Blended Learning Lesson Plan

Lesson Title: “What Does the Graph Say?” Analyzing graphs

Objectives:
Students will be able to analyze a graph to determine differing values in data
Students will be able to distinguish the highest and lowest value totals in a given graph
Students will be able to collaborate in teams to interpret data within a graph

State Standards:
1.MDA.5 Draw conclusions from given object graphs, picture graphs, t-charts, tallies, and bar
graphs.

Context:
This is a first-grade measurement and data analysis lesson. By teaching this lesson,
students will be able to understand and interpret values within various types of graphs.
This skill is important for visualizing and comparing data from a set of numbers into any
given graph. Before this lesson, the students learn about collecting and representing data
through graphs. In the previous lesson, the students collected their own data based in
groups based off of any topic they were interested in. Each group was assigned a particular
type of graph, so we can examine the data through variety. For this lesson, we will examine
the data the students collected in their groups to determine highest and lowest values. After
this lesson, we move onto identifying coins and write the values with the cent symbol. In
order to prepare students for the next lesson topic, they will have to understand
relationships of data. By examining and analyzing data through different sources, this will
help to guide the students to learn about differing amounts and what is worth more/less in
value.
Data:
In this lesson, students will be grouped by their previous class groups when they learned
how to collect and represent data. These groups were originally based on a pre-quiz at the
start of the previous class to see how much they know/don’t know about graphing. This
was a crucial part to my grouping, so I know which groups may need more attention and
which groups that will be able to do the activity with little challenge. In this lesson, data
will be collected at the end of the class using the exit ticket resource. I will give students
three questions based on three of the graphs that were discussed in class for them to
analyze independently. In addition, I will have a section for comments and questions where
students can write on what they found challenging. This information will allow me to get a
better idea of who needs more support, in which I can use for future groupings in future
classes.
Materials: List all materials used (i.e. websites, apps, pencils, iPads, computers, worksheets,
diagrams, textbooks, etc.)
Introduction -graphing project from previous class
-Smart board- YOUTUBE LINK:
https://youtu.be/KHVb0TIM8WQ

Teacher direction -smart board (presentation)

-white boards
-dry erase markers
Collaborative -smart board
-iPad
-NEARPOD LINK: https://nearpod.com/

Independent digital -personal technology device (iPad/computer)

-IXL LINK: https://www.ixl.com

Closure - Exit ticket worksheet

- Pencil

Detailed paragraphs from here on down.

Procedures:
Introduction (20 minutes):
When the students walk into class at the beginning of the day, they will be instructed to
put away their belongings and immediately sit in the groups from the previous class. I will have
my welcome to class introduction which includes speaking about the schedule for the day,
looking at the calendar for upcoming events, and having small class discussion. The students will
then be handed their graphing projects from the previous class in which each group created a
different graph based on the topic of there choosing. They were instructed to collect the data
within their group, and then organize it into the specific type of graph they were assigned. I will
include a brief PowerPoint presentation review of what we learned about last class and ask if
there is any other questions or material we need to examine in heavier detail. I will then discuss
our learning objectives for the day and begin the lesson by playing the YouTube video titled,
“Organizing and Interpreting Data”. We will watch the video as a class as a brief introductory to
today’s lesson. Then, I will assign each group a number in which they will go to during
collaborative work to examine their peer’s data and graphs.
 Teacher Directed (15 minutes):
In this part of the lesson, I will start by talking about what we know about the data we collected
in the previous class. We will walk through a presentation about analyzing data and how to see
greatest values in example teacher made graphs on the smart board. I will have students pull out
their white boards and export markers and write values which answer my questions. These
questions will be on the basis of “how many (object) are shown in the data?”, “which group has
the greatest /least number of objects?”, and “How many objects are included in the graph total?”.
Students will then raise their whiteboards and we discuss as a class the correct answer with an
explanation. At the end of the teacher directed instruction, I will ask the groups to go to their
assigned table that we discussed in the introduction. The students will quietly walk to their table
and sit with the group to discuss other data. This is an important time for me to pull up my next
technology tool.

Collaborative (20 minutes):

At the collaborative work tables, the students will begin working with their group. The
students will have a look at another groups graph and analyze the graph by collecting five parts:
the type of graph, the totals of objects in each section, the section with the most objects, the
sections with the least objects, and the total number of objects from all of the sections. Using the
Nearpod App, I will begin a live session. Each group is going to grab an iPad from the front of
the room to which they will login to the live session with the class code. They will first go to the
camera tool on the iPad and take a picture of the graph their group as assigned. Then they will
upload the picture to the live session using the response insert. Below the picture they will
include the five parts listed above. Working with their groups, they will post one response with
the answers they came up with. The app will automatically show the other groups responses and
students can then see each of the graphs and the analysis. I will ask that the group will make one
reply to the group that has uploaded responses to their original graph. Within the last five
minutes, I will go through each groups response as we examine each graph as a whole. I will
make sure the answers are written correctly and make corrections if necessary. Students are
instructed to collaborate and participate accordingly to grasp material more effectively. At the
end of the collaborative portion, students will be assigned to go to their desks quietly and pull out
their technology device.

Independent Digital (15 minutes):

For Independent instruction, the students will work independently on their personal technology
device. They will be sitting at their desks while I instruct them to login to their IXL, which is a
math resource used for independent activity time. They will be instructed to complete section P.
Data and graphs. This activity section includes 9 parts which have the crucial components of
analysis in picture graphs, tally charts, tables, and bar graphs. As they go through there section,
they will be rewarded within the app on a point-based system and as they get questions correct,
they can continue to the next section. As the teacher, I am able to track there IXL scores which I
will use to determine challenge areas which we may need to review for the next class. The IXL
module will give the students the opportunity for extra practice which is beneficial for
proficiency in the content area. When the independent time is complete, the students will place
their technology device into their desks and I will continue forward with concluding the lesson
for the day.

Closure (10-minutes):
At the end of the days lesson, the students will be given an exit ticket and reflection on paper.
They will pull out there writing tool and answers three questions which examine relationships of
data on graphs. The last question will include a reflection of one thing they learned in class and
what further questions they have. They will rank their proficiency in the content on a 5-base
scale. In the last minute or two I will review the objectives and have brief discussion of how we
fulfilled each of these components. They will then begin to pack up there bookbags and get ready
for the end of math class in a quietly manner.

Rationale: You must have at least two paragraphs (one for each mandatory piece of
multimedia)
IXL
I chose to incorporate this piece of multimedia into my independent learning because of
the personalization it provides for the student. The IXL tool is a self-paced learning tool
where students are able to learn about a lesson and complete activities based on personal
knowledge. Because it is individualized, the resource allows students and teachers to
determine challenge areas and go back on material that they may be struggling with. IXL
supports the standards and objectives because the module includes various types of
graphs for students to interpret and further anaylize. There is a large variety of resources
within IXL and a wide variety of curriculum for multiple grade levels in specific subject
areas. This multimedia piece is high quality because it can gauge student learning while
allowing teacher access for support. Because it is based on a point-based reward system,
it engages the students to be successful so that they can complete goals. It has a variety of
features including individualized help, quizzes, activities, and more. The resource
customizes to student’s skill level and is also available for all students without a price.
Nearpod
Nearpod is a collaborative based learning site. Students are able to join their teacher’s
session in order to engage in learning in group or Individualized settings. This app is an
efficient interactive tool where you can hold live presentations and create personalized
content. Students are able to use features such as replying and uploading for the teachers
and other peers to see later. Under the standards and objectives, this app allows for
students to collaborate together and analyze data through the technology tool and on
paper. Teachers can use this for all kinds of lessons and it allows for students to
collaborate online and in person at the same time. It has a very efficient login system
where students can create an account and join using a class code whenever it is needed. It
can be useful for students to write or follow presentations without having to use
traditional paper pencil method as well as helping students to participate amongst one
another and reply to others.
YouTube Video: Organizing and Interpreting Data – 1st Grade Math Video
I chose this piece of multimedia because of its quality of engagement. The character
within the video “talks” to the students and explains in good detail what the content is.
The narration also asks questions in order to keep students motivated to learn. Just as the
other sources of multimedia, it goes hand in hand with analyzing the data using different
objects which falls under the standards and objectives. The YouTube video is of easy
access for teachers and the content creator @MageMath is verified on the platform. You
are able to subscribe to the creator to see videos that fall under all sorts of math
curriculum. Instead of teaching the instruction directly, using a video helps learners
engage visually and get a different learning scenery from an online educative multimedia
piece. It can help to support learners who have difficulty following along in a regular
textbook or whiteboard lesson.