Jake Frumkin Term 3 Math Lesson Plan November 14, 2012 (To be taught 11/28/12) Core Decisions of Lesson

Design In narrative form, speak to the following core decisions. What This lesson centers on the Represent and Interpret Data mathematical content standard from the Common Core. This is a relatively general standard, but does specify for 3rd grade the need to be able to draw a picture graph. That goal is on the horizon of the material in this lesson, and something that we will potentially work on if time allows. However, the progression of content in my class has put Line Plot graphs before our current beginnings of working with pictographs. Line plots are a structure that most students in the class have mastered, but some are still struggling with structural elements of the graphs and particularly with inferring meaning from the data. Before they can move on to more complex one-variable graph styles, they must master the skills of interpreting, representing and making meaning of data with line plots. Much of this has to do with the overarching Common Core Standards for Mathematical Practice. The structure of a line plot and other basic one-variable graphs is fairly simple but can easily be confused or messed up if great attention isnt paid to standards of practice. The students must be able to move from abstract (a pile of rice) to quantitative (a clear graph) reasoning, use the appropriate tools strategically for structure and clarity (graph paper, manipulative materials, pencils, rulers,), attend to the precision of their graphs and make use of conventions of structure. (elements of the graph such as axis labels, key, title). Various elements related to both content and practice have proven themselves to be difficult for the students selected for this lesson, and I will discuss this further in the Why section of my Core Decisions. How I will teach this content through taking a step back to review the process of graphing and relate it to the students experience with analyzing and classifying rice, grains and pasta in their previous science lesson. I had planned to have the students graph the data that they created, but time ran out in the science lesson before we could all reach a point of having really clear and solid findings. Unfortunately, I do not have time to finish the science lesson before I have to teach this one, so I will be presenting the students with data that I will create for them. Although this isnt ideal in being personally developed by each student, I believe that they will still be invested in their data after spending an entire lesson in an inquiry-based exploration of the materials. My hope is that this heightened interest will make them more invested in the content of their graphs than a class poll or data presented in their Investigations texts. I will provide them with their materials as a reminder of the preliminary work and also as a manipulative to serve as an initial representation of the data and hands on, tactile 1:1 correspondent manipulative to show data. The students will create a very basic graph as a precursor to their line plots by placing each grain on graph paper to model their data. I think that this opportunity for movement and materials based engagement with the data will help to clear up some of the demonstrated misconceptions in graphic representation. Although this is a somewhat remedial task, I think that the students will enjoy it and find the fine motor skills component along with the necessary concentration and compromise to work with a partner challenging enough to keep them engaged (collaborative work also a set of skills that I hope to further develop through this activity). This will then provide a very clear model from which to create the more abstract representation of the line plot. Collaboration with peers to ensure clarity and accuracy in results as well as having a partner as

Caroline 11/25/12 9:06 AM Comment: This is a nice connection

supportive critic/editor will be an important element of this lesson, as will individualized attention from me as the teacher. Partners will be selected based on demonstrated gaps in understanding from graphing assessment so that no two students will be grouped together who did not demonstrate comprehension of a specific element. Having a small group work on this lesson is a very intentional way of giving myself the opportunity to target content review and support to the students who are behind with these skills and concepts. I will be able to not only perform relatively detailed observation while instructing, but also have the opportunity to engage with, question, and guide students as they embark on independent practice. The tasks in this lesson will be largely exploratory with my close monitoring and guidance. There will also be peer collaboration and critique and ultimately my modeling of specific terms and elements that should be included in a good graph. The discourse will be linked to this and will be equally varied. Students will be encouraged to question and critique their partners to ensure the highest quality work. Similarly, I will make it clear that I expect attention to detail and creative thinking in finding meaningful information from the data and will be coming around to question and challenge the students to make sure that they are meeting or exceeding my expectations. I will ask open ended and critical thought provoking questions like How does that compare to other parts of your data? What could about your graph to make the data clearer or more meaningful? Why did you choose to graph the data that way? If you were a stranger looking at your graph, what questions would you have? The tools involved in this lesson will be used to ensure clarity in data (using the actual grains as manipulatives) and the opportunity to scaffold the construction of a neat and clear graph (rulers to draw straight lines, etc), peer collaboration and critique will also be a key tool related to the kind of thought and discourse that I would like to encourage to ensure high level thinking and precision in the work created. Directly related to this is the crucial norm of respect when working with a partner. I would reinforce that this means that it is each students responsibility to be critical of his or her partner, but do so in an encouraging and respectful way. Specifically, this means making suggestions and not just criticism, and judging the work and not the student who created it. Clearly reinforcing the behavior-based norms of the classroom will also be important in this somewhat unfamiliar learning environment. I will remind the students of individual and group based positive behavior incentives and the potential consequence of going back to the classroom and missing out on this special learning opportunity if they cannot be focused and productive.

Why I have selected this topic and these goals for two major reasons. First, I wanted to create lessons throughout these Term 3 assignments that could be part of a single integrated unit in multiple subjects. Every year at Penn Alexander, the third grade works on a unit in social studies around rice that culminates in the creation of a class cookbook and community potluck. Knowing that I would be responsible for much of this social studies content and delving into the subject more generally, I was excited to consider creative ways to extend the content into other subjects. A scientific inquiry-based investigation of rice was one of the first things that came to mind and turning that data into a vehicle for reinforcing math concepts seemed like a natural progression. This fit well with our current unit on data analysis and graphing, and thanks to a recent assessment on line plot graphs, I could easily identify students who had gaps in their understanding and could use targeted support. I thought that both a lack of personal connection to the material being graphed and a need for more targeted attention and support could be beneficial in helping the students to master these concepts and be equipped and confident to move on with the rest of the class. By using the assessments as a formative method for considering what each individual child needs, I was able to select them and determine what exactly to focus on in the lesson, rather than just performing a remedial review. It has been really helpful to think this way rather than just looking at a less than satisfactory test score and deciding generally that a

Caroline 11/25/12 9:09 AM Comment: Great!

kid doesnt get line plots. Even in minor details like grouping the students based on what they demonstrated proficiency in so that partners do not share the same gaps was an important thing to experiment with and will hopefully help to round out everyones understanding. The decision to scaffold the creation of the line plots by graphing the data with the actual grains represented is a component that I think will be helpful and is also representative of my own value of hands on materials based learning. I dont think that the rice as manipulatives will be any kind of magical vehicle for understanding in itself (as warned by Ball), but that they will rather be a way to make the transfer of data both tactile and explicit. I also dont see the potential problem of a lack of understanding once the manipulative is removed being a worry in this situation because they will not be a strategy unto themselves, but merely a scaffold for the transfer of data from table to graph. I think that especially for the students who struggle with certain concepts in math, moving around and problem solving with real things will be much more beneficial than looking at a relatively meaningless set of data on a page in their math books. If nothing else, it will at least be more engaging and fun. It is also a helpful preview of what is to come with pictographs where images will actually represent the data. Although I dont expect to get to the pictograph portion of the lesson, it is helpful to plan for it in case students are ahead of schedule or as a potential extension of this lesson to be taught later. Your narrative of your core decisions is extremely well throught through. You draw on so many important concepts from this course to help you think about your lesson. I just hope you aren't trying to do too much in one lesson! While you don't explicitly state a pedagogical focus here, you seem to be incorporating all three. Choosing one as a primary focus will help you be able to focus your analysis (and also might address my concern that you are trying to do too much). Lesson Plan Template Jake, Now that I have read through the whole lesson and I see the data you are having them graph, I'm afraid there is a more substantial problem here... this seems like categorical data, which does not make sense to represent in a line plot. Line plots are for numerical data--frequencies or measurements that can be ordered by numerical value. The "line" in a line plot needs to be a portion of the number line with equally spaced intervals. How were you imagining they would graph this data? You could create a bar graph of the amounts of each color, but this is really different from a line plot, because you are comparing different categories. If you want to have them make a line plot, you would be asking a "how many" question--how many grains of rice are in a bag of rice, how --and then looking at the shape of the data. Since it is hard to come up with a question that would make sense to ask about colors of rice that would be numerical, I think you need to reframe this to be about creating a bar graph or pictograph. A good line plot lesson is to have students graph the number of raisins in a small box or m&m's in little bags in order to think about how many are in the typical serving size, but I'm not sure how you could do this with rice... Goals / Objectives SWBAT understand data from a table and - represent it in a line plot SWBAT accurately graph data with clear data and necessary components of graph (title, axes, key, etx.) SWBAT interpret the line plot and draw meaningful conclusions from graph and data (including mode, outlier and comparisons between columns) Standards (and Assessment Anchors, if applicable) CCSSM Practice Standards 2. Reason abstractly and quantitatively

Caroline 11/25/12 9:12 AM Deleted: transfer to self constructed line plot graph Caroline 11/25/12 9:12 AM Comment: not sure what this means? Caroline 11/25/12 9:20 AM Comment: These aren't really conclusions, they are measures that can tell you about the data set and help you draw conclusions. The mode says something about where the data is concentrated while the range and outliers tell you about how spread out the data is. You might break this down into two goals: 1) describing the set of data in terms of comparisons, concentration, and spread and 2) drawing conclusions from the line plot.

5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure CCSSM Content Standards CCSM.3.MD Represent and Interpret Data 3. Draw a scaled picture graph Materials and preparation 6 sharpened pencils with erasers 6 blank graphing paper sheets (with extras) 6 Line plot work sheets (with extras) Whiteboard easel and markers 3 sets of rice/grains to match data on table (one for each set of partners) 6 rulers Classroom arrangement and management issues The lesson will take place in the pod area outside of main classroom in order to be in a familiar space and close to their normal learning environment (for potential behavior management or emergency purposes). Students will be arranged at three circular tables, with two students (one pair) at each (I only used two tables last time and it was a little too crowded and materials were shaken and knocked around). My white board will be positioned in front of the tables. Students will sit down at their seats which will be pre-set by having papers with their names already placed. Boys will be alternated in seating with girls in order to create boy/girl partners. Partners have been determined in order to have as little overlap in topics missed on the graphing assessment as possible. For example, a boy who had a clear, correct and well-organized graph but struggled with identifying the mode and outlier is paired with a girl who was somewhat disorganized but strong with identifying meaning in the data. I will distribute all materials to the students. This is because I want to control the materials and also know that to distribute materials to a small group will not take much of my time. I will reinforce positive behavior by reminding the students of my expectations when beginning the lesson and that I hope to reward them stars on their individual rewards system in the classroom. I am confident in the fact that working on a special lesson in the pod will be incentive enough to keep the students well behaved and that reminders that they may need to go back to the classroom will be a sufficient punishment to stop any serious misbehavior. Plan Direct Instruction: 9:35-9:45 Remind students of expectations for behavior and the opportunity to both earn individual rewards based on in-class incentive system and miss out on opportunity to participate in this special activity if they cannot be respectful, engaged, and on task. Remind students of our work the previous week with analyzing, describing and classifying different kinds of rice and grains. Remind them of some of the categories that they had generated in prior lesson (size, shape, smell) and that we will all be looking at the color today. Before we can move on, take a look at the mystery grains and take two minutes to discuss with your partner what you think they are most similar to (this is something that I had intended to finish in science lesson, and without the opportunity to finish that lesson it needs to be clarified here in order to include them and move on with the data and graphing). Take suggestions from each pair of what they think mystery grains 1 and 2 are and record on white board. If suggestions reach proper conclusion, move on, if not briefly highlight characteristics that determine classification and write names of each on the board.
Caroline 11/25/12 9:27 AM Comment: I prefer to think of this as an introduction and launch for your lesson. What seems missing here is any motivation for the task in your lesson. Why are they graphing the amounts of different kinds of rice? What is the question they are trying to answer?

Caroline 11/25/12 9:23 AM Comment: While these skills are not directly in the CCSS for 3rd grade, line plots are used as a way to represent measurements in grades 2-5. It is also a PA standard and assessment anchor for 3rd grade.

Guided/Independent Practice: 9:45-9:50 Hand out cups of rice to each pair and instruct students to match the grains with their name and quantity on one of their tables. Model first two by instructing them to find their 3 grains of black rice (aka. Mystery grain #2) and place it next to where 3 Black Rice is written on their papers. Repeat this for 2 Isreali Couscous. Tell them that they will have three minutes to complete this task. Give periodic time warnings. Guided/Independent Practice: 9:50-9:55 Hand out graph paper and have students make suggestions for what to fill in pre marked fields for Title and Key. Record these suggestions on white board, and give them 30 seconds to fill this in on their papers. Remind students that we will be working on line plot graphs, but will first be making an example graph with our rice and grains to follow. Talk them through the procedure of physically transferring their data (the rice) from their table to the graph with the black rice. Tell them that they will have 2 minutes to do this and remind them that they must be focused in order to be prompt and accurate (familiar classroom expectations/norms). Independent Practice: 9:55-10:10 Instruct students to now work on their line plot graph and remind them that they have all of the information that they need right in front of them on their example graph that they have just created and the table that the data came from. They will also need to fill in the section of their papers asking for meaningful observations from the data. Inform them that they will now need to work independently and to make sure that their shared example graph is visible to both partners. Hand out rulers. Give them about ten minutes to do this, circulating throughout to answer and ask questions (How does that compare to other parts of your data? What could about your graph to make the data clearer or more meaningful? Why did you choose to graph the data that way? If you were a stranger looking at your graph, what questions would you have?) and observe progress. Give periodic updates for time (5 minutes, 3 minutes, 1 minute remaining). If at 10:05 it appears that everyone (or almost everyone) is done with their independent work, I will ask them to meet with their partner to compare graphs and observations. I will remind them to pay attention to all of the details that we would expect to see on a good graph and that the observations are clear and use the right language. If most people are still working, I will encourage them to finish up before it is time for recess and attempt to intensify scaffolding of work through guiding questions in order to finish. Throughout this time, periodically add elements to the blank structure for a line plot that I will be drawing on the board in order to represent components that I have observed students marking on their graphs. Throughout this process, if individuals are slightly ahead, I will encourage them to continue to analyze the data and come up with more meaningful conclusions. If anyone is way ahead (which I dont anticipate to be likely), I will have them move on to creating a pictograph on a new piece of graph paper on which every picture of a grain of rice represents two of their actual grains. I will remind them to use the first graph that they created as a reference and to do their best to try and represent that data with this new change of scale. If two people are in this position, I will have them move over onto the floor and provide them with an example graph with the grains to share and manipulate into a 2:1 pictograph before drawing their own (I will reposition accordingly so that students at tables have an example graph visible for each pair). Conclusion/Sharing: 10:10-10:15 Have students return to their seats if elsewhere and instruct them to put their pencils down and direct their attention to me and the white board. Call on students (no hands raised) to volunteer

Caroline 11/25/12 9:27 AM Comment: What is it that they are practicing here? Are you just making sure they can identify the different kinds of rice?

Caroline 11/25/12 9:27 AM Comment: Again, why are we graphing?

Caroline 11/25/12 9:29 AM Comment: So here it seems like you are having students create a physical graph of the rice they have in front of them, by lining up the grains in columns as if it were a line plot? Is that correct? Its a nice idea, just remember to frame it through questions so it is not just an activity they are doing, but rather an investigation. Caroline 11/25/12 9:35 AM Comment: Think of a good way to transition here so you are not just doing the next activity, but there is a real purpose. For ex, now that we have created a line plot with the rice in your cup, we are now going to work on graphing (whatever it is--all the rice we have?) Make sure there is a question to frame the activity--e.g., what kind of rice do you think we have the most of? Caroline 11/25/12 9:29 AM Comment: Is there a way you can preview this to make sure they know what it means? Can you discuss an example together? Caroline 11/25/12 9:30 AM Comment: What are the rulers for? Caroline 11/25/12 9:31 AM Comment: A good question to ask is, what can you tell me about your rice from looking at your graph? This puts the focus on interpretation in relation to the context of the data set. Caroline 11/25/12 9:31 AM Comment: And actually say something meaningful about the data set (rice)

Caroline 11/25/12 9:33 AM Comment: This isn't enough time for discussion. Leave yourself 10 minutes. Its the most important part of the lesson.

their data to quickly build a communal line plot graph. After marking Xs on graph on white board, ask students to take 30 seconds to select one of their observations to share with the class. Go through group taking one observation each. If any are inaccurate, potentially talk through them with that student. I would like to have more time here for discussion, but that is not really a possibility with the time deadline of recess at 10:15. Instruct students to make sure their name is on all materials and leave them at the table. Tell them I will call them to line up in the classroom for recess when I can see that they are ready. Assessment of the goals/objectives listed above Informal assessment will be performed through observation throughout lesson, discussion and activities. Formal assessment will come through completed graphs and work sheets and in comparison to their last test on line plots. Anticipating students responses and your possible responses Integrated throughout, see above. Accommodations Integrated throughout, see above.

Caroline 11/25/12 9:32 AM Comment: so they are all graphing the same set of data, right? Caroline 11/25/12 9:33 AM Comment: Here is where you want to add in some talk moves. Turn the observations they make back to the group-what do you think about what xx said? do you agree? why? does anyone want to add on? etc. Caroline 11/25/12 9:37 AM Comment: You need to create a checklist that reflects your mathematical goals-what will you be looking for.

Name __________________________

Date_______________

Colors of Rice, Pasta & Grains

White
2 Israeli Couscous 2 White Quinoa 2 Arborio Rice 1 White Sushi Rice 3 White Jasmine Rice

Black
3 Black Rice 1 Black Quinoa

Brown
5 Brown Basmati Rice 4 Whole Wheat Couscous 3 Brown Quinoa

Use the data to make a line plot in the space below:

Describe two things you notice about the data above: