Lesson Plan #1

Teachers: Rachel Polikaitis and Joline Andrews

Date

4/18

Subject/ Topic/ Theme: Picture and Bar Graphs

I. Objectives
What are your objectives for this lesson? (As many as needed.)
1) SWBAT identify and describe picture and bar graphs
2) SWBAT draw and label bar graphs
3) SWBAT compare bar graphs
4) SWBAT read the data from a bar graph to solve how many more and how many less problems
State applicable Common Core State Standards: both content (e.g., CCSSM. MATH.CONTENT.2.G.A.1 and
statements) and Standards for Mathematical Practices (e.g., Model with Mathematics)
CCSS.MATH.CONTENT.3.MD.B.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.
Standards for Mathematical Practices
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.

II. Before you start

Prerequisite knowledge and

skills

Assessment
(formative and summative)
Attach handouts if needed

Child development:
1. Socio-Emotional - Students at this level enjoy working in groups and
have a great amount of energy. We will let them pick the option of
working in groups or working alone. The students are active, eager and
friendly. They are learning to accept responsibility and know right
from wrong. Peer groups will become important.
2. Cognitive -problem solving is best explained using manipulative to
illustrate thinking. We will give them manipulatives so they can use
them to show their thinking.
3. They are able to apply a variety of strategies when solving problems,
so we will give them freedom to come up with creative solutions.
4. Enjoy explaining ideas with their developing vocabulary. We will
discuss the vocabulary words and allow them multiple opportunities to
use the vocabulary to express their ideas.
(http://www.pbs.org/parents/childdevelopmenttracker/eight/index.html)
Formative - students will describe and compare their graphs

Identify those students

(individuals or groups) in
your class who will need
special attention and
describe the level of support
you plan on giving them.
(e.g., English Language
Learners)
May need to include more
after meeting the students first
day
Materials-what materials
(books, handouts, etc) do
you need for this lesson and
do you have them?
Do you need to set up your
classroom in any special way
for this lesson? If so,
describe it.

III. The Plan

Tim Lead
e
Teach
er

Parts
Before
(Opening/
Introduction/
Engagement)

During
(Development)

We will use the SIOP concepts as we know that many of the students are ELLs.

Dry erase marker, board

Pictures of sports (soccer, basketball, volleyball, dance)
Empty bar graphs
Unifix cubes
More and less sentence strips
Coloring devices
Students will be at their desks in groups of four.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Write and state objectives.
Students will choose their favorite sport and put a picture representation of
that sport on the board above the correct category. Students will be given
the choice of basketball, volleyball, soccer and dance.
As a class, the teacher will lead a discussion about what the results show.
For example, she will ask questions about which sport is the classs
favorite and least favorite. The teacher will also explain to the students how
one picture represents one person and therefore, we can easily identify how
many people are in each category.
To transition to bar graphs, the teacher will draw a box around each
category and remove the pictures, leaving a box to represent the picture in
bar graph form.
Teachers will introduce the sentence strips, How many more and how
many less. They will use examples of how to use these sentence strips
based on the results of the graph. Students will repeat the sentences as a
class.
Teachers will give instructions on how to do the next activity by telling the
students they have to make a bar graph based on the color of the cubes they
receive. Tell students they can label their graph if they want.
Students will pair up and teachers will distribute unifix cubes and a blank
graph. The students will use those cubes to make a bar graph based on the

color of the cubes.

Students will write one sentence using each sentence strip.
The teachers will walk around and ask students questions about their
graphs and sentence strips.
*If there is extra time, teachers will start the activity about making graphs
based on criteria.
Teachers will lead a class discussion about the students findings.
Have five students bring their graphs up to the board to display for the
whole class to see.
After
Have students describe how they created their graph.
(Closure)
Discuss why all the graphs look different - they represent different data.
Have students state their sentences. Ask class whether those sentences
accurately describe the graph.
Review objectives
Your reflection on the lesson including ideas for improvement for next time:

Lesson Plan #2
Teachers: Rachel Polikaitis and Joline Andrews

Date

4/20

Subject/ Topic/ Theme: Picture and Bar Graphs

I. Objectives
What are your objectives for this lesson? (As many as needed.)
1) SWBAT identify and describe picture and bar graphs
2) SWBAT draw and label bar graphs
3) SWBAT compare bar graphs
4) SWBAT read the data from a bar graph to solve how many more and how many less problems
5) SWBAT appropriately use and read graphs with scales.
6) SWBAT create a bar graph based on criteria given.
State applicable Common Core State Standards: both content (e.g., CCSSM. MATH.CONTENT.2.G.A.1 and
statements) and Standards for Mathematical Practices (e.g., Model with Mathematics)
CCSS.MATH.CONTENT.3.MD.B.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.
Standards for Mathematical Practices
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.

II. Before you start

Prerequisite knowledge and

skills

Assessment
(formative and summative)
Attach handouts if needed

Child development:
1. Socio-Emotional - Students at this level enjoy working in groups and
have a great amount of energy. We will let them pick the option of
working in groups or working alone. The students are active, eager and
friendly. They are learning to accept responsibility and know right
from wrong. Peer groups will become important.
2. Cognitive -problem solving is best explained using manipulative to
illustrate thinking. We will give them manipulatives so they can use
them to show their thinking.
3. They are able to apply a variety of strategies when solving problems,
so we will give them freedom to come up with creative solutions.
4. Enjoy explaining ideas with their developing vocabulary. We will
discuss the vocabulary words and allow them multiple opportunities to
use the vocabulary to express their ideas.
(http://www.pbs.org/parents/childdevelopmenttracker/eight/index.html)
Formative - worksheet and students making graphs that meet criteria
Summative - written assessment

Identify those students

(individuals or groups) in
your class who will need
special attention and
describe the level of support
you plan on giving them.
(e.g., English Language
Learners)
May need to include more
after meeting the students first
day
Materials-what materials
(books, handouts, etc) do
you need for this lesson and
do you have them?

Do you need to set up your

classroom in any special way
for this lesson? If so,
describe it.

III. The Plan

Tim Lead
e
Teach
er

Parts
Before
(Opening/
Introduction/
Engagement)

During
(Development)

We will use the SIOP lesson format as we know that many of the students are
ELLs.

Dry erase marker, board

Empty bar graphs
Unifix cubes
M&Ms
Worksheet
More and less sentence strips
Coloring devices
*nursery rhyme graphs
Students will be at their desks in groups of four

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Write and state objectives.
Ask students what the process of making a bar graph is.
Students will be given M&Ms and will complete the worksheet based on
the M&Ms they receive.
Use one of the students graphs, draw it on the board, and label it..
Erase the numbers and ask if the graph could represent different numbers.
If so, how? Ask what would happen if each unit represented a number
bigger than one.
Bring up another graph and ask the students to work with their partner to
label the graph with a new scale (class determined).
Use the sentence strips to describe the graph using the new scale.
For the first problem, give the criteria that the graph must include:
- The bars will be blue, green, red and yellow.
- They are all different heights.
- Green has the most.
Have students draw their graphs. Ask three students to share their graph
with the class. Check to make sure that the graph meets the criteria. Discuss
the differences and why this is possible.
For the second problem, give the criteria that the graph must include:
- The foods pizza, tacos, spaghetti, and hamburgers.
- Have the scale be 5.
- There are 10 more tacos than pizzas.
- There is the same amount of spaghetti and pizzas.
Have students draw their graphs. Ask three students to share their graph
with the class. Check to make sure that the graph meets the criteria. Discuss
the differences and why this is possible.

Ask students to come up with four criteria as a class. Write the criteria on
the board. Have students draw their graphs. Ask three students to share
their graph with the class. Check to make sure that the graph meets the
criteria. Discuss the differences and why this is possible.
The students will write down or tell their partner three criteria, and their
partner will make a graph based on that criteria.
*If we have extra time, present three bar graphs at a time, read a nursery
rhyme, and have students discuss which graph fits the rhyme.
Review objectives
After
(Closure)
Give students the written assessment to complete. Provide manipulatives if
needed.
Your reflection on the lesson including ideas for improvement for next time:

ASSESSMENT:

Name: ___________________

_______________ more people own cats than dogs.

_______________ less people own rabbits than goldfish.

_______________ more orders had cheese than mushroom.

_______________ less orders had mushroom than pepperoni.
_______________ orders were sausage.

Make your own graph!

The graph must include:

- The colors blue, red and green to represent the bars.
- A scale of 2
- 4 more red than green.
- Less green than blue.