DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY LESSON PLAN TEMPLATE

Teacher Candidate: __Kim Thurman_ Grade Level: _3_ Title: __Chapter 12 Lesson 2: Draw Scaled Picture Graphs___
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 21 Students; 12 boys & 9 girls
ELL: Andy P. WIDA level 5
Not serviced; just under observation.
PULLOUTS: Mia Speech; 2 days for 20 min.
Maleea & Dillon LLI; 4 days for 30 min.
BEHAVIOR: Canon, Zeke, Ella, Dillon, Andy J.
GATE: none
IEP: none
*These students have been placed in the middle level math group based on their benchmark test scores. They rotate or
stay in my classroom everyday for math instruction.
Classroom environment: During whole group instruction the students sit at the rug in front of the Smart Board. When it is
time to work independently, the students sit at 6 hexagonal shaped desks where a maximum of 5 students may work. To
manage behavior, there are clothespins that can be moved up or down depending on student behavior. For the students
that rotate into the classroom, they get their name written on the board to miss 5 minutes of recess if they are
misbehaving. There are mini white boards, dry-erase markers, and erasers for students to use if they need. Rulers and
other math related manipulatives that can be used during whole group and independent work time. There is also an
ELMO available.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Domain: Measurement and Data
Represent and interpret data.
3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and
two-step how many more and how many less problems using information presented in scaled bar graphs. For
example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Content Walk-Away:
I will use pictographs to interpret data.
Language Walk-Away:
I will explain the difference between a picture graph and a pictograph.
Vocabulary: picture graph, pictograph, interpret, analyze
SIOP: 1, 2, 3, 9
ASSESSMENT EVIDENCE (What evidence do I need to show
the students have learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the
lesson):
Listen to student responses. Clarify misconceptions. Students
are following the rules of the rug, making eye contact, raising
hands, and respecting others. Walk around listening to student
responses. Invite students to share their explanations.
Content Walk-Away Evidence (Summative):
Students get 100% on their independent worksheet and pass it
off with a teacher.
Students are able to get at least 80% (10 out of 13) on their
homework assignment.
Language Walk-Away Evidence (Summative):

Modifications/Accommodations (ELL, IEP,

GATE, etc.)
ELL: Post and refer to vocabulary cards. Walk
through problems with them that they missed. Read
problems aloud. Use the diagrams given to emphasize
vocabulary and content.
LLI: Post and refer to vocabulary cards. Walk through
problems with them that they missed. Read problems
aloud. Have them read a problem to the class.
SPEECH: Give opportunity to answer and explain
verbally. Repeat vocabulary words verbally. Ask to
read a problem for the class. Ask to teach a friend that
is struggling if they finish early.
BEHAVIOR: Remind of the rules of the rug. Change
seating and move clothespin if necessary. Proximity
control. Give opportunity to participate to minimize
time to disrupt. Partner with students that they can

Students will explain the difference between a picture graph and

a pictograph to a partner.
SIOP: 30
Approx.
Time
SIOP 26
5 min.

focus with. Move to the hallway if they cant focus in

the classroom.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Yesterday we talked about two different representations of data. What were they? Frequency tables
and tally charts. Before we move on to a new type of graph, we are going to review. While we are
going through these three problems, I want everybody to be thinking of the answer in their head.
When I count to three you will whisper yell your answer. Go through Common Core Quick Check
questions.
Can also review using their previous nights homework page.
Formative assessment:
Learning Goal
Students remember how to
organize and describe the data
from tally charts.

Success Criteria
They are able to answer all three
review questions correctly.

Assessment Strategy
Listen to student responses.
Clarify misconceptions.

Modification/accommodations: (ELL, IEP, GATE, etc.)

ELL: Pull out yesterdays vocabulary cards if needed.
LLI: Pull out yesterdays vocabulary cards if needed.
SPEECH: Give opportunity to answer and explain their answer verbally.
BEHAVIOR: Remind of the rules of the rug. Change seating and move clothespin if necessary. Proximity
control.
SIOP: 3, 4, 5, 6, 7, 8, 10, 11, 12, 13, 14, 15, 17, 18, 21, 22, 23, 24, 25, 27, 28, 29
10 min.

Focus Lesson (I do it)

Read objective.
Today we are going to continue talking about how we can represent and interpret data. We need to
learn some new vocabulary words before we start. The first is picture graph. Show vocabulary card.
A picture graph uses pictures to represent each tally. One picture equals one tally. On the other hand,
a pictograph uses pictures to represent more than one tally. Show vocabulary card. One picture could
equal 2, 3, 4, etc. tallies. Well practice working with these two types of graphs throughout the lesson.
Do the examples on Investigate the Math slides 2 & 3.
Formative Assessment:
Learning Goal
Students can tell the difference
between a picture graph and a
pictograph.

Success Criteria
Students are answering and
asking questions as we work
through the problems together.

Assessment Strategy
Students are following the rules of
the rug, making eye contact,
raising hands, and respecting
others.

Modification/accommodations:
ELL: Post vocabulary cards. Walk through examples of each of the words. Read problems aloud.
LLI: Post vocabulary cards. Walk through examples of each of the words. Read problems aloud.
SPEECH: Have them repeat the words aloud.
BEHAVIOR: Remind of the rules of the rug. Change seating and move clothespin if necessary. Proximity
control. Involve to minimize time to disrupt.
SIOP: 1, 2, 3, 4, 6, 9, 10, 11, 12, 13, 14, 15, 17, 18, 21, 22, 23, 24, 25, 29
15 min.

Guided Instruction (We do it)

Lets do a few more examples together. In the first example we are going to do, it introduces another
vocabulary word. Post vocabulary card for key. The key at the bottom of the graph tells how many
each symbol represents. This is very important! You cant just read over this or else youll get the
answers wrong. Do examples 1 & 2 from Math in My World.
Now we are going to practice analyzing and interpreting the data we see on pictographs. When we
analyze we study the data and when we interpret we explain what we learned. Post vocabulary

cards. This means that you will be writing a short sentence that explains what you learned from the
data. Work on the Guided Practice slide together.
Formative Assessment:
Learning Goal
Students can analyze and
interpret a pictograph.

Success Criteria
Students are able to come up with
a sentence that describes what the
pictograph is showing.

Assessment Strategy
Listen to responses and correct
misconceptions.

Modification/accommodations:
ELL: Use the diagrams given to emphasize vocabulary and content.
LLI: Have them read an example for the class.
SPEECH: Have them read an example.
BEHAVIOR: Give opportunity to participate to minimize disruptions.
SIOP: 4, 6, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 21, 22, 23, 24, 25, 29
3 min.

Collaborative/Cooperative (You do it together)

Turn to your partner and discuss the difference between a picture graph and a pictograph. This is
part of todays goal, so really think about your answer. Call on 1-2 students to share their
explanation. Clarify misconceptions if needed.
Now turn to a different partner and discuss the same thing. Make sure you explain in your own
words. Doing it this second time will make sure its really stuck in your head.
Formative Assessment:
Learning Goal
Students are able to verbally
explain the difference between
the two graphs.

Success Criteria
Students are using the
words/phrases picture graph,
pictograph, and represent more
than one.

Assessment Strategy
Walk around listening to student
responses. Invite students to
share their explanations. Clarify
misconceptions.

Modification/accommodations:
ELL: Use the vocabulary cards as a visual cue.
LLI: Use the vocabulary cards as a visual cue.
SPEECH: Give opportunity to share thoughts verbally.
BEHAVIOR: Partner with students that they can focus with. Proximity control.
SIOP: 6, 9, 10, 11, 12, 14, 15, 16, 17, 18, 21, 22, 23, 24, 25, 29
30 min.

Independent (You do it alone)

You may now go to your seat to work on questions 2-6. Read everything carefully so you dont make
any silly errors. When you are finished, show it to a teacher.
After you have correctly finished all of your problems, you have the option of creating your own
survey to ask your friends and family. You can use Problem Solving number 7 as a guide.
Summative Assessment:
Students get 100% on their worksheet and pass it off with a teacher.
Students are able to get at least 80% (10 out of 13) on their homework assignment. If they do not reach this
goal, then they will correct the wrong answers on their own time.
Modification/accommodations:
ELL: Walk through problems with them that they missed.
LLI: Walk through problems with them that they missed.
SPEECH: Ask to teach a friend that is struggling if they finish early.
BEHAVIOR: Move to the hallway if they cant focus in the classroom.
SIOP: 5, 6, 11, 12, 13, 14, 17, 18, 21, 22, 23, 24, 25, 29, 30

3 min.

Closure/Review of walk-aways, vocabulary, and essential questions

(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Review the walk-away. Did we reach our goals? What is one important thing we need to do when

dealing with pictographs? Look at the key! What is the main difference between picture graphs and
pictographs?
SIOP: 1, 2, 3, 27, 28, 29, 30
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Strategies: 13-Learning strategies, 14-Scaffolding techniques, 15-Questioning
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1
students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Approx. 1 hr. My Math PowerPoint, vocabulary cards for pictograph, picture graph, key, analyze, and interpret.
REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
As the students were finishing their independent work, I noticed the area they were struggling most in was
writing their interpretations of the pictographs. Next time I teach this lesson, I will be sure to spend more
time talking about what makes a good, effective interpretation. Most of the students would just write the
numbers that were given to them. There was no thought put into it. In the lesson when I introduce what
interpretations are, I will do a better job at teaching that explicitly. I found this same problem on their
homework assignment. Also, tomorrow when I do my review, I will be sure to spend time on writing
interpretations.
I found it helpful to do the closure/review before the students were excused to go to recess/work on their
independent worksheet. Because of the schedule we have, as soon as the students come in for recess they
begin working on their independent worksheet. When they are finished, the students that rotate into my
room just leave. This doesnt leave an appropriate amount of time for a closure. I will try to do the review
of important concepts before excusing them to recess/work independently. I will also try to manage my
time wiser to provide some time before they are excused to review and close the lesson.
For this lesson, there was a smaller group of students during the whole group instruction. This helped with
the classroom management. I felt that todays lesson went better when it came to student engagement,
but there is still plenty of room for improvement.
One thing I liked about this lesson was the activity they participated when they were finished with
everything. They created their own survey question and walked around the class asking their peers. They
all chose to record their data using a tally chart, but I would assume that if I gave them more time they
would be able to transfer that data into a different type of graph. This type of activity was something
different for them, but it still provided practice with the content that was relevant to what they are
learning.