Achievement

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Study of Student Achievement
Kristi DiMeo
Department of Education, Drexel University
EDUC 410: Student Teaching
Dr. Mary Jean Tecce DeCarlo
March 19, 2021

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Concept Focus
The focus of this study of student achievement is on reading and making scaled picture
graphs and scaled bar graphs that represent a data set with several categories. Students also solve
problems involving the data represented in the graphs. Throughout instruction, emphasis is
placed on how data can be represented, interpreted, and analyzed. The goal is for students to not
only understand the structure of scaled picture graphs and scaled bar graphs, but to use the data
to make conclusions.
Student Demographics
There are currently twenty students enrolled in the third-grade class at “School.” One
student fails to be present in the virtual setting. Other students come and go as they please.
Thirteen students are female, seven are male. Academically, students’ overall grades vary. Some
students refrain from completing the required work, while others produce quality work. There
are no students currently failing math. The students struggle to pay attention and stay engaged
during the math block.
Pre-Assessment
Prior to beginning the study, an online pre-assessment was given to the students through
Google forms (Domain 1f). The assessment included at least one question related to the concept
being taught in each of our five unit lessons (Domain 1a). It was evident most of the students did
not have prior knowledge on how to read and interpret scaled picture graphs and scaled bar
graphs.
Questions from the online pre-assessment are listed below.
1. How many houses were built in City B?
2. How many houses were built in City B and

City F?
3. How many more houses were built in City

D than in City E in 1 year?
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4. How many silver medals did the United

States and Australia win?
5. How many more silver medals did Russia

win than Germany?
6. Jackie has to spend $50 on books. She has

made a bar graph to show the number of
each type of book the store has in stock.
Jackie wants to buy at least 2 of each type
of book. Show one way Jackie can spend
$50 on books.
Action books cost $5.

Biographies cost $10.
Mysteries cost $5.
6a. What information will you use

to solve the problem?
6b. Show one way Jackie can spend

$50 on books. Use math words
and symbols to explain your thinking.
After administering the pre-assessment, it was evident many of the students were not
focused. Although I told them it was okay if they did not know the answer to each problem, they
failed to try their best (Domain 3a). While completing the assessment online, it was clear
students were distracted by other actions in their household. Besides standardized testing, the
students are not used to taking assessments in the virtual setting. Therefore, this may have been a
factor that affected their participation and overall score on the pre-assessment (Domain 3b).
A formal analysis of pre-assessment results indicated the students had very little
understanding of how to read and make scaled picture graphs and scaled bar graphs. According
to Charlotte Danielson (2013), “In order to ensure student learning, therefore, teachers must
know not only their content and its related pedagogy but also the students to whom they wish to
teach the content” (p. 17). There were a total of six students who participated in the pre-
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assessment. None of the students answered question #4, #5, or #6b correctly. Only one student
scored over a 50% (Figure 1a). Question #1 was very revealing as it showed who understood
what a key is and how it should be used while analyzing a picture graph (Figure 1b). It was
evident the three students who answered this question correctly were able to recognize the key
and its use. The other three students failed to use the key. Instead, they counted each image they
saw as one to get a total of four houses. Therefore, a lot of time will spent reviewing each
component of a scaled picture graph and scaled bar graph at the beginning of the unit (Domain
1a).
Figure 1a.
Figure 1b.
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Lesson 7-1
1/19/21
Teacher: Kristi DiMeo

Grade: 3rd
Subject: Mathematics
1. Content and Standards: 3.MD.B.3 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.
3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement quantities, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.
2. Prerequisites:
- Basic reading skills
- Knowledge of multiplication facts
3. Essential Question: How can you read picture graphs?
4. Materials and Equipment:

- Cone Crazy game: The students will play Cone Crazy to practice their multiplication
facts.
- Pre-Assessment link: The students will complete a pre-assessment on Google forms
before beginning the unit.
- Envision Math 2.0 Teacher’s Edition book: This book will be used to guide the teacher
through the lesson.
- Envision Math 2.0 workbook: Each student will need their workbook to follow along and
complete the lesson.
- Google slides presentation: This presentation will be used to share the lesson with the
students and help them better understand the concept of picture graphs and bar graphs.
- Nearpod activity: The students will use Nearpod to complete independent work.
- Interpret Pictographs game: If there is additional time at the end of the lesson, students
will play Interpret Pictographs to practice reading and interpreting picture graphs.
- Wrap-Up link: The students will complete two wrap-up questions at the end of the lesson
on Google forms.
5. Instructional Objective: After completing 6 questions regarding the use of picture graphs
and bar graphs in the Envision 2.0 workbook, students will be able to identify the correct
answer for at least 4 of the 6 questions on Nearpod.
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6. Instructional Procedures:
- Minute Math (5 minutes): The teacher will tell the students they are going to begin the
lesson by playing a multiplication game online. The game is called Cone Crazy.
- She will drop the link in the chat and share her screen to show the students how the game
works. In order to keep the customers happy, they must find the correct product to the
multiplication problem on each scoop of ice cream. The purpose of the game is to give
the students time to practice their multiplication facts.
- The teacher will ask the students to type in the chat the number of problems they
answered correctly.
- Pre-Assessment (15 minutes): Before introducing the unit, the students will complete a
pre-assessment on picture graphs and bar graphs.
- The teacher will tell the students that it does not matter if they get the answers right or
wrong, but they should try their best.
- The following are the questions on the pre-assessment (All of them are based on graphs):
- How many houses were built in City B? (40 houses)
- How many houses were built in City B and City F? (100 houses)
- How many more houses were built in City D than in City E in 1 year? (20 more
houses)
- How many silver medals did the United States and Australia win? (45 silver
medals)
- How many more silver medals did Russia win than Germany? (7 silver medals)
- Jackie has $50 to spend on books. She has made a bar graph to show the number
of each type of book the store has in stock. Jackie wants to buy at least 2 of each
type of book. Show one way Jackie can spend $50 on books. Action books cost
$5. Biographies cost $10. Mysteries cost $5.
- What given information will you use to solve the problem? (The number
of books available from the graph, the cost of each book, the total
amount Jackie has to spend, and that she wants at least 2 of each type
of book.)
- Show one way Jackie can spend $50 on books. Use math words and
symbols to explain your thinking. (2 action books x $5 = $10; 50 - 10 =
40; 3 biographies x $10 = $30; 40 - 30 = 10; 2 mysteries x $5 = $10; 10
- 10 = 0; Jackie can buy 2 action books, 3 biographies, and 2
mysteries. The total is exactly $50.)
- Math Maintenance (10 minutes): The teacher will provide the students the following
math maintenance questions for the day:
- An array has six columns and a total of 30 units. How many rows does it have? (5
rows; 30 / 6 = 5)
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- Sincere has two sisters. He gave each sister two pages of stickers. Each page has 9
stickers on it. How many stickers did Sincere give in all? (36 stickers; 9 x 4 = 36)
- Imani sees a ride that spins 10 turns each minute. It will spin 40 turns in 4
minutes. Is Imani correct? Write an equation to prove your answer. (Yes; 10 x 4 =
40)
- The students will have 5 minutes to complete the problems independently. Then, they
will type their answers in the chat.
- The teacher will go over the answers with the class.
- Direct Instruction (25 minutes): The teacher will ask the students to turn to page 359 in
their math workbook.
- The teacher will read the Solve and Share Problem to the students: Students in Jorge’s
class took a survey of their favorite cereals and made this graph to show the results.
Name at least three facts about the information in the graph.
- The teacher will ask the students the following guided questions as needed: What does
the first column of the graph show? (The names of the favorite cereals) How many
spoons are in the row for Berry Crunch? (9) What part of the graph tells you what the
pictures of the spoons represent? (The key at the bottom of the graph).
- The teacher will ask the students, “Does anyone know what type of graph this is?”
(Picture graph) The teacher will explain to the students that a picture graph is a graph
using pictures or symbols to show data. A picture graph has a key to identify the scale
being used in the graph and to explain what the pictures or symbols stand for.
- The teacher will ask the students, “What do the two different symbols on the graph stand
for?” (Each pair of spoons stands for 2 votes. Each single spoon (or partial symbol)
stands for one vote.)
- The teacher will move to the next example in the workbook. She will explain several
important vocabulary terms to the students.
- Data: information you collect

- Scaled Picture Graph: uses pictures or symbols to show data
- Scale: number each picture or symbol represents
- Key: explains the scale used in the graph; while discussing the key, I will ask
the students the following questions: What do the two hockey sticks that make
an X stand for? (2 teams). What does a single hockey stick stand for? (1 team)
What will you count by? (Twos and ones).
- The teacher will show the students how to figure out the number of teams in the East
Falls League by using the key and looking at the data for the East Falls League. (7 teams)
- The teacher will show the students how to figure out how many more teams the East Falls
League have than the South Falls League by using the picture graph to write equations
and compare the two rows. (3 more teams)
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- The teacher will ask the students, “What is another way to find how many more teams the
East Falls League has than the South Falls League?” (Without calculating, you can see
that there are 3 more hockey sticks in the row next to East Falls than in the South
Falls row.)
- The students will have 3 minutes to complete the Convince Me! Problem: Tell something
about each league you can find out from the picture graph. (East Falls has 7 teams;
North Falls has 5 teams; South Falls has 4 teams; West Falls has 11 teams)
- The teacher will point out that picture graphs and bar graphs sometimes make it easier to
compare data rather than using a table or chart. To read a picture graph, use the key
which explains the scale used in the graph.
- The teacher will go over another example with the class. She will also explain what a
scaled bar graph is.
- Scaled Bar Graph: uses bars to represent and compare information; this bar
graph shows the number of goals scored by different players on a hockey team.
The scale shows the units used. On this bar graph, each grid line represents two
units. Every other grid line is labeled; 0, 4, 8, and so on. For example, the line
halfway between 4 and 8 represents 6 goals.
- The teacher will move to the guided practice questions. The first question states: How
many goals in all did Alex and Reggie score? The teacher will tell the students that there
are two steps to this problem.
- She will ask the students, “What is the first step we need to take to solve this problem?”
(Count how many goals Alex scored)
- Then, she will ask the students, “What should we do next?” (Count how many goals
Reggie scored)
- After, the teacher will ask the students, “What is our last step?” (Add Alex and Reggie’s
goals together)
- The second question states: Explain how to find how many more goals Alex scored than
Cindi. (Compare the two bars. Alex scored 18 goals. Cindi scored 14 goals. 18 - 14 =
4)
- Independent/Small Group Work (40 minutes): The teacher will tell the students they
are going to complete several problems in Nearpod in their breakout room.
- She will share her screen to give the students an overview of what they are going to do.
- The teacher will ask the students, “Who can repeat back to me what you are doing in your
breakout room?
- During this time, the teacher will monitor the students’ progress and work through any
misunderstandings they may have.
- The following are the questions in Nearpod (All of them are based on graphs):
- Which area has lights on for the most hours each week? (Locker room)
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- Which area has lights on for exactly 50 hours each week? (Tennis court)
- In one week, how many more hours are lights on in the exercise room than in the
swimming pool? (20 more hours)
- For which days can you use the equation 9 x 7 to find how many points were
scored? Choose all that apply. (October 3, October 10)
- On which days did the football team score fewer than 50 points? Choose all that
apply. (October 17, October 24)
- How many units does each grid line on the graph represent? How do you know?
(5 units; Only every other grid line is labeled; 0, 10, 20, and so on. The line
halfway between numbers is half of ten units.)
- BONUS: The top running speed of which two animals, when added together,
equal the top running speed of a cheetah? (A grizzly bear and a coyote)
- If there is additional time, the students will play a game called Interpret Pictographs in
the main room.
- Wrap-Up (10 minutes): The teacher will tell the students they are going to complete a
wrap-up question for today. The following are the two questions the students will answer
by looking at a graph:
- How many more people chose football or soccer than baseball or basketball? (1
person; 13 people chose football or soccer and 12 people chose baseball or
basketball.)
- Which sports received the same number of votes? How can you tell? (Basketball
and baseball, because their bars have the same values.)
- The students will have five minutes to work on the problems independently and the last
five minutes will be spent going over the problems.
- In order to conclude the lesson, the students will do a self-check of their knowledge. If
they thought the lesson was easy, they will write a 1 in the chat. If they thought the lesson
was average, they will write a 2 in the chat. If they thought the lesson was hard, they will
write a 3 in the chat.
7. Assessment: In order to evaluate the students’ level of understanding, the teacher will
observe the students’ level of participation and answers they provide during direct instruction
and the wrap-up. During independent work time, the teacher will monitor the students’
progress on Nearpod and see where the most common mistakes occur. She will also check in
with students to see what they are working on and ask them to explain how they got their
answer. Once the lesson is complete, the teacher will review all pre-assessment scores to get
an idea of how much knowledge the students have on picture graphs and bar graphs.
8. Differentiated Instruction: A. C., J. B-C., and S. B. will have the opportunity to complete
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a bonus question after they are finished the required problems in Nearpod. The students will
be grouped based on their understanding of the concept. This will be done through teacher
observation (high group/low group).
Appendix
Cone Crazy link: https://www.multiplication.com/games/play/cone-crazy-multiplication

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Pre-Assessment link:
https://docs.google.com/forms/d/e/1FAIpQLSctb5MNx_CHQus4hnobg9zqZMBppqXPjPZ_UL
CtnkKfgWK6pw/viewform?usp=sf_link
Nearpod login link: https://nearpod.com/student/

Code: W4FPU
Interpret Pictographs link: https://www.mathgames.com/skill/3.12-interpret-pictographs
Wrap-Up:
https://docs.google.com/forms/d/e/1FAIpQLSf2EUQrnp8Bsexp2wvI6A6KQBxnRJ0L_r2y-
g6NK4ZlvLpkAQ/viewform?usp=sf_link
Lesson Analysis
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While teaching the students how to read and interpret picture graphs and bar graphs, there
was little focus and low participation (Domain 3b). Ben Johnson (2012) stated, “I believe the
majority of teachers pick up on the audience cues as they direct-teach and can tell if a student is
not interested or not engaged” (p. 1). As the teacher, it was clear the students were not willing to
participate and engage throughout the entire lesson. Although they were encouraged to use the
chat and listen to what their classmates were saying, they failed to do so. On a positive note, the
students were able to come up with various facts about the information in the picture graph for
the solve and share problem (Domain 2a). In specific, they noticed the title of the graph, names
of the favorite cereals, and key at the bottom of the graph. With guidance from the teacher, the
students were able to figure out how many votes each cereal got. In our next example, it was
evident two students were able to better understand the structure of a picture graph and how
many teams were in each hockey league. Their level of understanding was clear as they
explained how they counted the hockey sticks while using the correct scale (Domain 1b). The
students were also asked to compare different teams and add the number of goals two players
scored in a different picture graph. This required them to use their higher-order thinking skills.
Most of the direct instruction was performed by the teacher as the students seemed to be
distracted and/or confused.
In small groups, the students were asked to

complete a Nearpod activity including the independent
practice problems (Domain 3c). During this time, they
worked through each problem. Although they were
encouraged to ask questions, none of the students did
so. Therefore, I checked in with them to see what they
were working on (Domain 3a). On a positive note,
many of the students were using the key included in
each graph to help them figure out how many of each item were in a category. This was an
improvement from the pre-assessment since several of the students were counting each item as
one without understanding the importance of the key. According to Nearpod, there was 34%
student participation (Domain 3b). After reviewing the students’ work, it is was evident only one
of ten students completed all six problems (Figure 2a). This student also answered the bonus
question correctly (Domain 4b). It is more than likely this student finished each problem because
his mom is very involved with his schoolwork. As for the other seven students who somewhat
participated, they did very well. Two students scored a 75% and four students scored a 100%
(Figure 2b). Although the students technically did not meet the objective of answering at least
four of six questions correctly, they did meet the objective for the number of problems they
completed (Domain 1c). None of them got more than one question wrong. All of the students
answered question #1 correctly, which asked them to find the area that has lights on for the most
hours each week (Domain 3d). This question was simple because all you had to do was look at
the scale on the picture graph to figure out how long each area had the lights on each week. More
importantly, this question reveals if the students understand how the scale is being used in this
picture graph. I also noticed one student who scored a 75% did not analyze the graph correctly
for question #4. In order to find which two days you could use the equation 9 x 7 to find how
many points were scored, you had to look at the graph to find two days that equal 63 points. The
other student who scored a 75% answered question #3 incorrectly, which asked the students to
find how many more hours the lights are on in the exercise room than in the swimming pool. She
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wrote 60 and the answer was 20. Therefore, she did not figure out the correct number of hours of
light usage in the exercise room and swimming pool. Unfortunately, she did not write any work
to show how she got her answer, so it is difficult to tell where she went wrong. Overall, the
students who put in the effort to work through the Nearpod did an excellent job. Although they
may have not answered all of the questions, they got a lot of the problems they completed
correct.
Participation Level
10%
20%
70%
Full Participation Some Participation No Participation

Figure 2a.
Percentage of Nearpod Answers Correct

120%
5 students, 100%
100%
80% 2 students; 75%
60%
40%
20%
0%
2 students 5 students

Figure 2b.
At the end of the lesson, the students were asked to complete a wrap-up question in
Google forms (Domain 1f). Although they were encouraged to complete each question and
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submit it when they were finished, there was only one student who did so. After reviewing the
results, it was clear she got each question wrong (Figure 2c). The student’s answer to question #1
was 1/3. She may have gotten 3 by subtracting soccer (5) by football (8). Her answer made it
clear that she did not understand that you have to add each pair of sports then subtract the total
for each. In specific, you have to add football and soccer first (13). Then, you have to add
baseball and basketball (12). Once you have your total for each, you subtract them to get 1
person. Question #2 was included to make sure the students understood how to read a bar graph.
In specific, the goal was for them to notice that two bars at the same height have the same
amount of votes. This student wrote s, so I am not sure what she meant by that. The teacher may
assume she meant the same, but it is unclear. Overall, the teacher will further question this
student in the next lesson to see if she understands how to read a bar graph (Domain 4a).
Figure 2c.
In addition, the students were asked to perform a self-check (Domain 3e). After
reviewing the results, it was evident one student typed a 1, four students typed a 2, and two
students typed a 3 in the chat (Figure 2d). Therefore, most of the students thought the lesson was
average. This was expected because it was the first day of learning new content. Throughout the
unit, the students will continue learning how to read and interpret picture graphs and bar graphs.
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Self-Check
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
1 2 3
Self-Check
Figure 2d.
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Lesson 7-2
1/21/20

Grade: 3rd
2. Prerequisites:
- Basic understanding of picture graphs and bar graphs
3. Essential Question: How do you make a picture graph?

facts.
- Envision Math 2.0 Teacher’s Edition book: This book will be used to guide the teacher
through the lesson.
students and help them better understand the concept of picture graphs.
- Nearpod activity: The students will use Nearpod to complete small group work.
- Building Scaled Picture Graphs 3.MD.3 video: The students will watch the video to gain
a better understanding of how to create a picture graph.
- Create Pictographs game: If there is additional time at the end of the lesson, students will
play Create Pictographs to practice reading and interpreting picture graphs.
on Google forms.
5. Instructional Objective: After completing 6 questions related to making picture graphs in

the Envision 2.0 workbook, 2 groups of students will be able to design 1 picture graph that
includes a title, key, 2 labels, and 4 different categories.
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lesson by playing a multiplication game online. They will continue playing Cone Crazy.
- She will drop the link in the chat. The teacher will remind the students that in order to
keep the customers happy, they must find the correct product to the multiplication
problem on each scoop of ice cream. The purpose of the game is to give the students time
to practice their multiplication facts.
- The teacher will encourage the students to serve more customers than they did yesterday.
- She will ask the students to type in the chat the number of problems they answered
correctly.
- A checkerboard has 64 squares. It has 8 rows. How many columns does it have?
(8; 64/8=8)
- Tanasia has 24 flowers in her garden. She wants to give an equal number of
flowers to 4 families in her neighborhood. How many flowers will each family
get? (6; 24/4=6)
- Greg has three rows of stamps with 10 stamps in each row. Greg says there are a
total of 35 stamps. Is Greg correct? Write an equation to prove your answers. (No;
3 x 10 = 30)
- The teacher will also review the important vocabulary terms for the unit:
- Key: explains the scale used in the graph
- Scaled Bar Graph: uses bars to represent and compare information
- The teacher will read the Solve and Share problem to the students: Mary is helping her
teacher count school playground equipment. She records the data in a frequency table.
Use the data in the table to complete the picture graph. Write two statements about your
completed graph.
- The teacher will ask the students the following guided questions as needed: How will you
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complete this problem? (I will use the data in the table and the key to complete the
picture graph. Then I will write two statements about the graph.) What parts of the
picture graph do you need to complete? (I need to draw pictures to represent the
number for each item and write a title.) Should you draw 10 pictures in the row for
jump ropes? Why or why not? (No; The key indicates that each picture stands for 2
items.)
- The teacher will ask the students, “How did you know the number of symbols to draw for
jump ropes?” (I knew from the table there were 10 jump ropes. Each whole symbol
represents 2 items. 10/2=5. So, I drew 5 whole symbols.)
- The teacher will move to the next example in the workbook. The example states: Sam
recorded the number of each kind of bicycle a store sold during one month. He made a
frequency table to make a picture graph. Use the table to make a picture graph.
- The teacher will introduce two vocabulary terms to the students:
- Frequency Table: a table that lists items and shows the number of times the
items occur
- Survey: a tool to collect data by asking people questions
- The teacher will explain to the students that we must create a title for our picture graph.
In this case, we are going to use the same title as on the table. (Kinds of Bicycles Sold)
- The teacher will explain to the students that we have to choose a symbol for the key. In
specific, we must decide what each whole symbol and half-symbol will represent. (Each
triangle means 10 bicycles. Each half of a triangle means 5 bicycles.)
- Then, the students will set up the graph and list the different kinds of bicycles sold. They
will also decide how many symbols you need for each number of bicycles sold and draw
the symbols.
- The teacher will ask the students, “How many symbols did you draw for each type of
bicycle? (Road: 1 triangle, Track: 2 triangles, Training: 1 triangle and a half of a
triangle, Racing: 1 triangle)
- The teacher will ask the following questions, “What statements can you write by looking
at the triangles in the picture graph?” (The kind of bicycle that sold the most was the
track bicycle. The same number of road and racing bicycles were sold.) Why are 5
and 10 good numbers to use with the symbols?” (The data for each type of bicycle can
easily be separated into groups of 5 or 10 with 5 left over.)
- The teacher will ask the students, “Suppose mountain bicycles were also sold. Draw
symbols to show a row in the picture graph for mountain bicycles. Explain how you
decided. (Each triangle = 10 bicycles. Each half of a triangle = 5 bicycles. 25 is 2 tens
and 5. So, I drew 2 triangles and 1 half of a triangle.)
- The teacher will give the students 3 minutes to answer questions 1 and 2 on page 367.
The teacher will ask the students, “Explain the symbols that were used for the number of
Training bicycles sold.” (15 training bicycles were sold. A whole triangle was used to
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stand for 10 bicycles. A half-triangle was used to stand for 5 bicycles) “If the scale
used in the key were a triangle = 2 bicycles, how many symbols would be used for the
number of road bicycles sold? For the number of track bicycles sold? (5 symbols; 10
symbols)
are going to create a picture graph within their small group. They will have the
opportunity to choose a title and come up with different categories to vote on.
- Before they begin, the teacher will show the students a video called Building Scaled
Picture Graphs: 3.MD.3.
- After, the teacher will tell the students they will be creating a picture graph like they just
saw in the video.
- She will drop the link and code in the chat for Nearpod.
- The teacher will explain to the students that they are going to answer a series of questions
about their picture graph once it is created.
- The following questions are in the students’ Nearpod:
- What is the title of your pictograph?
- What do the labels on the left refer to?
- How many votes are in each category?
- Which category has the most votes?
- Which category has the least amount of votes?
- Bonus: Please complete the pictograph using the same data you have collected,
but make sure to use a different scale.
- She will remind the students that it is important to make sure everyone is involved and
has a say while choosing a title and categories to use.
- The teacher will tell the students to make sure they are prepared to share the work they
have done when they are sent back to the main room.
- In order to close out small group instruction, each group will share their bar graph with
the class.
- If there is additional time, the students will play a game called Create Pictographs in the
main room to practice creating picture graphs.
- Pamela made this picture graph showing 14 students’ favorite drinks. She drew 3
glasses to represent the 6 students who chose chocolate milk. Is her picture graph
correct? Explain. (Yes; Each glass represents 2 students and 2 x 3 = 6.)
- How would Pamela’s picture graph change if 12 students chose grape juice as
their favorite? (There would be another row for grape juice with 6 glass
- symbols in the row.)
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Assessment: In order to evaluate the students’ level of understanding, the teacher will .7
observe the students’ level of participation and answers they provide during direct
instruction and the wrap-up. During small group instruction, the teacher will monitor
the students’ interaction with one another and check their progress on Nearpod. She
will also check for student understanding as each group presents their graph to the
.class
Differentiated Instruction: A. C. and J. B-C. will have the opportunity to draw a .8

new graph using the same information, but with a different scale. The students will
be grouped based on their understanding of picture graphs. This will be done through
teacher observation during the direct instruction portion of the lesson (high group/low
group).
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Appendix
Nearpod login link: https://nearpod.com/library/2280032?or=0

Code: JXWBU
Building Scaled Picture Graphs 3.MD.3 link: https://www.youtube.com/watch?

v=9ewjzJ1JXWM
Create Pictographs link:

https://www.mathgames.com/skill/3.13-create-pictographs
Wrap-Up link: https://docs.google.com/forms/d/e/1FAIpQLSeVKkctOuhyOvv-

kvQuliclFt0a_EUVAk9ikYTZc49DVZZ8cw/viewform?usp=sf_link
22
23
Lesson Analysis
While teaching the students how to draw a picture graph, there was an increase in
participation (Domain 3b). During the solve and share problem, it was evident four students were
able to recognize the importance of using the key to create our picture graph. More importantly,
they were able to explain why we should draw a certain amount of balls for each type of
playground equipment. In an additional example, the students were able to create a different
picture graph. During this time, they applied what we did in the first picture graph to the second
one (Domain 1a). By using the information in the frequency table, they knew how many bicycles
were needed for each category, such as road, track, running, and racing. In order to draw the
pictures correctly, the students used the key located at the bottom of the graph. Overall, the
students were able to better understand the structure of a picture graph than in the previous
lesson.

complete a Nearpod activity (Domain 1d). They were
required to work with their group to create a picture
graph (Domain 3c). In specific, they had the
opportunity to choose any title they would like, come
up with different categories related to their title, and
vote on each category. Ben Johnson (2012)
mentioned, “The solution is simple: If a teacher
wants to increase student engagement, then the
teacher needs to increase student activity – ask the students to do something with the knowledge
and skills they have learned” (p. 1). Therefore, this was the perfect activity to get the students
engaged. According to Nearpod, there was 21% participation in the lesson (Domain 3b). This
was the case because not all of the students who logged in submitted the graph (Domain 4b). I
considered all of the students who helped create the picture graph participants in the lesson.
From my own observation, it was evident all of the students were participating during this time.
They were excited to choose their own categories and vote on each one. In specific, group one
created a picture graph of the kinds of food they like. Group two created a picture graph of their
favorite fruit (Figure 3a). After reviewing each group’s work, it was clear they were able to
create 1 picture graph that includes a title, key, and 4 different categories. Therefore, all of the
students met the lesson objective for the day (Figure 3b).
Figure 3a.
Group 1 Group 2
24
Nearpod
100%
Objective Met
Figure 3b.
Google forms (Domain 1f). Although only four students submitted their answers, it was an
increase in participation from the previous lesson (Domain 3b). After reviewing the results, it
was evident one student scored a zero, one student scored a 50%, and two students scored a
100% (Figure 3b). The two students who scored a 100% had a strong understanding of how to
read and interpret picture graphs. In specific, one of the students provided a clear explanation for
each question. For question #1, she stated that Pamela’s graph is correct because each glass
represents two students. For question #2, she stated that Pamela would have to add grape juice to
the graph and show six cups. What stood out to me was that she was able to share how many
cups Pamela would need to show if twelve students chose grape juice as their favorite. Each
thorough statement allowed me to see that this student had a very strong understanding of the
content. Overall, it seems like several students have a better understanding of how to read and
interpret picture graphs, while other students need additional practice. Therefore, the students
will continue to review the structure of picture graphs while familiarizing themselves with
important vocabulary terms in their online vocabulary notebook (Domain 3e).
Figure 3c.
25
In addition, the students were asked to perform a self-check (Domain 3e). After
reviewing the results, it was evident three students typed a 1 in the chat (Figure 3d). Therefore,
all of the students who participated in the self-check thought the lesson was easy. This was
expected because there was a very high level of engagement in the lesson (Domain 3b). The
students loved having the opportunity to work with their group to create their own picture graph.
Therefore, it was evident that many of the students were able to better understand the structure of
a picture graph and how to interpret its data.
Self-Check
3.5
2.5
1.5
0.5
0
1 2 3
Self-Check
Figure 3d.
Lesson 7-3
26
1/25/20

Grade: 3rd
2. Prerequisites:
- Basic understanding of picture graphs and bar graphs
3. Essential Question: How do you make a bar graph?

facts.
- Envision Math 2.0 Teacher’s Edition book: This book will be used to guide me through
the lesson.
students and help them better understand the concept of bar graphs.
- Nearpod activity: The students will use Nearpod to complete small group work.
- Creating Bar Graphs Using Tables video: The students will watch the video to gain a
better understanding of how to create a bar graph.
- Create Bar Graphs Using Tables game: If there is additional time at the end of the
lesson, students will play Create Bar Graphs Using Tables to practice creating bar graphs
based on the information given in the table.
on Google forms.
5. Instructional Objective: After completing 6 questions regarding how to make a bar graph in
the Envision 2.0 workbook, students will be able to design 1 bar graph that includes a title,
scale, 2 labels, and 6 different choices.
27
lesson by playing a multiplication game online. They will continue playing Cone Crazy.
- She will drop the link in the chat. The teacher will remind the students that in order to
keep the customers happy, they must find the correct product to the multiplication
problem on each scoop of ice cream. The purpose of the game is to give the students time
to practice their multiplication facts.
- The teacher will encourage the students to serve more customers than they did yesterday.
correctly.
- An array has a total of 36 squares units. It has 9 rows. How many columns does it
have? (6 columns; 36/9=6)
- Twenty five students are working in groups on a science project. Each group can
have 2 or 3 students in it. What is the fewest number of groups there could be? (9
groups; 7 groups of 3; 21, 2 groups of 2; 4)
- Casey gives 50 stickers to 5 friends. She says she gives each friend 10 stickers. Is
she correct? Write an equation to prove your answer. (Yes; 50/5=10)
- The teacher will read the Solve and Share problem to the students: Use the data in the
table below to complete the bar graph. What conclusions can you make by analyzing the
bar graph?
- The teacher will ask the students the following guided questions as needed: What does
the table show? (Yoma read 13 pages, Adam read 6 pages, and Bonita and Don each
read 10 pages.) How will you use this data? (I will use the data to make a bar graph
28
and draw conclusions about the graph.) Which bar on your graph will be the longest?
How do you know? (The bar for Yoma will be the longest because she read the most
pages.) How many bars will your graph have? Explain how you know. (It will have 4
bars. There are 4 students, and there will be 1 bar for each student.)
- The teacher will ask the students, “How can tools such as a ruler help you create a bar
graph?” (I can use a ruler to make sure the bars align with the grid lines and the
correct numbers on the scale.)
- The teacher will move to the next example in the workbook. The example states: Greg
made a table to show the amount of money he saved each month from tutoring. Use the
data in the table to make a bar graph.
- The teacher will explain to the students that we must create a title for our bar graph. In
this case, we are going to use the same title as on the table. (Amount Greg Saved Each
Month)
- The teacher will explain to the students that we have to choose a scale for our bar graph.
In order to organize our bar graph, it makes sense for each grid line to represent $10.
- Then, the students will set up the graph with the scale, each month listed in the table, and
labels. Lastly, they will draw a bar for each month.
- The teacher will ask the following questions, “What does the label on the left refer to?”
(How much money Greg saved each month) “What do the labels at the bottom refer
to?” (The months of January, February, March, and April) “How do you find the
amount saved each month?” (I follow each bar to its top and then read straight across
to the scale.) In which month did Greg save the least?” (January) “How much did he
save that month?” ($25)
- The teacher will give the students 3 minutes to answer questions 1-3 on page 373. The
teacher will ask the students, “Explain why the bar for January ends between 20 and 30.”
(The amount Greg saved in January was $25. The bar needs to end halfway between
the grid lines for 20 and 30.) “Suppose Greg saved $35 in May. Between which grid
lines would the bar for May end?” (Between 30 and 40) How can you tell how much
more Greg saved in February than in April?” (The bar for February is 1 line higher
than the bar for April. Each line represents $10.1 x $10 = $10.)
are going to create a bar graph with their small group. They will have the chance to
choose a title and come up with the different categories used.
- Before they begin, the teacher will show the students a video called Creating Bar
Graphs.
- After, the teacher will tell the students they will be creating a bar graph like they just saw
in the video.
- She will drop the link and code in the chat for Nearpod.
- The teacher will explain to the students that they are going to answer a series of questions
about their bar graph once it is created.
29
- The following questions are in the students’ Nearpod:

- What is the title of your bar graph?
- What does the label on the left refer to?
- What do the labels at the bottom refer to?
- How many votes are in each category?
- Which category has the most votes?
- Which category has the least amount of votes?
- Bonus: Please complete the bar graph using the same data you have collected, but
make sure to use a different scale.
- She will remind the students that it is important to make sure everyone is involved and
has a say while choosing a title and categories to use.
- The teacher will tell the students to make sure they are prepared to share the work they
have done when they are sent back to the main room.
- In order to close out small group instruction, each group will share their bar graph with
the class.
- If there is additional time, the students will play a game called Creating Bar Graphs
Using Tables to practice creating bar graphs.
wrap-up question for today. The following are the three questions the students will
answer by looking at a graph:
- What do the labels at the bottom of the graph refer to? (The months of the year)
- What does the label on the left refer to? (The number of students whose
birthday is in each month)
- Which month has the most birthdays? (June)
and the wrap-up. During small group instruction, the teacher will monitor the students’
interaction with one another and check their progress on Nearpod. She will also check for
student understanding as each group presents their graph to the class.
8. Differentiated Instruction: A. C. and J. B-C. will have the opportunity to draw a

new graph using the same information, but a different scale. The students will be grouped
30
based on their understanding of bar graphs. This will be done through teacher observation
during the direct instruction portion of the lesson (high group/low group).
Appendix
31

Code: 7L9JR
Creating Bar Graphs: https://www.youtube.com/watch?v=ReW4MPqXTvA
Creating Bar Graphs Using Tables link:

https://www.mathgames.com/skill/3.11-create-bar-graphs-using-tables
Wrap-Up: https://docs.google.com/forms/d/e/1FAIpQLSdb4zsLqR7VdDq7riG-4wqnJ17sr-Or-
L23y6F5MAOalRrbbA/viewform?usp=sf_link
32
33
Lesson Analysis
While teaching the students how to draw a bar graph, there was a high level of
participation (Domain 3b). After reviewing our vocabulary words for the unit, we completed the
solve and share problem as a whole class. For those students who participated, it was clear they
struggled with understanding the scale on a bar graph. In specific, they had trouble remembering
that each line on the bar graph was equal to two pages. After completing an additional example
related to the amount of money Greg saved each month, they started to catch on. In this graph,
they recognized that each line was equal to ten dollars. Therefore, I was able to further question
the students to find out what the dollar amount would be for a bar that ends in between two lines
on the graph (Domain 3b).
In small groups, the students were asked to complete

a Nearpod activity (Domain 1d). Instead of creating a
picture graph, they were required to work with their group
to create a bar graph (Domain 3c). In specific, they had the
opportunity to choose any title they would like, come up
with different categories related to the title, vote on each
category, and label their graph. According to Nearpod, there
was 48% participation in the lesson (Domain 3b). This was
the case because not all of the students who logged in submitted the graph (Domain 4b). It does
indicate that more students created the graph on their own Nearpod in addition to the one they
were sharing with the class than in the previous lesson. I considered all of the students who
helped create the picture graph participants in the lesson. Therefore, it was evident all of the
students were participating during this time. They were excited to choose their own categories
and vote on each one. Ben Johnson (2012) said, “The ultimate engagement is to put the learner in
charge of learning” (p. 1). In specific, group one created a bar graph of the candy they like.
Group two created a bar graph of their favorite subject (Figure 4a). After reviewing group one’s
work, it was clear they were able to create a title and six different choices, but their graph did not
include a scale or two labels. Therefore, they did not meet the full objective for the day (Figure
4b – 1). After reviewing group two’s work, it was clear they were able to create a title, scale, and
six different choices, but their graph did not include two labels. Therefore, they also did not meet
the full objective for the day (Figure 4b – 2).
Figure 4a.
Group 1 Group 2
34
Nearpod - Group 1
30%
70%
Objective Met Objective Not Met

Figure 4b - 1
Figure 4b – 2
Nearpod - Group 2
20%
80%
Objective Met Objective Not Met
Google forms (Domain 1f). On a positive note, eight students submitted their answers. This was
an improvement from the previous lesson where only four students participated (Domain 3b).
After reviewing the results, it was evident two students scored a zero, two students scored a 33%,
one student scored a 66%, and three students scored a 100% (Figure 4c). The three questions on
this wrap-up were very straight forward. The students were able to get their answers simply by
reading and interpreting the bar graph provided. Therefore, it is evident the two students who
scored a zero and two students who scored a 33% need additional practice on how to read and
interpret bar graphs. They don’t have a clear understanding of the concept yet. The one student
who scored a 66% has grasped the concept. From looking at her response, it seems like she did
not focus on what each question was asking. Question #1 required the students to look at the
bottom of the graph to see what the labels refer to. Her response was that June has the most,
which is correct, but it is not what the question is asking. Therefore, this student may have been a
little unfocused while completing the activity. In the next lesson, the students will be given
additional bar graph problems where they have to read and interpret the data (Domain 3e).
Ultimately, this will help them gain a better understanding of how to analyze bar graphs.
35
Figure 4c.
In addition, the students were asked to perform a self-check (Domain 1f). After reviewing
the results, it was evident four students typed a 1 in the chat and two students typed a 2 in the
chat (Figure 4d). Therefore, most of the students who participated in the self-check thought the
lesson was easy and several students thought it was average. Since this lesson was very similar to
the previous one, it was expected students would think it was easy. Once again, there was high
engagement in both small groups (Domain 3c). Allowing the students to choose their own title
and categories made the learning process fun and meaningful. Overall, there are some students
who have mastered how to create a bar graph, while some students need additional practice.
Self-Check
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
1 2 3
Self-Check
Figure 4d.
Midpoint Check
36
After our third lesson, the students participated in a Quizizz midpoint review game
(Domain 3c). The students in the class enjoy playing games, so there was an increase in
participation (Domain 3b). This was the first time we played Quizizz. Normally, we play Kahoot
or Time to Climb. The questions consisted of vocabulary terms in the unit, along with questions
regarding picture graphs and bar graphs (Domain 3d). Overall, there were a total of 15 questions
on the midpoint check.
Questions from the Quizizz midpoint review game are listed below.
1. Information you collect

a. gather b. shapes
c. data d. documents
2. Explains the scale used in the graph

a. key b. chart
c. picture d. data
3. Number each picture or symbol represents

a. data b. graph
c. scale d. information
4. Uses pictures or symbols to show data

a. scaled picture graph b. document
c. scaled bar graph d. data
5. Uses bars to represent and compare information

a. chart b. table
c. scaled bar graph d. scaled picture graph
6. How many students said their favorite

subject is Reading?
a. 7 b. 6
c. 5 d. 3
7. How many students said their favorite

subject is Social Studies?
a. 6 b. 3
c. 7 d. 5
8. How many more students said their
favorite subject was Math than Science?
a. 1 b. 3
c. 2 d. 4
37
9. How many total students said Social Studies and Math are their favorite subject?
a. 10 b. 9
c. 6 d. 8
10. Which fruit do students like the most?

a. mango b. banana
c. oranges d. strawberries
11. Which fruit do students like the least?

a. banana b. mango
c. apples d. oranges
12. Which fruit do 10 students like?

a. mango b. cherries
b. strawberries d. apples
13. How many more students like apples than

oranges?
a. 4 b. 3
c. 6 d. 2
14. How many students total like oranges and cherries?

a. 11 b. 8
b. 10 d. 13
15. What position does Ms. Kristi play in softball?

a. outfield b. pitcher
b. first base d. second base
After playing the midpoint review game on Quizizz, it was evident there was an increase
in the level of participation (Domain 3b). Since students enjoy playing games and competing
against one another, they were more willing to engage in the review. According to Charlotte
Danielson (2013), “When students are engaged in learning, they are not merely ‘busy,’ nor are
they only ‘on task.’ Rather, they are intellectually active in learning important and challenging
content” (p. 71). Unfortunately, the virtual setting consistently creates technological challenges
for the students. Therefore, some of them were unable to participate in the entire game (Figure
4b). While playing the game, I noticed many of the students couldn’t wait to answer the next
question to see if their score improved. This level of excitement only seems to appear if the
students know there is going to be a winner. Therefore, Class Dojo points will be given out in
future lessons while completing the direct instruction portion of the lesson (Domain 3e). This
will motivate students to pay attention and work through each problem given.
A formal analysis of the midpoint check results indicated there was a wide range in
understanding of how to read and interpret picture graphs and bar graphs. As a class, there was
37% accuracy (Figure 5a). Therefore, it is evident many of the students need additional
instruction and practice on how to read and interpret picture graphs and bar graphs (Domain 4a).
38
The individual who appears to have scored a 93% was my mentor teacher. The students’
accuracy rate ranged from 0%-60% (Figure 5b). It is obvious that some students are paying
attention during direct instruction and others are wandering off. Many of the students did not
answer questions one through five correctly, which were all related to our vocabulary terms for
the unit (Figure 5c). In fact, not one student was able to answer all five vocabulary questions
correctly. Therefore, we need to spend additional time going over each word at the beginning of
the lesson and involve the students by asking questions related to the image provided with each
definition (Domain 3e). The students must have a clear understanding of each vocabulary term in
order to read and interpret picture graphs and bar graphs precisely. According to the results,
more students answered the questions incorrectly on the picture graph than the bar graph (Figure
5d). In specific, many of the students answered question #7 and #8 incorrectly. There were a
variety of answers for #7. This tells me the students were not focused while participating in the
game. If they did not look at the scale, they would have come up with the answer of one and a
half. Therefore, the students were more than likely guessing if they chose 3 as their answer. For
question #8, a lot of the students chose three or four as their answer. In this question, the students
had to subtract the number of students who chose science from those who chose math. The
students who chose 3 as their answer may have done so because science has three pencils on the
graph.
On a positive note, many students were able to read and interpret the bar graph correctly.
Eleven students answered question #11 correctly, which asked them to choose the fruit students
like the least. Nine students answered question #10 and #12 correctly, which asked them to find
the fruit students like the most and the fruit 10 students like. These were pretty straight forward
questions for the students. All they had to was read the bar graph correctly. Therefore, it was
evident the students had an understanding of how to read bar graphs. Overall, it seems like the
students need additional practice on using the scale in a picture graph and solving two-step
problems regarding a picture graph and bar graph (Domain 4a). Therefore, the teacher will
review the wrap-up question from lesson 7-2 at the beginning of the next lesson to remind
students of how to use the scale to answer questions about a picture graph (Domain 3e).
Figure 5a.
Figure 5b.
39
Figure 5c.
40
Figure 5d.
41
Lesson 7-4
2/8//20

Grade: 3rd
3.OA.D.8 Solve two-step word problems using the four operations. Represent these problems
using equations with a letter standing for the unknown quantity. Assess the reasonableness of
answers using mental computation and estimation strategies including rounding.
2. Prerequisites:
- Understanding of picture graphs and bar graphs
3. Essential Question: How can you solve problems using graphs?

- Patty’s Paints game: The students will play Patty’s Paints to practice their multiplication
facts.
the lesson.
- Nearpod activity: The students will use Nearpod to complete independent work.
- Interpret Bar Graphs game: If there is additional time at the end of the lesson, students
will play Interpret Bar Graphs to practice creating bar graphs based on the information
given in the table.
on Google forms.
42
5. Instructional Objective: After completing 5 questions on solving word problems using

information in graphs in the Envision 2.0 workbook, students will be able to identify
the correct answer for at least 4 of the 6 questions on Nearpod.
6. Instructional Procedure:
lesson by playing a multiplication game online. They will play Patty’s Paints.
- She will drop the link in the chat and share her screen to show the students how the game
works. The students must correctly answer each multiplication fact in order to paint their
car. After so many rounds, the students can test their car on the track. The purpose of the
game is to give the students time to practice their multiplication facts.
- The teacher will ask the students to type in the chat the number of problems they
answered correctly.
- How many students voted Orange was their favorite muffin? (5 students; 1 x 5 =
5)
- How many books did Ms. Ruiz’s class read after 3 weeks? (13 books)
- How many stars will he draw in row 6? (21 stars; each week increases by an
additional amount, +2, +3, and so forth)
- Direct Instruction (25 minutes): The teacher will tell the students to turn to page 377 in
- The teacher will read the Solve and Share problem to the students: The students in Mr.
Seymour’s class voted for their favorite kind of sandwich. How many more students
voted for peanut butter than cheese? (4 students; 11 - 7 = 4) How many fewer students
voted for tuna than peanut butter? (8 students; 11 - 3 = 8)
- The teacher will ask the following guiding questions as needed: What have you already
learned that can help you solve the problem? (I have already learned how to interpret
43
data from a bar graph.) What does each grid line on the bar graph represent? (2
students) What do the labels on the left side of the bar represent? (Types of sandwiches)
What does the length of each bar show? (The number of students who chose that type
of sandwich.)
- The teacher will ask the students, “What is the scale for this graph? How do you know
the number of votes a bar represents when it is between two lines on this graph?” (Each
line is 2 votes; A bar between two lines represents the number between the numbers
on each of those lines.)
- The teacher will move to the next example in the workbook: Angela wants Karli and
Monique to have a total of 60 paper cranes. The bar graph shows how many paper cranes
her friends already have. How many more paper cranes does Angela need to make for
Karli and Monique to have 60 paper cranes in all?
- The teacher will explain to the students that this problem has a hidden question. The
hidden question is “How many paper cranes do Karli and Monique already have?”
- First, the teacher will tell the students they must use the scale to find how many paper
cranes Karli and Monique each have. Then add.
- The teacher will ask the students, “How many paper cranes does Karli have?” (30) “How
many paper cranes does Monique have?” (10)
- The teacher will ask the students, “What should we do next?” (30 + 10 = 40)
- Then, the teacher will tell the students that we must solve the main question, “How many
paper cranes does Angela need to make?”
- The teacher will tell the students we have to subtract next.
- She will ask the students, “Why do we have to subtract to find the answer?” (I need to
find the difference between the combined number Karli and Monique already have
and the number Angela wants them to have.)
- The teacher will explain to the students that the final step is to subtract 60 - 40 = 20.
(Angela needs to make 20 paper cranes.)
- The teacher will tell the students they have 3 minutes to complete numbers 1 and 2 on
page 379 in the guided practice section.
- Look at the graph on page 378. Explain whether you would add, subtract,
multiply, or divide to find how many more paper cranes Karli already has than
Monique. (Subtract, because I want to find the difference between those 2
amounts.)
- How does a bar graph help you compare data? (You can compare the lengths of
the bars. A longer bar represents a greater number. Two bars of the same
length represent the same number.)
are going to complete several problems in Nearpod in their breakout room.
44
breakout room?
- How many fewer green T-shirts were sold at Jazzy’s than at Ultimate T? (25
fewer were sold)
- How many more blue and red T-shirts were sold at Jazzy’s than green T-shirts
were sold at Ultimate T? (15 more were sold)
- How many more votes did punch get than water? (10 more votes)
- How many fewer votes did milk get than juice and water? (10 fewer votes)
- How many more votes did juice get than punch and water? (6 more votes)
- What is the difference between the number of votes for juice and the number of
votes for water and milk combined? (6 votes)
- Bonus: What kinds of comparisons can you make when you look at a bar graph or
a picture graph? (You can look at two pieces of data and see if they are equal
or if one is greater than the other. You can look at all the data in the graph
and see which is greatest and which is least.)
- If there is additional time, the students will play a game called Interpret Bar Graphs in
the main room to practice using data on bar graphs to draw conclusions.
wrap-up question for today. The following are the two problems the students will answer
- How many more people voted for gymnastics than for jogging? How do you
know? (6 people; There are 3 spaces between the bars for gymnastics and
jogging: 3 x 2 = 6.)
- How many fewer people voted for swimming than for gymnastics and jogging? (4
fewer people)
- The students will have five minutes to work on the problem independently and the last
five minutes will be spent going over the problem.
45
answer.
8. Differentiated Instruction: A. C., J. B-C., and T. P. will have the opportunity to complete a
bonus question after they are finished the required problems on Nearpod. The students will
be grouped based on their understanding of how to solve complex problems using data from
scaled picture graphs and scaled bar graphs. This will be done through teacher observation
during the direct instruction portion of the lesson (high group/low group).
46
Appendix
Patty’s Paints link: https://www.multiplication.com/games/play/pattys-paints-multiplication

Code: Y2KAP
Interpret Bar Graphs link: https://www.mathgames.com/skill/3.10-interpret-bar-graphs
Wrap-Up link: https://docs.google.com/forms/d/e/1FAIpQLSc4BbWZVbru3EXCMll7so44vL-

h45rmQIKmezi4LU-T5JnVmQ/viewform?usp=sf_link
47
Lesson Analysis
While teaching the students how to use information from picture graphs and bar graphs to
solve problems, there was low participation (Domain 3b). After reviewing our vocabulary words
for the unit, it was evident the students were starting the grasp the understanding of each word.
When I asked one student what the scale was for a specific picture graph, he was able to tell me
that one car image equals 1,000 cars. While completing the solve and share problem, the students
were able to figure out how many more students voted for peanut butter than cheese and how
many fewer students voted for tuna than peanut butter. A clue I explained to help the students is
that how many more means you need to subtract (Domain 3a). With guidance from the teacher,
the students were able to figure out each answer to the solve and share problem. I was pleased
with their ability to work through each question. In particular, one student had a very clear
understanding of how each question should be solved. He understood that you have to find the
total number of students who voted for the peanut butter sandwich and the total number of
students who voted for the cheese sandwich first. Then, you have to subtract them. We also
completed an example on the next page of the textbook. This problem was a bit more
challenging because it required several steps. Therefore, the teacher guided the students through
the problem while asking them questions along the way to get the final answer (Domain 3b).
Overall, the students seemed to become overwhelmed by the multi-step problem because it was
very wordy.

practice problems (Domain 1d). During this time, they
worked through each problem. Some of the students did
have questions, so I was able to address them with the
48
group. I found the most common questions were related to the more complex problems.
Charlotte Danielson (2013) exclaimed, “Student tasks are organized to provide cognitive
challenge, and then students are encouraged to reflect on what they have done and what they
have learned” (p. 71). In specific, question #4 asked the students to find how many fewer votes
milk got than juice and water. Many of the students did not realize they needed to add the
number of votes for juice and the number of votes for water first before performing the next step.
After clarifying how to solve the problem, it became a little more clear to the students.
According to Nearpod, there was 52% participation, which was an increase in percentage from
the previous lesson (Domain 3b). After reviewing the students’ work, it was evident two students
completed all six problems (Figure 6a). Of the two students, one answered the bonus question
(Domain 4b). This was the same student who completed the independent practice work in lesson
7-1. His total score was 100%. Although the other student answered all six questions, each
answer was incorrect. This tells me the student did not take the time to work through each
question. He was more than likely focused on completing it rather than trying to figure out how
to get the correct answer. As for the other four students who somewhat participated, they did
very well. One student scored a 50%, one student scored a 60%, and two students scored a 100%
(Figure 6b). Although the students technically did not meet the objective of answering at least
four of six questions correctly, they did meet the objective for the number of problems they
completed (Domain 1c). None of them got more than two wrong. After reviewing the student’s
answers who got a 0%, it was evident he did not read the picture graph or bar graph correctly.
Question #3 asked the students to find how many more votes punch got than water. The student
wrote that punch has twelve and water has four. According to the graph, punch does have twelve
votes, but water has two votes. Therefore, it is evident the student is able to count the number of
votes if the bar ends on a line. If the bar ends in the middle of a line, the student has trouble
finding the correct number of votes. In addition to finding the incorrect number of votes, the
students did not solve the problem like the question asked. Therefore, this student fails to follow
directions. All of his answers were in the same type of format for each question. The student who
scored a 50% did not answer question #1 or question #3 correctly. Question #1 asked the
students to find how many fewer green T-shirts were sold at Jazzy’s than at Ultimate T. In order
to get an answer of 15, this student only looked at the green T-shirts sold at Ultimate T.
Therefore, she did not read the question correctly. In question #3, the students were asked to find
how many more votes punch got than water. This student wrote 12 – 9 = 3 as her final answer.
Punch did have twelve votes, but water did not have nine. Water had three votes. I am unsure
how this student got nine because none of the drinks had nine votes. Therefore, this student may
need additional practice with reading bar graphs when each bar does not end at a specific line.
The student who scored a 60% simply received this score because he put a random answer for
the last two questions. There was no work to accompany his answers, so I could not tell how he
got each answer. Overall, it seems like some students need additional practice reading bar graphs
where each bar does not end exactly on a line and picture graphs that have half of an image
rather than the whole image (Domain 4a).
49
Participation Level
17%
50%
33%

Figure 6a.

120%
100%
80%
60%
40%
20%
0%
1 student 1 student 1 student 3 students

Figure 6b.
50
At the end of the lesson, the students were asked to complete a wrap-up question on
Google forms (Domain 1f). Unfortunately, there was a decrease in the level of participation from
lesson 7-3 (Domain 3b). Only five students submitted the form. After reviewing the results, it
was evident one student scored a zero, three students scored a 50%, and one student scored a
100% (Figure 6c). The first question was very similar to the questions the students worked on
during their independent practice time. They simply had to look at the graph and subtract the
number of people who voted for jogging from the number of people who voted for gymnastics.
Three of five students got the correct answer for this problem. One student put 14, which means
they may have tried to add rather than subtract. Another student put 6 and 3. Six was the correct
answer, but I am not sure why they put 3 as well. I could infer they put 3 because there are three
spaces between the bar for gymnastics and the bar for jogging. Only two students got question #2
correct. The same student who wrote 14 for question #1 wrote 14 for question #2 as well.
Therefore, he may have been guessing. Another student wrote 10. I am not quite sure how he
would get 10 as his answer since there was no work shown. One student put 2 as their answer.
Since they were not too far off, they may had made a mistake while adding or subtracting the
number of people. Overall, there was one student who had a strong understanding of how to
solve each of these problems and several students who need additional practice (Domain 4a).
The teacher will review the wrap-up question at the beginning of lesson 7-5 to make sure the
students understand how to solve more complex questions by using the given information on bar
graphs (Domain 3e).
Figure 6c.
In addition, the students were asked to perform a self-check (Domain 3d). After
reviewing the results, it was evident four students typed a 2 in the chat and two students typed a
1 in the chat (Figure 6d). Therefore, most of the students who participated in the self-check
thought the lesson was average and a few students thought it was easy. Since the questions in this
lesson were a little more complex than what the students have been solving, it was expected they
would think the lesson was average at best. Overall, most of the class still needs additional
51
practice solving more complex problems while using information from picture graphs and bar
graphs.
Self-Check
4.5
3.5
2.5
1.5
0.5
0
1 2 3
Self-Check
Figure 6d.
Lesson 7-5
2/9//20

Grade: 3rd
2. Prerequisites:
- Understanding of picture graphs and bar graphs
3. Essential Question: How can you be precise when solving math problems?
52

- Patty’s Paints game: The students will play Patty’s Paints to practice their multiplication
facts.
the lesson.
- Nearpod activity: The students will use Nearpod to complete independent work
- Fuzz Bugs Graphing game: If there is additional time at the end of the lesson, students
will play Fuzz Bugs Graphing to continue working with graphs.
on Google forms.
5. Instructional Objective: After completing 6 questions on how to be precise when solving

math problems in the Envision 2.0 workbook, students will be able identify the correct
answer for at least 4 of the 6 questions on Nearpod.
lesson by playing a multiplication game online. They will continue playing Patty’s Paints.
- She will drop the link in the chat. She will remind the students that they must correctly
answer each multiplication fact in order to paint their car. After so many rounds, the
students can test their car on the track. The purpose of the game is to give the students
time to practice their multiplication facts.
- The teacher will encourage the students to complete more multiplication facts than they
did yesterday.
correctly.
- How many students voted Chocolate Chip was their favorite muffin? (15
students; 5 x 3 = 15)
- How many books did Mr. DeFranco’s class read after 3 weeks? (12 books)
- How many stars will he draw in row 7? (28 stars; increasing by an additional
amount each time, 21 + 7 = 28)
53
- Direct Instruction (25 minutes): The teacher will tell the students to turn to page 383 in
- The teacher will read the Solve and Share problem to the students: Action books and
mystery books cost $5 each. Biography books cost $10 each. A librarian has $100 to
spend on new books. She collected some information about the kinds of books that
students checked out to read last month. How should the librarian spend the money? Use
math words and symbols to explain your thinking? (Biographies cost the most. They
are double the price of mysteries and action/adventures, which are the most
popular. So, I think they should buy 9 action/adventures, 5 mysteries, and 3
Biographies. 9 x $5 = $45 for action/adventures, 5 x $5 - $25 for mysteries, 3 x $10 =
$30 for biographies, $45 + $25 + $30 = $100.)
- The teacher will ask the following guiding questions as needed: What does the bar
diagram show? (The number of different types of books students read last month.)
How will you use that data? (The graph shows which types of books are popular, so
the librarian should buy more of the popular types.) Which book type was read the
most? (Action/Adventure) Which type was read the least? (Biography) How should the
librarian spend the money? Explain your answer. (The librarian should spend most of
the money on action/adventure books. They are the least expensive, and based on
the number of books read last month, they are the most popular.)
- The teacher will ask the students, “How did you use words and symbols to explain your
answer? (I used symbols to multiply and add to find the total cost for all of the
books. I used words to explain that my answer works with the given amount to
spend.)
- The teacher will move to the next example in the workbook: Bella has a bakery. She will
use the bakery items at the right to make a gift basket worth $40. Bella wants the basket
to have more than one of each bakery item. Show one way to make a gift basket.
- The teacher will tell the students that it is important for them to be precise when deciding
how many of each item to put in a basket so the total is exactly $40.
54
- The teacher will ask the students, “What does it mean to be precise?” (It means that my
computations need to be accurate and the explanation of my solution needs to be
clear.)
- In order to be precise in solving the problem, the teacher will tell the students they can
correctly use the information given, calculate accurately, decide if their answer choice is
clear and appropriate, and use the correct units.
- The teacher will ask the students, “How many wheat loaves are available?” (4) “How
many cinnamon buns are available?” (16) “How many muffins are available?” (12)
- The teacher will tell the students that we know the gift basket must be worth $40 and we
know how many items are available to us.
- The teacher will explain her thinking to the class. (3 wheat loaves x $4 = $12; $40 - $12
= $28, 9 cinnamon buns x $2 = $18; $28 - $18 = $10, 10 muffins x $1 = $10; $10 - $10
= $0. All calculations are correct. My gift basket has 3 wheat loaves, 9 cinnamon
buns, and 10 muffins. The total is exactly $40.)
- The teacher will give the students 3 minutes to answer the question, “Is there another way
to make a gift basket that totals exactly $40? Explain.” (Yes; 4 wheat loaves x $4 = $16;
$40 - $16 = $24, 10 cinnamon buns x $2 = $20; $24 - $20 = $4, 4 muffins x $1 = $4; $4
- $4 = $0.)
- The teacher will guide the students through number 1 and 2 in the guided practice section
on page 385.
- Use the graph on page 384. Suppose Bella wanted to make a gift basket worth
$25. The gift basket must also have more wheat loaves than muffins. Show one
way Bella can make the gift basket.
- What given information will you use to solve? (The number of items
available and the cost of each item from the graph; The total cost of
the gift basket and that it needs more wheat loaves than muffins.)
- Show and explain one way Bella can make the gift basket. (4 wheat
loaves x $4 = $16; 4 cinnamon buns x $2 = $8; 1 muffin x $1 = $1, $16
+ $8 + $1 = $25. The total is exactly $25. There are more wheat loaves
than muffins because 4>1.)
- Independent Practice (40 minutes): The teacher will tell the students they are going to
complete several problems in Nearpod in their breakout room.
- The teacher will drop the link and code in the chat for Nearpod.
breakout room?
55
- Derek is making a tile pattern that will be 30 inches long. The graph shows how
many of each length of tile Derek has. He wants to use more than one of each
length of tile in his pattern. Show one way to make this pattern.
- What given information will you use to solve? (The number of tiles
Derek has and the length of tiles from the graph; The total length of
the pattern and that Derek wants to use more than one of each
length.)
- Show and explain one way Derek can make the pattern. (5 x 4 in. = 20 in.;
30 - 20 = 10; 2 x 2 in. = 4 in.; 10 - 4 = 6 in; 2 x 3 in. = 6 in.; 6 - 6 = 0;
Derek can use five 4 in. tiles, two 2 in. tiles, and two 3 in. tiles. The
total is exactly 30 in.)
- Marta has $50 to spend on sketches. She wants to display them in an array of 3
rows, with 4 sketches in each row. Marta wants to include each type of sketch at
least two times in her array.
- How many sketches does Marta want? (12; 3 x 4 = 12)
- What is a good plan for solving the problem? (I will use the graph to find
combinations of 12 sketches that are $50 or less.)
- Show one way Marta can buy sketches to make the array. Use math words
and symbols to explain. (2 portraits are $20: 2 x $10 = $20. 50 - 20 =
$30 left. 5 animal sketches are $20: 5 x $4 = $20. 30 - 20 = $10 left. 5
landscapes are $10: 5 x $2 = $10. 10 - 10 = 0. Marta has spent $50 and
bought 12 sketches.)
- Suppose Marta wants to make an array of 4 rows, with 3 sketches in each
row. Would your answer still work? Explain. (Yes; I know that 4 x 3 = 3
x 4. Both arrays would have 12 sketches and Marta would still have
$50 to spend on sketches.)
- Bonus: Show another way Marta can buy sketches to make the array. Use
math words and symbols to explain. (3 portraits are $30: 3 x $10 = $30,
50 - 30 = $20 left. 2 animal sketches are $8: 4 x $2 = $8, 20 - 8 = $12
left. 6 landscapes are $12: 6 x $2 = $12, 12 - 12 = 0. Marta has spent
$50 and bought 12 sketches.)
- If there is additional time, the students will play a game called Fuzz Bugs Graphing in
the main room to continue working with graphs.
- Casie made a picture graph to record the points that third-grade scored on a test.
Mrs. Wilson’s group scored 40 points in all. There are 11 students in Mrs.
56
Wilson’s group. What is one way Mrs. Wilson’s group may have scored 40
points?
- Tell how you can be precise when solving this problem. (I can use the
information given in the problem and in the graph. I can check that I
calculate correctly)
- Solve. Use math words and symbols to explain your thinking. (4 students
x 2 = 8 points; 40 - 8 = 32, 5 students x 4 = 20 points; 32 - 20 = 12, 2
students x 6 = 12 points; 12 - 12 = 0. The total is exactly 40 points.)
answer.
8. Differentiated Instruction: A. C., J. B-C., and T. P. will have the opportunity to complete
a bonus question after they are finished the required problems on Nearpod. The students will
be grouped based on their understanding of how to be precise when solving math problems.
This will be done through teacher observation during the direct instruction portion of the
lesson (high group/low group).
57
Appendix
Patty’s Paints link: https://www.multiplication.com/games/play/pattys-paints-multiplication

Code: H7SQW
Fuzz Bugs Graphing: https://www.abcya.com/games/fuzz_bugs_graphing
Wrap-Up:
https://docs.google.com/forms/d/e/1FAIpQLSemMrpcowLLGBnPYeAJF0HU44HNfPZJCj3eZv
EQyfcRf2kcUA/viewform?usp=sf_link
58
59
Lesson Analysis
While teaching the students how to be precise when solving math problems, there was
very little participation (Domain 3b). The students always seem to be distracted by something
going on in their household. There was also a lot of background noise while calling on certain
students to share their answer. This lesson was the most challenging in the unit. After reviewing
our vocabulary words, we completed the solve and share problem as a whole class. The students
were very confused on how to solve this problem, so the teacher guided them through it. One
student was able to share how many of each book there was on the bar graph. While solving the
problem, I asked the students several guiding questions, such as which book type was read the
most, which book type was read the least, and so forth (Domain 3b). Ultimately, this allowed the
teacher to show them how the money could be spent. While explaining this problem, the teacher
emphasized to the students they had to spend exactly $100. They could not spend more and they
could not spend less. She also made sure the students understood the librarian could spend the
money in more than one way. We also completed an additional problem as a whole class. This
60
problem was very similar to the solve and share. Overall, the students were not focused. The
teacher had to solve the problem since there was little interaction among the students.

practice problems (Domain 3c). Most of the students
needed additional guidance with each problem. While I
spent time working through each problem, it was
evident students were still having trouble grasping the
concept. While monitoring the students’ progress, I
noticed many students were not completing their work.
This may have been due to fact that they did not
understand how to solve the problems or they just didn’t want to complete their work. Most of
the time, the students fail to submit their work because they simply don’t spend time working on
it. They are distracted at home or do not want to do it. Charlotte Danielson (2013) explained,
“And in order to assess student learning for the purpose of instruction, teachers must have a
‘finger on the pulse’ of a lesson, monitoring student understanding and, where feedback is
appropriate, offering it to students” (p. 77). According to Nearpod, there was 38% participation,
which was a decrease in percentage from the previous lesson (Domain 3b). After reviewing the
students’ work, it was evident this lesson had the least amount of participation (Domain 4b).
Three students attempted to answer all six problems (Figure 7a). Each student only answered one
question correctly, which resulted in a score of 17% (Figure 7b). Three students attempted to
answer one question, but their answer was incorrect. The rest of the class did not write anything
on their Nearpod activity. Although I spent time guiding the students through each problem, they
did not write anything down. While trying to get the students involved by using talk moves, they
did not listen or pay attention (Domain 3b). Therefore, none of the students met the objective for
the day (Domain 1c). Many of the students had no understanding of how to solve a problem
where they had the opportunity to create their own combination. While looking at the students’
work in Nearpod, I noticed some students were able to pick out the important information
provided in the problem to help them solve it, while others simply made up information.
Therefore, the teacher needs to reiterate to the students that they must use the information given
in the problem to help them solve it (Domain 4a). Pulling out the most important information
makes the problem easier to solve. One student solved question #3 correctly, which asked the
students to find how many sketches Marta wanted. This question could be solved simply by
multiplying 3 x 4 because the numbers were given in the problem. The clue was that Marta
wanted to create an array of 3 rows, with 4 sketches in each row. Overall, the students will be
retaught how to be precise when solving a math problem before taking the post-assessment
(Domain 3e).
61
Participation Level
30%
40%
30%

Figure 7a.

18%
16%
14%
12%
10%
8%
6%
4%
2%
0%
3 students 3 students

Figure 7b.
At the end of the lesson, the students were asked to complete a wrap-up question on
Google forms (Domain 3d). Unfortunately, only two students submitted the form. This may have
been due to the fact that they did not understand how to do it. The challenge of the lesson and
lack of focus may have deterred them from finishing the lesson strong. After reviewing the
results, it was evident one student scored a zero and one student scored a 50% (Figure 7c). Both
questions were very similar to the problems we went over as a whole class and in the Nearpod
activity. Therefore, it was expected the students would have difficulty. The one student who
answered one question correctly was able to share that you can be precise when solving a
problem by reading the key. It was great to see that at least one student picked up on what I was
62
teaching. Noticing a lack of engagement and reviewing the two submissions on the wrap-up
question were proof the students needed additional practice solving this type of problem
(Domain 4a).
Figure 7c.
In addition, the students were asked to perform a self-check (Domain 1f). After reviewing
the results, it was evident one student typed a 1 in the chat, three students typed a 2 in the chat,
and one student typed a 3 in the chat (Figure 7d). Therefore, most of the students thought the
lesson was average. This was surprising because I thought the students would have said the
lesson was difficult. Although they thought the lesson was average, additional practice is needed
regarding how to be precise when solving a math problem (Domain 4a).
Self-Check
3.5
2.5
1.5
0.5
0
1 2 3
Self-Check
Figure 7d.
63
Post-Assessment
At the end of the study, an online post-assessment was given to the students through
Google forms (Domain 3e). The assessment included the same questions from the pre-
assessment. Once we finished reviewing the wrap-up question from lesson 7-5, the students had
the entire math block to complete the assessment.
After administering the post-assessment, it was evident many students had questions on
how to complete the problems. It was almost as if they did not retain any of the information they
had been learning. Although the unit was put to a halt at midpoint due to testing, we spent plenty
of time reviewing the material in each lesson (Domain 4a). When some of the students unmuted
themselves to ask a question, it was evident their background noise was very loud. This was
definitely a distraction to their learning. Although it was only six questions with one question
having two parts, some of the students needed the entire math block to complete the assessment.
Other students were finished within minutes, which means they did not work through each
problem like they were asked. Since the students do not regularly take tests, they may not have
had the attention span and diligence to work through the assessment.
64
A formal analysis of the post-assessment results indicated that students had somewhat of
an understanding of how to read and interpret picture graphs and bar graphs. Although one
student scored a 100%, the other ten students scored less than 50% (Figure 8a). Questions #2, #4,
and #5 were the most frequently missed (Figure 8b.). This was surprising to me because I would
have thought question #6a and #6b would have been the most difficult for students since they
struggled with lesson 7-5 the most. Question #2 and #4 required the students to use the same
steps to get their answer. Therefore, it is clear the students were not able to accurately add the
two numbers they found from reading the graph to get a total. While reviewing the students’
answers, it was evident some students wrote the number for City B and City F, but did not finish
solving the question by adding each number together. The same was evident for question #4,
where several students wrote the number of medals won by the United States and the number of
medals won by Australia, but did not add them together. I was shocked to see that the question
most frequently missed asked the students to find how many more silver medals Russia won than
Germany. This was very shocking because I repeatedly told the students that how many more is
a clue you need to subtract. Some students added the numbers together, while others
miscalculated. After comparing the assessment scores from the pre-assessment and the post-
assessment, it is evident all of the students who completed both saw an increase in their score
(Figure 8c). This means there was growth throughout the unit. Each lesson I taught gave the
students an opportunity to practice reading and interpreting picture graphs and bar graphs, which
was my ultimate goal (Domain 1e). According to Charlotte Danielson (2013), “Coherent
instruction is the heart of planning, reflecting the teacher’s knowledge of content and the
students in the class, the intended outcomes of instruction, and the available resources” (p. 29).
Although the students may have not received an A on the assessment, it is important for me to
recognize their growth as a learner and their motivation to be successful.
Figure 8a.
65
Figure 8b.
Assessment Growth
120%
100%
100%
80%
60% 57%
43% 43%
40%
29%
20% 14% 14%
0%
0%
Student 1 Student 2 Student 3 Student 4
Pre-Assessment Post-Assessment
Figure 8c.
Conclusion
After collecting and reviewing the data gathered throughout the unit, it is evident that
growth did occur (Domain 4a). Although it was very difficult to get the students to focus during
the math block, the pre-assessment and post-assessment scores show improvement.
Unfortunately, some of the students who took the post-assessment were not present to take the
pre-assessment. Therefore, they were not able to compare their scores. Although the students’
scores did not skyrocket, I was proud of them. Learning in a virtual setting is very difficult and
they were able to rise above the challenge (Domain 2b). More importantly, I asked the students
to complete various tasks they have never performed before. These tasks included completing a
pre-assessment and post-assessment in Google forms and a wrap-up question for each lesson in
Google forms. Although most of the activities lacked focus and participation from the students,
there were some who were able to follow the classroom expectations (Domain 2d). No matter
what the results indicate, I am proud of the work the students put in throughout the unit,
especially since it was interrupted due to testing. It can be frustrating to get the students to pay
attention and participate, but it is my responsibility to try to engage them in any way I can, such
as through the chat, Nearpod, Class Dojo, and so forth (Domain 3c). Ultimately, I want to “create
66
a rich learning environment and a motivation to learn, and the students do all the hard work of
learning, while the teacher merely facilitates” (Johnson, 2012, p. 1).
In specific, the students really enjoyed participating in lesson 7-2 and lesson 7-3. Both of
these lessons gave the students an opportunity to interact with their peers and create their own
picture graph and bar graph (Domain 3c). They even got to share each graph with the whole
class. More importantly, the students gained ownership in the virtual setting. The teacher became
the facilitator while the students worked together to design a graph to fit their needs and
interests. This fun and meaningful task gave the students a better understanding of the different
components in a picture graph and bar graph. Ultimately, this activity allowed the students to
enjoy the learning process.
In the future, I plan on creating lessons that are more student-centered. Since the students
were able to successfully work together to create their own graphs, I believe they can handle
more group work (Domain 3c). In addition, I want to give the students more time to engage in a
game for each lesson. It seemed like there was little time for the students to participate in each
game because we spent more time on direct instruction than intended (Domain 3c). I believe the
students learn a lot from playing games that reinforce the concept being taught. Overall, creating
fun and meaningful learning activities for students will help them reach their academic goals.
References
Danielson, C. (2013). The framework for teaching evaluation instrument. Charlotte Danielson.
Johnson, B. (2012). How do we know when students are engaged? Edutopia.

Study of Student Achievement

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Study of Student Achievement

Department of Education, Drexel University

EDUC 410: Student Teaching

Dr. Mary Jean Tecce DeCarlo

March 19, 2021

Questions from the online pre-assessment are listed below.

1. How many houses were built in City B?

2. How many houses were built in City B and

3. How many more houses were built in City

4. How many silver medals did the United

5. How many more silver medals did Russia

6. Jackie has to spend $50 on books. She has

Action books cost $5.

6a. What information will you use

6b. Show one way Jackie can spend

Teacher: Kristi DiMeo

3. Essential Question: How can you read picture graphs?

4. Materials and Equipment:

- Data: information you collect

Cone Crazy link: https://www.multiplication.com/games/play/cone-crazy-multiplication

Nearpod login link: https://nearpod.com/student/

Interpret Pictographs link: https://www.mathgames.com/skill/3.12-interpret-pictographs

In small groups, the students were asked to

Full Participation Some Participation No Participation

Percentage of Nearpod Answers Correct

80% 2 students; 75%

Percentage of Nearpod Answers Correct

Teacher: Kristi DiMeo

3. Essential Question: How do you make a picture graph?

4. Materials and Equipment:

5. Instructional Objective: After completing 6 questions related to making picture graphs in

Differentiated Instruction: A. C. and J. B-C. will have the opportunity to draw a .8

Cone Crazy link: https://www.multiplication.com/games/play/cone-crazy-multiplication

Nearpod login link: https://nearpod.com/library/2280032?or=0

Building Scaled Picture Graphs 3.MD.3 link: https://www.youtube.com/watch?

Create Pictographs link:

Wrap-Up link: https://docs.google.com/forms/d/e/1FAIpQLSeVKkctOuhyOvv-

In small groups, the students were asked to

Teacher: Kristi DiMeo

3. Essential Question: How do you make a bar graph?

4. Materials and Equipment:

- The following questions are in the students’ Nearpod:

8. Differentiated Instruction: A. C. and J. B-C. will have the opportunity to draw a

Cone Crazy link: https://www.multiplication.com/games/play/cone-crazy-multiplication

Nearpod login link: https://nearpod.com/student/

Creating Bar Graphs: https://www.youtube.com/watch?v=ReW4MPqXTvA

Creating Bar Graphs Using Tables link:

In small groups, the students were asked to complete

Objective Met Objective Not Met

Objective Met Objective Not Met

1. Information you collect

2. Explains the scale used in the graph

3. Number each picture or symbol represents

4. Uses pictures or symbols to show data

5. Uses bars to represent and compare information

6. How many students said their favorite

7. How many students said their favorite

10. Which fruit do students like the most?

11. Which fruit do students like the least?

12. Which fruit do 10 students like?

13. How many more students like apples than

14. How many students total like oranges and cherries?