Bretten Allen

Math Lesson Guide Preparation Tool

Name: Bretten Allen Grade Level/School/Mentor:

3rd, Odyssey, Mrs. Bentley
Unit: Graphing Date: Lesson Title: What can you graph?
3/22/2017
Utah Elementary Math Learning Standard [State the strand/standard for the unit
addressed by this lesson.]
Standard 3.MD.3 Draw a scaled picture graph and a 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 presenting in scaled bar graphs.

Learning Objective Specific to This Lesson: As a result of todays lesson, students will
be able to . . .
Students will be able to create individual bar graphs and combine group data to
create a larger inclusive graph with multiple categories.

Overarching Essential Question(s) Specific to Lesson

What information can we put on bar graphs? In what ways can we compare data?

Targeted Mathematical Practices: As 1-Make sense of problems and persevere

a result of todays lesson, students will have
opportunities to. . .
[Highlight the practice standard(s) to focus on in
this lesson].
Prerequisite Knowledge This Lesson Draws Upon:
Counting from 1-100, grouping, multiplication
2-Reason abstractly and quantitatively
3-Construct viable arguments and critique the
reasoning of others
4-Model with mathematics
5-Use appropriate tools strategically
6-Attend to precision
7-Look for and make use of structure
8-Look for and express regularity in repeated reasoning

Vocabulary Focus
Bar graph, compare, data, more than, less than, total
Materials*/Resources/Technology
Lemonade for Sale by Stuart J. Murphy, white board, white board markers, graph
paper, colored markers/pencils, small bowls, small multi-colored manipulatives (red,
blue, green, yellow, purple), rulers, large poster size paper

Lesson Purpose (Introduce; Build Understanding/Make Connections; Solidify/Get Precise/Get General;

Practice/Reinforce)
Introduce or Build Understanding/Making Connections
Brief Overview of Lesson Anticipated Time Frame
Read the book containing a fun story on graphing, 1 hour 15 minutes
introduce what they students are going to be doing by
modeling, give each table a bowl and have students
first graph their data individually, then they will come
together as a table and make a large graph of all of
their information they have gathered. Groups will come
up in front of the class to present and discuss which
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 Bretten Allen
categories have the most and least and by how many.
Formative Assessment/Evaluation Strategies: How will students be expected to
demonstrate their understanding of the learning objective? How will you make student learning
visible?
Students will be creating a tangible product which can be used to identify
understanding as well as presenting to the class to talk about what they have
learned.

Access for All: (How will you ensure that all students have access to and are able to engage
appropriately in this lesson? Adaptations--for Gifted/Talented, ELL, and other Special Needs)

ELL and Special Needs students will be paired up with other students that can assist
them with individual aspects and group participation. Will be monitored closely for
additional scaffolding.
Probing Questions for Differentiation on Mathematical Tasks
Assessing Questionsto Scaffold Advancing Questions
[Create questions to scaffold students who need additional
support.]
ELABORATE/EXTEND
[Create question/tasks to move the learning forward for
students who are ready to advance beyond the learning
objective.]
How many manipulatives of this color did What other types of graphs could we
you pull out of the bowl? How many create from this information? Can you
squares will that fill up on the bar graph? make a graph combining every groups
How many categories are there? graph using appropriate scaling?

INSTRUCTIONAL PROCEDURES
This is the heart of your lesson plan!
Outline the sequence and content of the activities in a step-by-step format. Each segment should be
detailed enough to communicate a strong sense of how you see the lesson unfolding. Clarify your plans
to: spark curiosity; encourage student reflective thinking; prepare for transitions, scaffold student
responsibility; make thinking visible; use formative assessment.
What will the teacher What will the
do? students do?
Lesson [How will the teacher engage [How will students be actively
Segments students, get them ready to
launch, monitor student
engaged in each part of the
lesson?]
participation, orchestrate
discussion & reflective thinking?]

Beginning of Class
BEFORE

How does the warm-up/starter activity

connect to students prior knowledge, or
Talk about types of Actively engage in
how is it based on analysis of businesses and what discussion, bring
homework? they sell. Ask students ideas to the group,
Approximately __5__ minutes. if their families have and respond to
their own businesses. others comments in
a positive way.

1. ENGAGE: Have any of you ever Participate in

How will you engage students and spark
their curiosity toward the learning
had a lemonade discussion, relay
objective? stand? stories.

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 Bretten Allen
student do!Let go & letDURING Spark curiosity . . . Get ready . . . Get set . . . Approximately __10___ minutes.

Read the book Listen attentively,

Lemonade for Sale answer questions
by Stuart J. Murphy. when asked
throughout the book.
Draw the graph from
the book on the board.
2. LAUNCH: I will explain each step Listen attentively.
How will you introduce students to the
task so that they are invited to work like
of the activity and as I Ask questions when
a mathematician? How will you check am doing so, will they do not
that students are ready to work on the
task individually or in small groups? How
model at the front of understand a
will you distribute materials, transition the room. I will make concept.
into individual or small-group work, keep
students engaged in the lesson . . .
my own personal
signal students back to whole group? graph to allow them to
Approximately __10___ minutes. see the process.

3. Investigate/Instruct/o Walk around the room First, students will

r EXPLORE and scaffold when
How will the task develop student sense
making and reasoning? How will the task
necessary. If the
require student communication and majority of students
development of practice standards? are struggling, stop
Approximately __35___ minutes. and review what was
modeled. Ask
questions to make
students think in
depth. Keep students
focused on the task at
hand.
AFTER
create their own bar
graph. Students will
grab two handfuls of
the multi-colored
manipulatives. They
will make a bar graph
with the five
categories based on
the colors, with an x
and y axis and a title.
Coloring in the boxes
representing the
amount of tangibles
of that color. When
this graph is
complete, the
students in the table
group will come
together, comparing
them. Then using the
large paper, will
cooperate to make
one graph with all of
the data from the
individual graphs.

4. SUMMARIZE/EXPLAIN Invite students to Students will bring

/Share, Debrief: present at the front of their individual
How will student questions and
reflections be elicited in the summary of
the class and facilitate graphs and their one
the lesson? How will students discussion and the group graph up to
understanding of the learning objective
be determined? What questions and
asking of important the front of the class
math talk strategies will support questions. and show the other
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 Bretten Allen
Orchestrate sharing & highlight take-away. communication, and reflective thinking,
and reinforce learning objectives?
students how they
scaled their graph,
Approximately __13___ minutes.
which category had
the most, the least,
and how many
manipulatives were
picked up in total.
6. Recap and Close: Reiterate the essential Students will apply
How will you close the lesson so that
students are clear about the take
questions and discuss. their knowledge to
away from the lesson? Leave Residue! answer to the best of
Approximately __2___ minutes. their abilities.

Preston 17SP Math Methods