Office of Field Placement and Partnership Outreach

Pre-Practicum Lesson Template

Name: _Teresa Knestout_ Date: _November 3, 2022_

School: _Baker School_ Grade: _4th_

Starting and Ending Time: _10:30am_ to _11:15am_

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards: With regard to
how this lesson fits into the “big picture” of the students’ long-term learning, which MA
framework does the lesson most clearly address? Select 2 to 3 focal standards that will be key to
your instruction and assessment.

4.MD.B: Represent and interpret data

1. Make a line plot to display a data set of measurements. Solve problems involving
addition and subtraction by using information presented in line plots. For example,
from a line plot find and interpret the difference in length between the longest and
shortest specimens in an insect collection.

4.OA.A: Use the four operations with whole numbers to solve problems
1. Solve multi-step word problems posed with whole numbers and having whole-number
answers using the four operations, including problems in which remainders must be
interpreted. 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.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

During the lesson, students will be able to represent self-generated data and interpret data sets
(specifically focusing on the data set’s measures of central tendency, like mean, median, and
mode, as well as the range and any notable outliers). Students will demonstrate this knowledge
by recording data they generate (numbers they roll with a 6-sided dice) with their table teams on
a line plot and comparing the data set they compiled with those of their peers.

Assessment: What specific, tangible evidence will show that each student has met this
objective?

Throughout the lesson, it will be clear that students have met the instructional objectives after
clear, mathematically appropriate line plots in small groups as well as when they raise their
hands and verbally respond to questions I ask while we compare the various table team’s line
plots. Specifically, the students’ responses will demonstrate their ability to interpret data sets by
identifying various similarities, differences, or notes about the measures of central tendency with
80% accuracy.
Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown
(2002) as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

Tier 3:
- Line Plot
Tier 2:
- Data
- Mean
- Median
- Mode
- Range
- Outlier

Students will demonstrate their understanding of the words line plot, data, mean, median,
mode, range, and outlier through their application of the terms in their answers to the
assessment questions I ask during the classroom discussion.

Assessment: What specific, tangible evidence will show that each student has met this
objective?

Students will accurately write down their table team’s data’s measures of central tendency,
visually and concretely showing that they understand the meaning of the academic language and
vocabulary listed above.

Additionally throughout the classroom discussion, students’ oral comparison of the data,
responses to the assessment questions asked, and engagement with peer responses (such as by
using the ‘me too’ sign or nodding) will show tangible evidence that the student has met the
academic language objective.

Content: What are the specific details of the lesson’s content knowledge?

For this mathematics lesson, I will be teaching data representation and interpretation to 4th
graders during their scheduled What I Need (WIN) block, kickstarting a review of their data unit
while also building students’ abilities to interpret data they collect and generate. The students
will be working with their table teams, allowing room for peer-to-peer scaffolding, to record 12
dice rolls on a big line plot. The students will be asked several questions about the data as well as
have the opportunity to compare their results with those of their peers, thinking about the
similarities and differences among the data and why the data might be different between table
teams. In orally interpreting and comparing the data, students will also practice their use of and
fluency with persuasive language as they orally interpret and compare the data during the
classroom discussion. Ultimately, because these general academic skills, although incorporated
into our mathematics lesson today, can be applied across domains, students will develop further
as mathematicians and learners.

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening (10 minutes): How will you introduce the instructional objective to the students,
“activate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?

“Good morning mathematicians! Today, we are going to be working with data! Before we get
started, I want to do a quick math warm-up called Broken Calculator (Open Powerpoint). I want
each table team to work together to write an equation, using any combination of addition,
subtraction, multiplication, or division, to get 238. But, look! The 4 and 6 keys are broken! Can
you write an equation to get 1694 without the 4 and 6 keys? You have 2 minutes… go!”

“Okay, mathematicians, I would love to hear some of your ideas– who would like to share? Table
Team 2? ‘2000 - 300 - 100 + 93 + 1 = 1694’ Team 5? ‘1000 + 2(300) + 90 + 2(2) = 1694’. Great,
thank you for sharing, 4F!”

“Now that our brains are all warmed up, let’s get started! I know you all have been learning
about data with Mrs. Fairley. Can someone remind me what data is/can look like? ‘the number of
students in our class!’ ‘how many people eat school lunch versus who packs lunch’ ‘number of
fourth graders in the US!’ Great examples! Data is all around us, we can even create data! (Open
powerpoint to show my definition and examples of data). Who collects data? ‘Researchers…
scientists… data collectors.’ You’re right! Did you know that YOU can collect data too? Today,
you are going to collect data using these giant dice, record the data in line plots, and compare
each other’s line plots with each other. (Turn to PowerPoint with definitions and examples of
vocabulary) EX: A line plot is a graph that represents data with dots, circles, or x’s. Notice how
this bar graph represents the number of ice cream cones every month. Can someone tell me why
they think there are more dots in July and August?” (continue this process with the other
vocabulary words).
- Data: A collection of facts, such as numbers, words, measurements, or observations (EX:
number of students’ birthdays by month, height of 4th grade students, speed of different
types of cars)
- Mean: The average of numbers determined by adding up all the numbers in the data and
then dividing this sum by the total number of numbers (EX: 4,5,2,3,5,7,5,5,4,8,1 → 4.5)
- Median: The middle number of the data set (EX: 4,5,2,3,5,7,5,5,4,8,1 → 5)
- Mode: The mode is the number that appears the most (EX: 4,5,2,3,5,7,5,5,4,8,1 → 5)
- Range: The difference between the lowest and highest number (EX: 4,5,2,3,5,7,5,5,4,8,1
→ 7)
- Outlier: A value that is either much larger or much smaller than all the other values
(2,4,3,6,4,3,5,4,2,19 → 19)
- Compare: Think about similarities and differences among data (EX: The left bar chart
has smaller bars than the bars on the right bar chart.)

“I love that math is not all about addition or subtraction or multiplication, math is everywhere
and occurs every day so we get to be creative with how we work with math. Any questions?
(wait 20 seconds) Give me a thumbs up if you are ready to collect and compare data!”

During Lesson (30 minutes): How will you direct, guide, and/or facilitate the learning process to
support the students in working toward meeting the instructional objectives?
“Okay mathematicians, today you are going to work with your table teams to collect data and
create a line plot. Your task is to roll the dice and write down the numbers you roll at the TOP of
the paper. Make sure that everyone in your table team has a turn to roll the dice. (I will model the
behavior first for students). After you roll the dice 12 times and write down each result, you need
to look at the data.

What do you think we need to do first before creating the line plot? ‘The range.’ Exactly! First,
find the range of numbers. You can use the biggest and smallest numbers to create part of your
line plot (Model finding the range of numbers I collected and quickly write on line plot).

“Notice that you have a big piece of paper, one giant dice, a ruler, markers, and pencils on your
table. You can only use these materials to make your line plot, because sometimes scientists are
limited to what they can use to solve problems. Sounds good? Alright, let’s get started, I will set
a timer for 15 minutes!”

(Allow students 15 minutes to work)

“Okay 4F, please add any finishing touches to your line plots and magnet them to the white
board! We are going to compare the different results from the line plots each table team made!”

“What number occurred the most frequently in each group?” (answers will range)
“Which group had the most 2s? What about 4s?” (answers will range)
“Did any groups have the SAME amount of a number?” (answers will range)
“Now that we’ve taken a look at the data, let’s combine our answers to see what number was
rolled the most in all of 4F” (EX: 1: team 1 found 2 1s, team 2 got five 1s, team 3 got six 1s,
team 4 got three 1s, and team 5 got two 1s – let’s add these numbers together 2 + 5 + 6 + 3 + 2 =
18, eighteen 1s !!)

Closing (5 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?

“Alright 4F, let’s review our goals for class today. At the beginning of class, we said that we
would collect, record, and compare data. Can someone share one way they were able to do this
today? ‘We made line plots!’ Exactly! We also used giant dice to roll and record the data we
represented on our line plots. I hope you all enjoyed generating data and seeing math in action!
Remember, data comes in all shapes and sizes, we all just have to take a close look at the world
around us and be willing to think critically to identify and compare the data we uncover!”
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL) and utilize resources at the following links:
UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0
Guidelines:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson planning: http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Especially consider the
needs of students on Individual Education Plans (IEP), English language learners (at a variety of
English language levels), and students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another, you or the reading or the same text Use Braille or large report
focus of instruction at varying reading print
levels Extend time
Pair students Use manipulatives
Provide on-level Use assistive devices
reading
Technology
Give verbal cues to Use interpreter
emphasize main ideas Give students copy of
directions Give more breaks
Increase number of
review activities Allow use of computer
Hand out copies of
notes

Re-read directions

Use page markers

Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation. P1s choose 1 level of support to explain, P2s choose 2 levels of support to
explain and P3s and Grad P1s choose 3 levels of support to explain.

Support #1: “Adjust grouping format”

- Although students will have the opportunity to answer questions and think about data
individually, the main activity will take place in small groups, utilizing the table
groupings that my SP has the students sit in every day. Staying consistent with current
classroom practices will not only help each student focus on the lesson because they will
easily be able to practice analyzing data, engage in discussion with peers, and hear their
peers’ responses, but also feel comfortable and supported in the learning space.
Ultimately, I hope this strategy optimizes the students’ learning experience and
encourages their digestion of the mathematical material I present to them.

Support #2: “Use manipulatives”

 - Students will engage with number generation by rolling giant dice made out of
cardboard. This will allow students to think about numbers through concrete
representation in addition to the symbolic representation that the students are used to.
This will hopefully scaffold struggling students’ learning by allowing them to view data
through both numbers and manipulatives. In addition, by physically creating their own
line plots by hand, they will gain experience in and knowledge about data analysis,
furthering the overall mathematical content knowledge for students at a variety of
learning levels.

Support #3: “Alternate response format (verbal/written)”

- As I introduce key terms, I will ask assessment questions that students will be able to
raise their hands and respond to orally. During the activity, students will have the
opportunity to physically engage with data they generate and write down their team’s
specific measures of central tendency, range, and any outliers they identify. Allowing
students to respond to assessment questions about data, line plots, and comparison of
data both verbally and written will provide multiple means of engagement for each
student, scaffolding their understanding of the lesson’s content in whatever format works
best for their learning. Hopefully, this will also provide students the opportunity to reflect
on which type of response is most helpful for their learning and content mastery.
 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

Because I am grouping students based on the table teams my SP has them sit at every day as well
as mimicking the lesson structure that my SP utilizes in her own math lessons, I expect the lesson
to go smoothly because the children are familiar and comfortable with this structure and routine.
That being said, before engaging in the activity, I will set clear expectations for the tasks I want
students to complete as well as general classroom expectations (such as raising your hand before
asking a question, not interrupting one’s peers, and allowing everyone to roll the giant dice at least
once) to refresh their memories and set them up for success during the lesson. One difference
about this lesson in comparison to the math lessons my SP typically does is that mine incorporates
more assessment questions throughout. However, considering how engaged and excited students
were for creating line plots on October 20th, I am confident that there will be little to no
disruptions. If a disruption occurs, I will stop, address the problem by saying something like: “I’m
confused, what are our classroom rules again?”, and then redirect the conversation activity
accordingly.

Technology: How did you incorporate technology into the lesson?

I will need to create the powerpoint that includes key terms that I will utilize to pre-teach key
terms before the math activity as well as provide each table team with one piece of big paper,
scrap paper, a ruler, markers, and pencils that the students will need to complete the activity after
reading.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?

I plan on creating and projecting a PowerPoint with definitions and examples of my key terms,
including data, comparison, the various measures of central tendency, and other mathematical
terms the students will need to understand to accurately engage with the activity and material. We
will discuss this PowerPoint as a group before the table team activity.

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lesson’s overarching goal (i.e., the MA
Curriculum Framework incorporating the Common Core State Standards)?

My Supervising Practitioner and I will encourage the students to utilize their knowledge of
comparison as well as measures of central tendency in their future studies, especially as they
advance into fractions, decimals, and multi-digit numbers. Additionally, I hope to cultivate growth
mindsets in the classroom so that they are able to understand the power of mathematics and their
unique abilities to be generators and researchers of data in many diverse forms.

7
Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley