Teacher Education Lesson Plan:

Teacher: Jessica Moran Date: 02/09/17 (Thursday)

Title of Lesson: What is your favorite? Cooperating Teacher: Alissa Easter

Core Components
Big Idea from Unit: Gathering and displaying data by counting, tallying, and organizing it in
object graphs, picture graphs and tables; answering questions related to the data.
Subject, Content Area, or Topic: Math: Probability and Statistics
Student Population: Title I: EDK 9 boys, 6 girls
Essential Question(s) for Lesson:
How can I count by using tally marks?
How can I gather data?
How can I organize data?
How can I display data?
How can I describe and answer questions about data?
Learning Objectives
SW use problem solving, mathematical communication, mathematical reasoning,
connections, and representations to:
Use counting and tallying to gather data on categories identified by the teacher and/or
student (e.g. favorites, number of days of various types of weather during a given month,
types of pets, types of shoes).
SW display data by arranging concrete objects into organized groups to form a simple object
graph.
SW display gathered data using pictures to form a simple picture graph (e.g. a picture graph
of the type of shoes worn by students on a given day).
Display gathered data in tables, either in rows or columns.
Answer questions related to the gathered data by: Describing the categories of data and the
data as a whole, and identifying parts of the data that represent numerical relationships
(categories with the greatest, the least, or the same).
TW guide the student in how to gather information using tallying, and how to organize,
display, and discuss their data.
Virginia Essential Knowledge and Skills (SOL)
SOL K.13/ MA K.6.1: The student will gather data by counting and tallying.
SOL K.14/MA K.5.1-2: The student will display gathered data in object graphs, picture
graphs, and tables, and will answer questions related to the data.
VDOE Technology Standards
C/T K-2.1: Demonstrate an operational knowledge of various technologies (Promethean
Board, Computer, and iPad).
A. Use various types of technology devices to perform learning tasks.
B. Communicate about technology with appropriate terminology.
Materials/Resources
Computer, Promethean Board, Candy graph/chart, white boards/markers, Math Journal Vol. 2
p.325 (optional)
High Yield Instructional Strategies Used (Marzano, 2001)

Bold if Used Strategy Return

 Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis (which will have 23%
more/less?)
Questions, Cues, & Advanced Organizers 22%

High Impact Learning Strategies

Thinking Prompts
Stories
Experiential Learning
Visible Thinking Strategies

What makes you say that

Think Puzzle Explore
Think Pair Share
Circle of Viewpoints
I used to thinkNow I think..
See Think Wonder
Compass Points

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE

RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
2 Engage/Explore/Anticipatory Set-
Video: Kids Answer: Favorite Candy? (YouTube- 1:42)
<1 *State the Objectives/Purpose for Lesson (grade-level terms) Use I Can
Statements
I can gather data by counting and tallying.
I can organize, display, and discuss gathered data in graphs and tables.
 2-3 Explain/Instructional Input or Procedure
TW review selected pages from yesterdays Big Book Graphing.
Reciprocal Teaching: Why do we survey/collect data? Why do we graph? How
does it help? TTW use reciprocal teaching to have a student(s) teach this to the
class.
TTW tell SS that today we will be taking a survey and tallying each others
responses about our favorite candy.
2 Explain/ Modeling-
TTW model the worksheet on the doc cam, showing that SS can choose either
gum, chocolate, gummy worms, or lollipops.
TTW model how to vote by showing how to use the highlighter tool on the
Promethean Board to create a dot in the candys column.
1 *Check for Understanding-
TSW whisper to a partner what the directions are, and show TT a thumb up if they
understand or a thumb down if they need help.
2-3 Extend/Guided Practice-
TTW show an example on the Promethean Board with their favorite candy, and
pretend the class has voted to demonstrate an example total.
TSW model making their tallies on a white board alongside the teacher, and
TTW emphasize where the 5th mark goes. TTW will have a student teach the
class by coming up to write the tallies on the Promethean Board.
TT and TTA will observe and record anecdotal notes for struggling students who
will be remediation candidates.
5-7 Extend/Independent Practice-
TT will have the candy words and picture displayed on the Promethean Board.
TSW come up individually to vote on the Promethean Board by using the
highlighter tool. TSW count as a group and tally each columns total on their
individual white boards.
TT and TTA will work closely with struggling students to help them form their
tallies and record their data.
SS who finish early may write a sentence describing which candy had more
votes, and which had less votes.
ongoing Evaluate/Assessment
As SS work, TT and TTA will circulate among students to determine whether SS
understand how to place tallies in the correct place and cross the 5th mark.
TTW record anecdotal notes to design flex group remediation with TT and TTA.
Summative: Friday, February 10th: Animals at the Zoo (curriculum)
2-5 *Closure
*If time, SW complete p. 325 in their Math Journals (Vol.2) TTW give SS coins
to count, tally, and graph as a table.
If less time, SS will share a fact about our class candy preferences with their
table, and perhaps take the Math Journal page home to do with a family member.
Differentiation Strategies (are you differentiating content, process, or product and how are you
differentiating by readiness, interest, learning modality).
Scaffolding with tallying/graphing WS, partner work, writing a sentence/drawing a picture,
cooperative learning, extension activity
Classroom Management Issues (optional)
PBIS rules for partner/group work, not partnering certain SS together/TT chooses partners to
place higher/lower SS together
*Denotes Madeline Hunter lesson plan elements.