Geneva College 

Beaver Falls, PA 

 
Math Lesson Plan 
 
Name: ​Megan Knight​ Date: ​2/27/2020 
 
Course: ​EDU 347​ Grade Level: ​2nd 

I. Topic and General Goal 

Measurement and Data- The students will collect data and make a bar graph to 
represent that set of data. 

II. Reference to PA or Common Core Standards 

Standard 2.4 2.A.4- Represent and interpret data using line plots, picture 
graphs, and bar graphs. 

III. Lesson Objectives - ​Objectives must be written using observable verbs 

1. TSWBAT collect data. 
2. TSWBAT construct a bar graph with four categories. 
3. TSWBAT interpret information from a bar graph. 
IV. Materials 
1. Example of a graph (Favorite Seasons) 
2. Data collecting worksheet 
3. Graphing worksheet 
4. Crayons or colored pencils 
V. A. Introduction 
- “Today we are going to practice making our own bar graphs.” 
- Review​: 
- Show an example of a bar graph (Favorite Seasons). 
- Review the parts of a bar graph using the example. 
1. Title 
2. Labels 
3. Numbers (scale) 
4. Categories 
- Ask questions about the graph: 
1. Which season had the most votes? 
2. Which season had the least votes? 
3. How many students voted for Spring? 
 4. How many students voted for Fall? 
5. How many students voted for Winter? 
6. How many students voted for Summer? 
7. How many students voted in total? 
B. Lesson Development (Activities, Procedures) 
- Introduce graphing activity: 
- “Now it’s your turn to make a graph. We are going to make a 
graph to show our favorite colors. You will each choose 4 colors. 
Once you have chosen your 4 colors, you will collect data by 
asking your classmates to vote on which of the 4 colors is their 
favorite. Then you will use the data you collect to make a bar 
graph.”  
- Procedure​: 
1. Pass out data collecting worksheet. 
2. Tell the students to write down their four color choices at the top 
of the page. 
3. Tell the students that they are going to go around quietly and ask 
their classmates to choose one of those four colors as their 
favorite. 
4. Show the students how to record their answers on the data 
collection worksheet. 
5. Give the students 10 minutes to ask as many of their classmates 
as possible to vote on their favorite color. 
6. After 10 minutes, have the students return to their seats (give a 
one minute warning). 
7. Pass out the graphing worksheet. 
8. Read the directions for the graphing worksheet. 
9. Model: 
a. use the document camera to show the graphing worksheet. 
b. Write a title for the graph with student participation. Ask: 
“What should the title of our graph be?” 
c. Choose and write down 4 colors as the categories. 
d. Label the graph. 
e. Ask a few students which of the colors is their favorite and 
model recording the data and filling in the bar graph. 
10.Tell the students: “now you will make your own bar graph using 
the data that you collected.” 
11.Remind students to give their graph a title and labels. 
 12.Instruct the students to count how many students voted for each 
color.  
13.Then the students will use crayons or colored pencils to fill out 
the graph in order to show how many students voted for each 
color. 
14.After graphing their data, the students will answer the questions 
on the graphing worksheet. 
C.  Evidence of Differentiated Instruction 
- Who?:​ I will be differentiating for struggling learners. 
- Why?:​ I will be differentiating because of interest because the students 
will be making a graph based on their favorite colors. 
- How?:  
- Product:​ The students will be making their own graphs and 
choosing their own colors for their graph. 
- Learning Environment​: I will use a combination of whole class 
instruction, group work and independent work. 
D. Closure (Summary) 
- Ask the students to compare their graphs with the students at their 
tables.  
- “Today we learned how to make bar graphs in order to represent our 
favorite colors. Now we can easily see what colors are the class’ 
favorite.” 
VI. Assessment/Evaluation 
- During Instruction: ​Ask questions to assess the students’ understanding, 
and observe the students as they collect data and make their graphs.  
- After Instruction: ​Collect the students’ graphs and data collection 
worksheets to assess if the students were able to collect data, create a 
graph using their data, and answer questions by interpreting their data. 
VII. Modifications and/or Accommodations 
- Preston will only ask 10 students instead of as many as possible during the 10 
minute timeframe. 
 
Cooperating Teacher Approval 
I saw this plan before the lesson was taught ______________(please put initials here). 
This lesson was taught (date) _______________. Signature______________________ 
Additional comments:   
IX. Self Evaluation: 
Overall, I felt like this lesson went pretty well! The students were very engaged 
throughout the entire lesson. During my review at the beginning of the lesson, the 
students were engaged by participating in answering my questions. The students were 
also very engaged during the activity where they surveyed each other on their 
favorite colors. I think that I chose the appropriate grouping size. This lesson involved 
whole group instruction and independent practice. The review at the beginning 
involved whole group instruction. I used the Smart Board and the students sat on the 
carpet in front of the board. During the activity, the students had the opportunity to 
interact with their classmates and move around the room. Then, the students went 
back to their seats and made their graphs independently. During this independent 
practice, I walked around and provided assistance to the students who needed extra 
help. I think that the lesson did meet all of the students’ needs. I had to make a few 
more adaptations during my lesson in order to meet the needs of some of the 
students. For instance, I allowed them to draw a line using each color instead of 
writing the color names since many of them did not know how to write them. Also, 
the specific student that I made an adaptation for in my lesson plan chose to ask more 
than 10 people during the activity, which was very impressive. I walked around during 
the activity to provide assistance to those students who needed help and make sure 
the students were on task. At the end, I collected each student’s graph, and as I was 
looking at each one it seemed like the students all did really well making a graph to 
match their data collected and answering the three questions.  
During my lesson, I also think that my pacing was appropriate. I reviewed first 
to activate the students’ prior knowledge, and asked the students questions to make 
sure they understood before moving on to the activity. I also asked the students to 
give me a thumbs up or thumbs down to show me if they understood the directions of 
the activity before having them start the activity on their own. I ended up giving the 
students a couple extra minutes while they were surveying the class, which allowed 
most of them to finish asking all of the students. Most of the students were able to 
finish their graphs by the end of the lesson. However, a few of them had to finish 
when they got back from special. During this lesson, I was also able to clarify any 
confusion the students had about the directions and answer any student questions.  
I think that I modeled enough during this lesson. I modeled choosing my four 
colors for the example, which were red, blue, green and purple. Then I modeled how 
to survey the students by asking one student “which of these colors is your favorite: 
red, blue, green, or purple?” Next, I modeled how to record my data on the data 
collection worksheet before allowing the students to begin the activity on their own. 
After the students surveyed the class for 10 minutes, I modeled how to use the 
information collected to make a bar graph. I modeled writing the title, and took 
student suggestions. Then I modeled labeling my color choices at the bottom of the 
graph. Finally, I modeled drawing the bar graph by using the data I collected from 
surveying the class. One thing that I did not model that I should have was how to 
answer the three questions at the bottom of the page. Many of the students forgot to 
complete this part, so I had to remind them to go back and answer the questions 
before turning in their paper. Besides this, the students seemed to really benefit from 
my modeling of the activity and graphing worksheet. 
Although the lesson did work pretty well, there were some things that did not 
work, as well as some challenges that I faced. One of the main challenges that I faced 
involved classroom management. The activity got a little chaotic because the 
students were all moving around the room, but I did my best to keep it under control. 
When the 10 minutes was over, I had a hard time getting the students attention and 
having them go back to their seats. I used an electronic doorbell to try and get their 
attention, which worked for some students but not all. I feel like I should have done 
some sort of clapping call and response until I had every student’s attention. I also 
faced a challenge involving time. Some of the students were not able to finish their 
graphs in time before going to special, so they had to finish after they came back. 
Throughout the lesson, I also learned some adjustments that I would make to the data 
collection worksheet and graphing worksheet if I were to teach this lesson again. For 
instance, many of the students didn’t know how to write the color names, so I 
allowed them to just use their crayons to draw a line or color in the box next to each 
student's name instead of writing the color. A couple of the students in learning 
support also had some trouble with the data collecting worksheet because the lines 
on the chart were too light, so I would change that in the future. I also realized that 
it might be helpful for the students to fill out a tally chart for each color before 
making the bar graph. This would just make it easier for the students to make their 
graph because they could count up how many students voted for each color and then 
use that information to fill in the graph. 
Throughout the lesson, I used formative assessment. I asked questions during 
my review about bar graphs in order to see if they knew the parts of a bar graph and 
how to interpret data. I also observed by walking around the room and assisting the 
students during the graphing activity. Another form of formative assessment that I 
used was I asked the students to give me a thumbs up if they understood before 
moving on. 
Based on this lesson, if this were my own classroom, I would probably teach a 
lesson on graphing that builds on and extends beyond just making bar graphs. After 
assessing each student's graph, I think that the majority of the class is ready to move 
on. The next day, I would probably start by reviewing again to clear up any confusion 
and make sure the students are indeed ready to move on. Then I would have the 
students do an activity that builds on their prior knowledge and allows them to make 
connections, such as having them represent one set of data in two different ways, 
such as a bar graph and a tally chart or pictograph.