Lesson Plan Components NAME: Paige Decker

PART A: PLANNING

Date Plan Written: _3/2/21______________ Date Lesson will be Taught: ____3/3/21____________ Grade Level: ___3rd____ # of Students for the Lesson _19_____

Targeted Content: _____Line Plots____________________________ Integrated Content (if applicable): _____________________________________

State Content Standard and/or Common Core Standard(s):

Target Standard(s): 3.MD.3 Create scaled picture graphs to represent a data set with several categories.
Practice Standard: Represent and Interpret Data

Instructional Setting: Include all that apply:

Whole Group, Partners

Lesson Focus: are learning to display and interpret data using graphs; specifically, tally charts, line plots, bar graphs and pictographs.

Learning Objective/Target(s): Using provided data, students will create tally charts and line plots, and then answer questions about them with 70% accuracy.

Assessment Measures:
List assessments that will be used during and/or after the lesson. Provide the type(s) of assessment being used (formative and/or summative)
Formative Assessment(s): Line Plots that students create on their own and questions over line plots students answer
Summative Assessment(s): Check-up at the end of the week

Differentiation & UDL: Describe how you will differentiate content, process and/or product for specific students during this lesson. Be sure to include how you are meeting the various needs of
ALL learners. (Identify how the differentiation specifically connects to students who have IEP or 504 plans, as well as students with specific language needs, other learning needs, and advanced
students. You may also identify elements of UDL.)
___4____# of Students on IEPs/504 Plans ___0____# of Students with Specific Language Needs (ELL & Speech/Communication Needs)
___2___# of Students who are Advanced ___1____#of Students with other Learning Needs
1.) Repeat instructions as necessary
2.) Students may work together to complete the task (for specified tasks)
Materials: Data to create tally charts and line plots, questions to answer regarding the graphs, paper to create graphs on, Favorite Toppings worksheet

Prior Knowledge: Students have one day of practice creating line plots and have had a week of previous exposure to tally charts.
 PART B: DELIVERY OF INSTRUCTION

INSTRUCTIONAL DELIVERY PLAN (step-by-step sequence)

Lesson Events: (number each action)

Engage/Anticipatory Set/Opening

Teacher’s Actions Students’ Actions Time Differentiation &/or UDL

1.) Teacher passes out minute math 1.) Students complete minute math 20 min N/A
2.) Teacher passes out ten minute math 2.) Students complete ten minute math, numbers
3.) Give skittles to students who complete the math 1-15
before the ten minutes is up 3.) Students answer questions while going over 10
4.) Go over the math with the students, give a skittle minute math
to students that answer questions

Body of Lesson

Teacher’s Actions Students’ Actions Time Differentiation &/or UDL

1.) As a class, go over the Favorite Toppings
worksheet.
2.) First, go over the tally chart. Demonstrate how
many tallies to put in for mushroom and cheese,
then ask students to tell you how many tallies to
put down for pepperoni, onion and sausage.
3.) Next, go over the line plot. Demonstrate how
many X’s to put down for mushroom and cheese,
then ask students to tell you how many X’s to put
down for pepperoni, onion and sausage.
- CLARIFY THAT X=1
4.) Ask students to tell you the answers to the
questions.
1.) Students write down the information on the 15 min 3.) Repeat instructions as necessary
Favorite Topping worksheet as the teacher 4.) Students may work together to
does. complete the task
2.) Raising hands, students share how many tallies
to put down for pepperoni, onion and sausage.
3.) Raising hands, students share how many X’s to
put down for pepperoni, onion and sausage.
4.) Answer questions as a class

Explain/Discussion
Teacher’s Actions Students’ Actions Time Differentiation &/or UDL
1.) Teacher explains directions to activity: Students 1.) Students listen to directions 20-30 5.) Repeat instructions as necessary
create ONE tally chart and ONE line plot using 2.) Students create ONE tally chart, ONE line plot, min 6.) Students may work together to
one set of data that is around the room. Stand up and answer ONE half sheet of questions. complete the task
and point out where each data set is.
Then, they are to complete ONE set of questions
for a pre-made tally chart and line chart that is
hung up around the room. Stand up and show
them where the pre-made graphs are AND where
the half sheet of questions are located for each
graph.
- Specify that each pre-made graph has its own
set of questions
2.) As students complete the worksheets, walk
around and help anyone confused/answer
questions.

Closing/Summary & Check for Understanding [At the end of the lesson, engage in a closure (wrap-up) to help students connect what they have learned to the real world and/or to expand on
what they learned.]
Teacher’s Actions Students’ Actions Time Differentiation &/or UDL
1.) Walk around and monitor student’s computers to 1.) When students are done, have them go on IXL Until N/A
make sure they are doing what they are supposed and complete their card. the end
to be doing. of the
day

Homework/Assignment

N/A