CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2018 1

MATHEMATICS LESSON PLAN TEMPLATE

Name: Nichole Glaza Host Teacher: Mrs. Lupcke
Date Lesson will be Taught: March 26, 2020 School: Auburn Elementary School
Time Lesson will be Taught: 11:15-12:15 Grade Level: Third
Lesson Topic: Measurement & Data

Common Core State Standards – Mathematics (CCSS-M): http://www.corestandards.org/Math/

1) Mathematics Content Standard:

a. 3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show
the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or
quarters.
2) Standard for Mathematical Practice (SMP):
a. 4. Model with mathematics.
b. 6. Attend to precision

Lesson Objective(s): Students will be able to generate measurement data by measuring lengths using rulers marked with halves
and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole
numbers, halves, or quarters.

Mathematics Content Lesson Objective(s):

 Higher Level Thinking-
i. Students will read beyond the data, between the data, and through the data.
ii. Students will be able to draw conclusions about the data collected
2) Standard for Mathematical Practice (SMP) Lesson Objective:
o Students will be able to identify quantities and use tools or representations to connect their relationships.
o Students will be able to identify important quantities and use tools or representations to connect their relationships.
Prerequisite Mathematics Knowledge and Skills:
 Mathematical Content Standard: 2.MD.9
o Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated
measurements of the same object. Show the measurement by making a line plot, where the horizontal scale is marked
off in whole-number units.
 Collect and record data through observation and surveys.
 Draw a scaled picture graph and bar graph.
 Draw, organize, and analyze data in line plots.
 Measure lengths to the nearest half inch and nearest quarter inch.

Common Learner Misconceptions or Common Errors Related to the Mathematics addressed in this Lesson:
 Focus on the ending point of a ruler rather than the length.
 Count tick marks rather than units. .
 Numerator and denominator are separate numbers (not seeing a fraction as a number).
 Experience difficulty determining how to graph.
 Looking at the data set within a graph as a whole (rather than at single data points.

Mathematics Vocabulary (or Mathematical Symbols):

 Data- A collection of information

 Scale- A set of numbers that represents the data
 Line Plot: Shows data on a number line with x or other marks to show frequency.
 Inch: A measure of length. There are 12 inches in a foot.

Diversity:

 Special Supports:
o Modify instructional methods, motivates students, and adapts curricula
CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2018 2
o Uses peer-assisted learning, in which another student can provide help
o Collaborates with special education, gifted, and EL specialist
 Aide comes in and the students have the choice if they want to leave with her or stay in the classroom during
the mathematic instruction
o Incorporates high-quality grade-level curriculum and has expectations for all students to be challenged

 Language Supports:
o Use content and language objectives
 Knowing the content and purpose of the lesson allows them to make sense of the details. Especially when they
come across challenges between the oral or written explanations.
o Sentence starters
 “I noticed that _________ frogs jumped __________.”

 Culturally Responsive Instruction:

o Make Content Relevant- Activate their prior knowledge on how to graph.
o Communicate High Expectations- Helps students stay focused and engaged during the critical areas.

Differentiation:

 Differentiating Mathematical Content:

o Open Ended- Students will collect their own data and base their graphs off of the data collected. All students will be given
the same directions and materials, however there are many entry points to this activity.
o Flexible Grouping- Students who are seeming to have difficulty with this activity pair with another student. This way they
are allowed to collaborate with each other and get the assistance that they need.
 Differentiating Mathematical Processes:
o Mathematical tools will be present for the students to use to collect their data. For example, the rulers that are used will
include only the whole numbers, halves, and quarters for the students who are still developing the measurement abilities.
Or if needed rulers with only whole numbers can be provided for certain students.Structure of mathematical workspace
may vary for the needs of the students, a worksheet with larger spaces for students to explain their thinking and
reasoning. The students will be encouraged to move to a different workspace around the room, to ensure that have
enough room to complete the activity with the jumping ants.

 Differentiating Mathematical Products:

o Students will be able to engage in this activity in multiple modes of communication throughout the lesson. Students will
be able to speak and share their ideas, by answering questions and sharing their results at the end of the lesson with
their classmates. The students will also be able to either draw or use online databases to graph to represent the data
that they have collected. If there is time in the lesson the students can use written communication to express their
thoughts and strategies based on the data that was collected. After this lesson the students will be able to use a ruler to
measure the distance from a starting point to the ending point, as well as representing the data collected using a line
plot.
Evaluation Plan:
 For this lesson students will be evaluated through their written work, based on a rubric system following the Field
Guide 7.5.
Students are able to collect data and Students are able to collect data, but Students are unable to collect
use appropriate units of no use of appropriate units are reasonable data based on their
measurement. As well as the data that recorded to represent their data. For findings. Or they left multiple spaces
is collected is reasonably and example, they record three, but do not blank. In other words, they were
accurate. Example: three and a half have the correct label to indicate unwilling to participate in the activity.
feet is not reasonable whereas three inches. (3) (0)
and a half inches is appropriate. (5)
CAEP/ACEI Assessment #3: Lesson Plans
Students are able to represent their
data on a line plot that is correctly
labeled. Including a title and both the
x-axis and the y-axis. (5)
Updated for TE 331: August 2018 3
Students are able to represent the Students did not label the graph at all
data that they collected; however, the resulting in unknown results. (0)
labeling of the graph is incorrect. (3)

Students are able to correctly
represent their data collected on a line
plot. In other words, the data they
collected corresponds with the data
that they recorded on the line plot. (5)
Students are able to use written
communication to express their
findings. They are able to correctly
explain their data and graph through
words. (5)
Students are able to record data on a
line plot; however, the data does not
correspond to the data they originally
collected. (3)
Students are able to write about what
they did; however, there is no
correlation between the written
communication and the data that is
collected. (3)
Students did not create a line plot to
represent the data that they collected.
(0)
Students did not include any form of
written communication to explain their
graph and the data they collected. (0)

Home/School Connection:
 Dear Parents,
Hello parent(s) and guardian(s)! Just as a weekly recap on what all the students have been working on this week
relating to our mathematical instruction. We have been focusing on the chapter relating to measurement and data.
With that being said the students have been working on ways to use a ruler to measure both the length and
distance of objects. Along with their abilities to measure objects we also have been working on taking those
measurement to the next level. Doing this by converting their measurements or data they collected into line plots,
a form of graphing. Please encourage your student to continue these skills at home as the collection of
measurement and data will serve them in their future academic lives and throughout their lives. If you would like
any additional resources to ensure that your child is mastering the level of measurement and data that they are
expected to, please let me know and I will provide all those materials necessary to ensure they are on the right
track. We will continue to work on this skill with all the students, but extra practice at home will sure further abilities
on this chapter topic. If there are any further questions, please feel free to email me or call my extension.

Thank you for all your help and cooperation,

Miss. Glaza

Legal/Ethical Issues:
 Students will be recorded through GoReact as a learning experience for me. Students who will be recorded will depend on the
students who have a signed release forms by their parent(s) or guardian(s) stating that the use of video and photography is
acceptable for educational purposes. (All students in Mrs. Lupcke’s room do have permission to be recorded or have photos taken
of them for educational reasons.)
Sources:
 Common Online Data Analysis Platform. 2020. The Concord Consortium.
 Mc Graw Hill Education. (2018). My Math (Vol. 2). Columbus , OH.
 Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). Elementary and Middle School Mathematics
Teaching Developmentally (10th ed.). New York, NY: Pearson Education Inc.
CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2018 4
Instructional Process
Planning Process (VDW pp. 55-58 and Step 5 pp. 64-65)
Lesson Phase Activities/Events Guiding Questions Anticipated Students’ Materials and/or Equipment*
Thinking/Strategies
BEFORE Transitions: Start by getting the students’ attention
by saying “class class” and their response would be
“yes yes”. (A transition that Mrs. Lupcke uses with
them already.) Students will remain seated at their
desk for this part of the lesson.

- Activate/Assess -Introduce the ruler to them and go over the different -Make sure to provide enough -A ruler is a tool to measure the Materials/Tools: Rulers that have
Prior Knowledge marking on the ruler. (Whole numbers, halves, and wait time in between questions length of an object more than just the inch marks on
quarters) so the students have time to -Inches are larger than them, and rulers with just inch
-Review the vocab words that will be used think. centimeters marks on them for certain
throughout this lesson -Practice the talk move of who -Data is information that is students. For this lesson we will
 Data- A collection of information can repeat? Which allows the collected need to use rulers with whole
 Scale- A set of numbers that represents students to repeat what the other -Bar graph and pictograph numbers, halves, and quarters.
the scale student said, but in their own -Labels identify what units we
 Line Plot: Shows data on a number line words. are using. Three inches is very Technology: The over head
with x or other marks to show frequency. -Why do we use a ruler as a tool different from three miles. projector will be used to as a
 Inch: A measure of length. for measuring? teacher guide. This will be used to
-Provide items that we can measure as a class using -What is the difference in inches Misconceptions: show refresh students memory on
a ruler and the overhead projector. and centimeters?  Focus on the ending how to measure distance and the
 This will allow the students a refresher -What is data? point of a ruler rather marking on the ruler. Technology
course on how to measure correctly. As -What are some other forms of than the length. will also be used during this stage
well as how to record data using a line graphing, besides a line plot?  Count tick marks as the teacher will introduce the
plot. -What are important pieces that rather than units. . CODAP website. Explaining how
-Today we will use jumping ants to collect data that have to be included when  Numerator and to navigate the database and how
we will turn into a line plot. . The purpose of this graphing? denominator are to generate line plots.
lesson is for us to generate our own data and then to -Why should we use labels when separate numbers (not
transfer the data that we collected into a line plot. By we are measuring distance. seeing a fraction as a Technology Backup-
doing this we will be developing the use of how number). If technology decides not to
mathematical tools work and how to correspond -Who can repeat what our friend  Experience difficulty cooperate during the time of the
data collected to a graph. just told us? determining how to lesson, I will draw a ruler on the
-Who can rephrase what they graph. white board for all the students to
just said?  Looking at the data set see. (This ruler would not be
-Now that the students have been refreshed on the within a graph as a scaled as the same size as a
topic of how to measure and record data using a line whole (rather than at normal ruler, due to a normal ruler
plot they will move onto the next task. Students will single data points. being on the smaller side.)
be asked to work individually to collect their data.
They then will get into groups of three to create a
graph based on all of their data. Students will use
- Make sure the Task
CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2018 5
Lesson Phase Activities/Events Guiding Questions Anticipated Students’ Materials and/or Equipment*
Thinking/Strategies
is Understood their fingers to press down and the ant causing them Main points:
to jump into the air. The students would then record  Collect data based on
the distance from where the ant landed to where it their findings and
started from. They will record this data onto the transforming that into
handout provided to them. to a line plot to
represent their
findings.
-Directions: Students will individually to collect their
data. Once their data is collected they will form
groups of three to generate a graph based off of all
their data. However, they are each expected to turn
in their own work.. Ensure to remind them that if they
need any help to make sure they either raise their
- Establish Clear hand or come and ask for assistance. As well as
Expectations remind them to work as a team to complete the
graphing portion using the online database.
CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2018 6
Instructional Process (Continued)
Planning Process (VDW pp. 58-60 and Step 6 p. 65)
Lesson Phase Activities/Events Guiding Questions Anticipated Students’ Materials and/or Equipment
Thinking/Strategies
DURING Transitions: Ask the students if they have any further
questions on either how to measure or how to make
a line plot. Pass out the handout and the rulers to
each of the students. Allow for the students to move
around the room if they need to. Allowing for
students to have more space to work. Remind the
students to use their indoor voices should be used
rather than our outdoor voices. Walk around and
provide assistance if needed.
- Let Go Directions: Students will work alone as they collect -How do you think you need to -We need to press them down all Materials:
the data on how far their ants jump. Each student press the ants down to make the way -Rulers with the marking of whole
will be a jumping ant, the student will place the ant them go further? numbers, halves, and quarters to
on the same starting point each time. To make the -How should we create a starting -At the same point for all the measure distance and length.
- Notice Students’ ant jump you will press down on the ant to make it point for the ants? ants, we marked it with a piece -Ants as an object to measure
Thinking jump. Wherever the ant lands is the ending place for -How does your data compare to of tape. distance.
the ant.Students will measure from the staring to your partners data? -Handout to record the data that
-What if we estimate the distance they have collected on the
point to where ant ends. Label all your
before we measure with a ruler? -Our data should be similar our distance of ants.
measurements using correct labels, for this activity
-Why do you think by pushing the partners because we are using -Chrome books to access the
we will use inches (in). Once the students have ants down it makes them jump the same ants. online database to generate the
- Provide Appropriate recorded their data they will then they will work with into the air? line plots.
Support groups of three to complete the line plot When -When we push them down, they https://codap.concord.org/for-
creating the line plot you will use the line plot -How do we graph? have to bounce back up. educators/
generator to represent the data that was collected. -What elements are needed?
All the data collected between the three students will -How do we represent data that -By using the data that we have Technology: Students will use
be represented in the same graph. Students will we collected? collected. chrome books to access the
then each describe in their own words what the line -Title and labeling the x and y CODAP database to generate the
plots are representing. They will think between, -Can someone repeat what they axis's. data that the collected.
- Provide Appropriate beyond, and through the data.. said? -By using a different graph or
Extensions -Who would like to repeat what line plot. Technology Failure: If the chrome
-Common Errors: Students may not be pushing the they said, but put it in there own books are not working the
-Decision making to words. Misconceptions: Students may students can generate their own
ants down hard enough and they aren't moving.
plan for the sharing just be lightly pressing the ants line plots without using the
of student thinking in I expect to see your best work. down. By doing this the ants are CODAP database.
the “After Phase” of -Ensure that all of the students take a few practice And if the work is not being done hardly going to move. The
this lesson rounds with making the ants jump. during partner work, then I have students may start from a
the right to switch partners. different starting point each time,
-Make sure they have a starting place for the ants to resulting in data that is not
start on each time. Place a piece of tape on the accurate.
students’ workspace this way all the ants start from
CAEP/ACEI Assessment #3: Lesson Plans Updated for TE 331: August 2018 7
the same point.

Instructional Process (Continued)

Planning Process (VDW pp. 60-62 and Step 7 pp. 65-66)

Lesson Phase Activities/Events Guiding Questions Anticipated Students’ Materials and/or Equipment*
Thinking/Strategies
AFTER Transitions:
Grab the attention of the students by using the
previous attention getter, “class class”. Once I have
all of their attention instruct them to move back to
their seats for the ones who decided to move around
the room.

- Promote a -Allow any of the students to share some of the Sharing: Students can share -Graphs are a way for us to Students will use the ruler, ants,
mathematical strategies that they found when completing the their findings and the strategies represent the data that we have and chrome books to finish their
community of activity. that they had when completing collected. handouts, to participate in class
learners, and the discussion. -Line plots, bar graphs, pie charts, discussion.
- Listen actively -For Sharing Strategies: I will use the popsicle sticks or even pictographs could be used
without evaluation provided by Mrs. Lupcke to call on each of the Did anyone have a similar to represent the data collected.
students. And those who decide they want to share strategy to the one they are Technology: Students will share
they can. explaining? -Sharing all of the strategies that their work with the class using
Did anyone have similar data to the students are using allows for the overhear projector.
Mathematical Ideas: The use of measuring lengths the data that is being presented the students to explore other
and distances of objects. While taking that data that to us? ideas. Technology Failure: Students
is collected and creating visual representations to will hold up their work and
correspond to the data that was collected. -Why did we use a line plot to -Review the key concepts of the explain it to the class. They then
- Summarize main represent the data that we lesson, measurement and data. will pass it around so the other
ideas collected? Along with different ways to students can see it up close.
Formal Assessment: The formal assessment is the -What are other ways to collect measure data.
handout and line plot that was constructed.. The represent the data that we have
students will be graded based of the twenty-point collected. -Student response “We use
scale rubric. -Can anyone else who used this graphs to show forms of
- Conduct any formal strategy explain their thinking. information.”
post-assessment
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CAEP/ACEI Assessment #3: Lesson Plans
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Attachments
CAEP/ACEI Assessment #3: Lesson Plans
Updated for TE 331: August 2018 10
CAEP/ACEI Assessment #3: Lesson Plans
Updated for TE 331: August 2018 11
CAEP/ACEI Assessment #3: Lesson Plans
Updated for TE 331: August 2018 12