Ferris State University

Lesson Plan Template

Lesson Information

Name: Jessica Shelton Date: 9/27/2022

Curriculum/ Course: Math Grade Level(s): 3rd

Time/ Period: 10:50-11:20 Materials: Number corner packet, pencil, book chart, chart paper, markers, slides,
number corner print outs, marker board/markers
Community and Classroom profile: (demographics- such as age, race, gender identification, religious preferences, SES, disabilities, etc.)
There are 23 students in this class. All of them are between 7-9 years old. There is roughly half male and half female student ratio in this class. Behaviors
in this class vary. There is one who is AD/HD, unmedicated. This student needs to have movement throughout the day. Two have an IEP for reading.
They know they can raise their hand at any point and ask for assistance in reading. They are also often checked in on during lessons. There are a small
group who is pulled for interventions on reading and speech.

Standards Alignment

Create a table line for each standard Objectives (both ABCD with Appropriate Assessment(s) (formative and/or
teacher language and “I Can” summative)
with student language)
Content Standards: 1. 1.
1. 3.MD.3 Make scaled bar
graph or picture graph to
represent a data set with
several categories
Solve one-and two-step
comparison problems using
data shown on a scaled bar or
picture graph with several
categories
2. 3.MD.2 Reason abstractly and
quantitatively
3. 3.MD.4 Model with
mathematics
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Technology Standards 1. 1.
MiTecs/ISTE
1.
SEL Competencies 1. 1.
1.

Lesson Procedures
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for
understanding of previous knowledge, questions you will ask)

Please put your number packets away, we are going to be working on a survey. Can anyone share with me what a survey is? *wait a few
seconds* Pick a student to answer.
Yes!
Today’s survey will be on 4 different books that we could do as a read aloud. It is okay if you do or don’t know the books.
Steps in the Lesson: (provide enough detail to fully explain what will happen; what will you be doing and what will the students be
doing? Identify the core teaching practice(s) and SEL competencies utilized)
Show the list of books. Talk a small bit about the books.
Explain the survey. Show them the graph paper and explain that we will be using tally marks for this. Every time we get to 5 tallies what do
we do? (Group them).
Think about the books, in your heads! Now it’s time to take the survey.
Everyone put your eyes to your elbows and hold up either one, two, three or four fingers to show which book you choose. No peeking!
(Mark tallies on the chart)
Okay, now that everyone has voted-there is that word again! We just voted on these books.
We are going to create a graph using this information we gathered on our survey.
I have here the graph and the markers. The markers are books, 1 book equals 2 tally marks. How many tallies are one book? *Just say it*
TWO!
Create the graph.
Now that we have the graph created, we are going to use this information to generate some equations.

How many students participated in this survey?

(Look at the numbers on the graph and add them up)

How many more votes did the most popular choice receive than the second most popular choice?

After we have solved these using techniques we have learned in the past, we will create labels for our graph.
Our choices for story time
Chapter books
(or whatever is fitting for the themes)

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Extension Activities:

Math journals to use more techniques for solving equations.

Finishing up Number corner packet.
Create your own survey with classmates.

Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals/objectives of
the lesson.
You all have shown me that you can collect data and represent it in a graph AND create equations to solve using the techniques we have
been going over in class, so smart you all are! I am very proud!
I have to hand the class back over to Mrs. Rowland now so I can speak with my teacher.

Diversity/Equity/Inclusion/Belonging
Whole group Individual
Differentiation Accommodations Modifications (if needed)
Instruction Student Flexible seating N/A
Content/Activity/ Readiness/Interest/Lea Audio enhancement
Product/Environment; rning Profile/Affect
Having each student Having the students
make their own create their own
graph rather than graphs based on
just the one I am their interests
doing
Diversity
Reflecting on Knowledge of Self and Students: How did you draw on knowledge of students’ personal, cultural, and/or community
attributes to inform instructional decisions? What did you include in the lesson to offer your students opportunities to expand their
knowledge of personal bias, and local and/or global cultural or community attributes? Give specific examples.

Technology
Integration Select the appropriate For each ISTE Educator role you selected, provide a description explaining how you played this role(s).
of ISTE Educator role(s) you

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technology used to design digital There are slides. I may or may not use them though. There is also the clever board, I am going to be using
for designing experiences: actual paper or the white board though.
and/or 1. Learner
delivering 2. Leader
the Lesson 3. Citizen
4. Collaborator
5. Designer
6. Facilitator
7. Analyst

Student Select the appropriate For each ISTE Student role you selected, provide a description explaining when/how the students will be
technology ISTE Student role(s) in this role(s).
experiences students will use: N/A
during the 1. Empowered Learner
lesson 2. Digital Citizen
3. Knowledge
Constructor
4. Innovative Designer
5. Computational Thinker
6. Creative
Communicator
7. Global Collaborator
Reflection/ Teacher Notes:

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