MikalaMuskelly

WholeGroupLessonPlan
Subject:SecondGradeMath CentralFocus:Collectingmeasurementdataand
usingalineplottoorganizeandanalyzethedata.
CommonCoreObjective: Datetaught:
2.MD.9Generatemeasurementdatabymeasuring
lengthsofseveralobjectstothenearestwholeunit, 3/13/2017
orbymakingrepeatedmeasurementsofthesame
object.Showthemeasurementsbymakingaline
plot,wherethehorizontalscaleismarkedoffin
whole-numberunits.
DailyLessonObjective:
Performance-Studentswillbeabletocollectmeasurementdataandusealineplottoorganizeand
answerquestionsaboutthedata.Ontheexitticket,studentswillbeabletoplotthedatagivenand
answerquestionsusingthelineplot.

Conditions-Studentsareexpectedtoworkindependentlyontheirexitticket.

Criteria-Studentsareexpectedtoearn8outof10pointsontheexittickettoshowmastery.

Prerequisiteknowledgeandskillsneeded:(Whatskillsdothestudentsneedinordertosucceed?)

Studentsneedafirmgrasponhowtomeasure,ininches,usingaruler.Studentsalsoneedan
understandingoflessthanandgreaterthan.

Activity DescriptionofActivitiesandSetting Time
1.Engage Measuringandmodelingalineplot: 10minutes

Haverulersonstudentsdesksoravailableinavisibleplace.
MorningWorkontheboard:Askstudentstotakeouttheir
rulersandmeasurethelengthoftheirpencils(ininches)to
thenearestwholenumberandwritethenumberdownona
pieceofpaper.
Whentheyhaveallhadachancetomeasure,bringthem
downtothecarpet.
Thenaskforatleasttenexamplesofthelengthsandplot
thesenumbersonthelineplot.
Askquestions:
Howmanypencilsareatleast____inches?
Whatlengthhas_____pencilsofthatlength?
Whatisthemostcommonheightofthepencils?
Thenintroduceneedforlineplot.(Lineplotsallowustosee
allofthesenumbers/measurementsinanorganizedway)
Tellstudentsthat
Alineplotis:anumberlinethatshowsdata.
datais:acollectionoffacts(suchasmeasurements).
 MikalaMuskelly

Talkaboutlabellingtheaxis.
TalkaboutwhateachXrepresents.
Statementtostudents:Whenweusealineplot,wecansee
allofthedatainanorganizedwayandcanuseittoask
questionsaboutthedata.
 MikalaMuskelly

2.Explore FishingforLengths:(drawalinedownthemiddleofthefishto 25-30minutes

(includingsolutions indicatewheretostartandstopmeasuring)
ofmajortasks)
Wearegoingtobe,carefully,movingaroundtomeasuringourfish.
Takeyourrulertoeachofthe12fishonyoursideoftheroomand
measureitslengthininchestothenearestwholenumber.Record
thedatainyourchartforeachfishaccordingtothenumberitis
labeledwith.Whenyouhavefinished,returntoyourdesksandwe
aregoingtoplotourdatatogether.
Therearetwosetsofthefishsosplittheclassintotwo
groupstomeasure.
Setatimerthatgivethestudents6minutestomeasureand
letthemknowthattheywontfinishiftheyareofftask.

Procedures:
Studentswillbeusingtheirpriorknowledgeofmeasuringin
inchesandapplyingthisskillbymeasuringvariouspaperfish
thatareposteduparoundtheroom.Thelengthsofthefish
willallbewholenumbermeasurements.Thereare12paper
fishsothestudentsshouldhave12measurements.

Thestudentswillthenreturntotheirdesksandwewillhavea
discussionaboutwhatwefoundwhilemeasuring.
 MikalaMuskelly

Didsomefishhavethesamelengths?
Whichfishwasthesmallest?Howlongwasit?
Howlongwasthelongestfish?

LinePlot:
Wewillthenmoveintotalkingabouthowwecanshowthis
data(collectionoffacts)usingalineplot.
IwillaskthestudentswhattheXsonthisnumberlinewill
represent(numberoffishthatarethatlength)andifit
mattersthattheXsareallthesamesize,andwhy.
Wewilllabeltheaxistoshowthatwearerepresentingthe
numberoffishthatareeachlength(ininches).
Iwillaskstudentswhatshouldbeoursmallestvalueonthe
lineplotandwhy.
Iwillalsoaskthemwhatthelargestvaluewillbeandwhy.
Iwilldrawaverylargenumberlineontheboard.
Studentswillbeabletocomeuptotheboardandpostabig
Xonthenumberlineaswecountuphowmanyfish
measuredeachlength.
NoteverystudentwillgettopostanXontheboard,
sopickafewfromeachtable.

3.Explain InterpretingtheData: 10minutes
Aftercreatingthelineplottogether,Iwillaskquestionsaboutthe
lineplot(andastheyrespondwiththeirthoughts,Iwillusethe
studentswordstodefinethemathconceptsandfurtherelaborate)
Howmanyfishwere2incheslong?Howdoweknow?
Howmanyfishwerelessthan6incheslong?Howdo
weknow?
Whatisthemostcommonlengthofthefish?Howdo
weseethisonthelineplot?
Whichlengthhastwofishofthatlength?
4. LinePlotWorksheet 20minutes
Elaborate/Extend
Statementtostudents:Usewhatyouknowaboutmeasurementand
lineplotstoplotthemeasurementsonthelineplotandanswerthe
followingquestionsusingthelineplot.

 MikalaMuskelly

https://docs.google.com/document/d/1_hlGDW2J1lSfCORA53DgD
mWpGtmCxZgdiq7kYNYmuiA/edit?usp=sharing

Asstudentsareworking,
RememberthatyourXsneedtobeaboutthesame
size.
WhatdoeseachXstandfor?
Whatunitofmeasurementisthedatain?
Floataroundandcheckthatstudentshave
comprehensionofthetask.
Strugglingstudents:Ifstudentsarestruggling,Iwillpullthem
intoasmallgroupwithmeduringthistimeandreviewthe
skillswiththem.Iftheyarestrugglingwithansweringthe
questions,Iwillhavethemtalkthroughthequestionswith
me.IftheyneedtovisuallyseehowtheXsrepresentthe
itemswearemeasuring,Iwillhavethestudentuseonesetof
thefishfromtheexploreactivityandlaythemoutona
numberline.
Studentsthatneedachallenge:Ifstudentsneedafurther
challenge,theymayworkonthefollowingquestions
Aretheremorewormsthataregreaterthanormore
wormsthatarelessthan4incheslong?
Howwhatisthelengthdifferencebetweenthe
longestwormandtheshortestworm?
5.Evaluate Formativeassessment:Questionswillbeaskedthroughout
(assessment thelessontogaugecomprehensionofthelesson.
methods)
Summativeassessment:Thelineplotworksheetwillbetaken
upasasummativeassessmentandwillgradedoutof10
points.
 MikalaMuskelly

Rubric:
4pointsforplottingthedatacorrectly,
6pointsforthequestions(2pointseach)
DoesnotMeet PartiallyMeets Meets
Expectations

Plottingthe 1point 2points 4points

datapoints

Question1 0points 1point 2points

Question2 0points 1point 2points

Question3 0points 1point 2points

Total ______/10
points


Materials/Technology:

Printthesebacktoback
1Lineplotworksheetforeachstudent(23copies)
1Studentmeasurementchartforeachsstudent(23)
TeacherCTForm
Mycopyofalistwithallofthefishmeasurements
1rulerperstudent(22)
1pencilperstudent(22pencils)
2setsof12paperfishforstudentstomeasurearoundtheroom
Imageofthefishadaptedfrom:http://vergilis.co/clipart-fish-image-8214/
Powerpointforengage,explore,explain
https://docs.google.com/presentation/d/1eyOgK2gmSaTcMkyJc9Wn2Kgcu363N
MJ7cmaTqoXZQXM/edit?usp=sharing
(12)LargeXsforplottingdata
TapeforpostingthepaperfishandforpostingtheXsontheboardduringthe
fishingforlengthsactivity

Reflection after teaching

In preparation for the lesson, I met with my cooperating teacher to plan. She provided me with a general

subject and a Common Core State Standard to plan around. It was a little difficult to plan ahead of time because

I had to plan for my lesson on the Monday before spring break and did not teach it until the Monday we came
 MikalaMuskelly

back from break. However, since I was responsible for introducing the measurement and line plotting unit, it

was a little easier to plan. She provided me with several resources to use, including the pre-test that her students

had previously taken and links to math websites I could use to find activities. I then used the indirect lesson plan

to create a lesson that would allow the students to discover some of the qualities a line plot, while at the same

time giving them direct definitions of terms that they needed to know (data, line plot, interpret). This was my

first experience with planning for and teaching data and measurement, so I had to explore what all needed to be

covered in the lesson. I consulted the unpacking documents as well as the resources my cooperating teacher

provided. After I planned my lesson, I shared it with my teacher on google drive and later revised it according

to her feedback.

Teaching the lesson was a very positive experience. The explore phase of the lesson was something I was

apprehensive of before because it gave the students a lot of chances to get off task. In this phase, they are

moving around the room, measuring little fish and recording the measurements on their chart. The class was

split into two groups, one on each side of the room. I thought that they might get a little out of hand with so

much freedom, but they actually managed the task really well. The students seemed to understand the lesson

and could articulate the questions I asked them about the data and the line plot. However, they struggled quite a

bit when it came to answering the questions on the worksheet and articulating their answers. In an attempt to

remedy the confusion, I went over the questions with the whole class in order to make sure they were on the

same page. I saw a little bit of improvement after the review, however, most students were still fairly confused

until I went over the answers at the end. I explained each question, its answer, and facilitated discussion about

how what each part of the line plot and the data represent.
MikalaMuskelly