APPENDIX F.

LESSON PREPARATION AND EVALUATION

Lesson Preparation

Teacher Candidate: Hillary Enyert
Title of Lesson: Mathematics: Bar Graphs
Grade Level: Seventh Grade

Subject Area: Mathematics

Lesson Topic (What is the big idea?):
The students will be able to put appropriate labels on and input data on a bar graph.

What standard(s) and/or IEP goal(s) will it address?
http://www.cde.state.co.us/sites/default/files/documents/coextendedeo/documents/math_
with_eeos.pdf

Prepared graduates:
Make both relative (multiplicative) and absolute (arithmetic) comparisons between
quantities. Multiplicative thinking underlies proportional reasoning

Content area: Mathematics
Standard 1: Number Sense, Properties, and Operations
1. Proportional reasoning involves comparisons and multiplicative relationships
among ratios
EEO.I. Demonstrate that like fractional parts are relative to the whole unit (up
to 8 parts) using manipulatives/tools.

Main Objective of Instruction (What do you want the student(s) to learn?):
The students will learn how to input previously collected data on a bar graph with 95%
accuracy as measured by a teacher made checklist 1 time a week for 8 weeks.

Supporting Objectives:
1. The students will be able to appropriately place labels on the bar graph.
2. The students will be able to answer questions based off of the data that was input
into the bar graph (i.e. how many students?).


Specific Strategies to be taught/modeled:
1. The students will be taught where to place labels on the bar graph.
2. The students will be taught how to fill in a bar graph with data that was previously
collected.
3. The students will be taught how to interpret the completed bar graph in order to
answer questions based off of the data.


Planning for individual differences (mediated scaffolding): What are the
accommodations/modifications you need to prepare?
Data that was previously collected will be meaningful to make the lesson
more interesting.
Graph sheets with designated lines to help with appropriate labeling.
Larger graph paper will be provided.

What background knowledge do the students have? How will you assess students
learning pre, during and post?
The students have been taught how to plot points on a line graph, as well as answer
simple questions based off of a bar graph.
Pre: ask students if they know what a bar graph is, and if they have ever used a bar graph
to record data.
During: observation of students learning how to input data on a bar graph.
Post: have students fill in a bar graph independently.


What management/grouping issues do you need to consider?
The students will be taught in a small group setting in the SSN room at the kidney table.


Materials and Resources:
Previously collected data, graph paper

How/where will students be able to integrate (generalize) this learning?
The students will learn that they can also use bar graphs to track their progress in other
subjects. By integrating more abstract questions (least and most), the students will also be
able to work on math word problems.

How will you evaluate the lesson (judicious review)?
A teacher made academic checklist will be used for progress monitoring. Simple
observation of the students being able to apply their learning will also be used to
determine if the lesson was effective.
















Lesson Title: Mathematics: Bar Graphs

Main Objective of this lesson: The students will learn how to input previously collected
data on a bar graph with 95% accuracy as measured by a teacher made checklist 1 time a
week for 8 weeks.


(CONTENT-PROCESS)
Opening: (SET How will you get the student(s) attention?) Relate lesson to prior
learning. Communicate the objective of the lesson.
The students previously learned the definitions associated with bar graphs. They have
also learned how to plot points on a line graph. Direct relation will be made between the
previous lesson as well as telling them they are going to learn a new way to graph
information.

Procedure: (Is this an informal presentation, direct instruction, or structured discovery?)
Direct instruction

Strategies (I Do):
The teacher will begin the finding appropriate labels for the bar graph and writing
the labels on the graph in the correct places. This will be based off of previously
collected data the teacher has prepared. After labeling the graph, including the
title, horizontal and vertical axis, numbers and activities, the teacher will self talk
through inputting the data on the bar graph. Once data has been put in the graph,
the teacher will have two questions at the bottom of the graph to answer. This will
be modeled to students how to answer basic questions based off of the graph, not
the data sheet.

Check for Understanding- What will you ask?
Ask students: If I have 6 votes for Tootsie Rolls, how many boxes do I color in
on my graph?


Differentiation:
Graphs will be fully or partially labeled if necessary.

(PRODUCT)
Guided Practice (We Do):
The teacher and students will complete another bar graph together. The teacher
will provide another data sheet so students have different numbers and activities
to graph. The graph will be partially filled in, with the activities and numbers
already in place, but the teacher and students will fill in the rest of the labels
together (title, horizontal and vertical axis). Once the labeling is complete, the
teacher will ask each student the number associated with a certain activity. When
the student answers, the teacher will fill in that amount of boxes on the bar graph.
Each student will take turns doing this with the teacher.



Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice
(You Do).
The students will fill out a bar graph independently of the classes activities over Fall
Break.

Formally END the lesson.
Once the students have finished their work, they will receive verbal praise and free time.
They may choose to do whatever they like. While students are doing free time, complete
the grading for the graphs and record on the academic checklist.