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Teacher Lesson Plan Format

Danielson Domain 1

NAME: Felisha Jackson SCHOOL / LOCATION: Blake/149

ID #: 136557 JOB ASSIGNMENT:

DATE OF OBSERVATION: LESSON DURATION:

LESSON TITLE: Solve one-and two-step problems involving graphs SUBJECT: Math

Identify Common Core Standard / Key


Standard 2.MD.9
(1a)
3.MD.3

Identify student outcomes. What will Students will learn how to solve one-and two-step problems involving graphs.
students learn?

Outcomes:
include a mix of different types
(factual and procedural
knowledge, conceptional
understanding, thinking &
reasoning skills, collaborative &
communication skills
aligned to KCAS
important to grade level and
subject
reflect several types of learning
are measurable
are differentiated by groups of
students or individuals
is informed by previous
assessment data (1c, 1f)
What key terms are essential to this Bar graph
content (academic vocabulary)?
Scale
(1a)
Tape diagram
Data

What materials and resources (and Eureka Module 6 lesson 4


their sources) will be used during
lesson? Personal whiteboards
Variety of materials used Lesson 4 template
Lesson extended beyond textbook Lesson 4 fluency template 1
Materials aligned with learning Lesson 4 fluency template 2
needs
Use of websites or blogs (1d) KhanAcademy.com
What prerequisite knowledge is Prior knowledge on line graphs and basic knowledge of analyzing graphs; bar
required of students?
graphs, pictographs, etc.
(1a)

How does this lesson fit with overall This 10-day module builds on Grade 2 concepts about data, graphing, and line
unit plan and/or goals for the year?
plots. Topic A begins with a lesson in which students generate categorical data,
(1a, 1e)
organize it, and then represent it in a variety of forms. Drawing on Grade 2
knowledge, students might initially use tally marks, tables, or graphs with one-to-
one correspondence. By the end of the lesson, they show data in tape diagrams
where units are equal groups with a value greater than 1. In the next two lessons,
students rotate the tape diagrams vertically so that the tapes become the units or
bars of scaled graphs (3.MD.3). Students understand picture and bar graphs as
vertical representations of tape diagrams and apply well-practiced skip-counting
and multiplication strategies to analyze them. In Lesson 4, students synthesize
and apply learning from Topic A to solve one- and two-step problems. Through
problem solving, opportunities naturally surface for students to make observations,
analyze, and answer questions such as, "How many more?" or "How many less?"
(3.MD.3)

What strategies will be used to check Through problem solving, opportunities naturally surface for students to make
for understanding and assess students observations, analyze, and answer questions such as, How many more? or How
during lesson?
(1a, 1c) many less?

What pedagogical approaches will be


used during lesson?
The pedagogical approach that will be used during the lesson will be modeling.
(1a)
Learning by doing is a hands on approach to learning. I will walk my students
through the lesson, modeling the process and making thinking explicit through
Q&A.

How does lesson connect with other


subject areas? Students work with data in the context of science (insects) and interpret
(1c)
measurement data using a chart. The data from the chart will be used in the lesson
where students will first create a bar graph and then answer one-and two-step
questions from the graph.

Identify how lesson will differentiate The lesson allows differentiation because visual representation such as a video
instruction to provide support for all
from Khan Academy will be shown. I will use the Smartboard throughout my
students.
(1b) teaching so that visual learners can follow along. Also there will be hands on
activities where students will work on their personal white boards throughout the
lesson. Students will also have an opportunity to work independently at their own
pace or with a partner for more peer assistance during Problem Set time.

How will students be grouped and what


are the reasons for the groups? Students will have the opportunity to partner up and complete the Problem Set
(1b, 1e)
together. I will pull a small group of students to my table who may still need
guidance through the Problem Set questions.

How will needs of students requiring


additional support or enrichment be
For my students that may require enrichment will be able to answer some of the
met (including ECE, ELL, and G/T)?
(1b) higher order thinking questions on the last page.

How will lesson integrate student N/A


interests and cultural backgrounds?
(1b)

Describe lesson coherent sequence of 1. Khan Academy: Introduction video on bar graphs. Allocated time: 5 mins
activities (with time allocations) A brief overview on creating bar graphs and
Instructional Sequence: practicing the concept.
shows how outcomes, activities,
materials, methods, and groupings 2. Read line plots: T: (Project line plot.) This line Allocated time: 5 mins.
work together plot shows how many children are in the families of
progresses from simple to
complex students in a third-grade class. How many
describes how lesson launches students only have one child in their family? Lets
describes method for presenting count to find the answer. (Point to the Xs as
material students count.)
includes questions posed of S: 1, 2, 3, 4, 5, 6, 7, 8.
students Continue the process for 2 children, 3 children, and
describes how and when teacher
will model content, concepts or
4 children.
skills T: Most students have how many children in their
describes opportunities for guided family?
practice, group work, and S: 2 children.
individual practice
describes opportunities for
T: On your personal white boards, write a number
reflection and closure sentence to show how many more third graders
have
(1e) 2 children in their family than 3 children.
S: (Write 9 6 = 3.)
Continue the process to find how many fewer third
graders have 4 children in their family than 2
children and how many more third graders have 1
child in their family than 3 children.
T: On your board, write a number sentence to
show how many third graders have 3 or 4 children
in their family.
S: (Write 6 + 2 = 8.)

3. Read bar graphs: (Project the bar graph Allocated time: 5 mins.
Template.) This bar graph shows how many
minutes 4 children spent practicing piano.
T: Did Ryan practice for more or less than 30
minutes?
S: More.
T: Did he practice for more or less than 40
minutes?
S: Less.
T: What fraction of the time between 30 and 40
minutes did Ryan practice piano?
S: 1 half of the time.
T: Whats halfway between 30 minutes and 40
minutes?
S: 35 minutes.
T: The dotted line is there to help you read 35
since 35 is between two numbers on the graph.
How long did Kari spend practicing piano?
S: 40 minutes.
Continue the process for Brian and Liz.
T: Who practiced the longest?
S: Brian.
T: Who practiced the least amount of time?
S: Liz.
T: On your personal white board, write a number
sentence to show how much longer Brian practiced
than Kari.
S: (Write 60 40 = 20 minutes.)
Continue the process to find how many fewer
minutes Ryan practiced than Brian.
T: On your board, write a number sentence to
show how many total minutes Kari and Liz spent
practicing piano.
S: (Write 40 + 20 = 60 minutes.)
Continue the process to find how many total
minutes Ryan and Brian spent practicing piano and
how many total minutes all the children practiced.

4. Application problem: The following chart shows Allocated time: 8 mins.


the number of times an insects wings vibrate each
second. Use the following clues to complete the
unknowns in the chart.
1. The beetles number of wing vibrations is the
same as the difference between the flys and
honeybees.
2. The mosquitos number of wing vibrations is
the same as 50 less than the beetles and flys
combined
Allocated time: 32 mins.
5. Concept development: (Pass out graph
Template.) Lets create a bar graph from the data
in the Application Problem. We need to choose a
scale that works for the data the graph represents.
Talk to a partner: What scale would be best for
this data? Why?
S: We could count by fives or tens. The numbers
are big, so that would be a lot of tick marks to
draw.
We could do it by hundreds since the numbers all
end in zero.
T: In this case, using hundreds is a strong choice
since the numbers are between 200 and 700.
Decide if you will show the scale for your graph
vertically or horizontally. Then, label it starting at
zero.
S: (Label.)
T: The number of wing vibrations for the
honeybee is 350 each second. Discuss the bar
you will make for the honeybee with your partner.
How many units will you shade in?
S: Maybe 4 units. We can round up. But to
show the exact number, we just need to shade in 3
and one-half units
T: Many of you noticed that youll need to shade a
half unit to show this data precisely. Do you need
to do the same for other insects?
S: We will also have to do this for the fly since its
550.
T: Go ahead and shade your bars.
S: (Shade bars.)
T: On your personal white board, write a number
sentence to find the total number of vibrations 2
beetles and 1 honeybee can produce each second.
S: (350 + 200 + 200 = 750.)
T: Use a tape diagram to compare how many
more vibrations a fly and honeybee combined
produce than a mosquito.
Allocated time: 10 mins.
6. Problem set: Students will work independently or
with partners to complete the Problem Set within
the allotted 10 minutes. Students should solve
these problems using the RDW approach used for
Application Problems.
Allocated time: 3 mins.
7. Exit ticket/Closure: The exit ticket will allow
review of their work and assist in assessing
students understanding of the concepts that were
presented in the lesson and planning more
effectively for future lessons. Students will reflect
on their understanding the next day when we
debrief prior to going into the new lesson.

Identify levels of cognitive demand that When it comes to the fluency practice: Reading line plots, and reading bar graphs;
activities place on students. students will be using analyzing, understanding, and applying levels of cognitive
Remembering demand to interpret graphs. During the Application Problem, students will be using
Understanding
Applying
the applying level of cognitive demand to use prior knowledge of word problems to
Analyzing solve the problem. During the Concept Development portion of the lesson,
Evaluating students will use all the levels of cognitive demand as I teach/model the lesson.
Creating (1e) Students will apply all the levels by following along and completing work as I teach.
During the Problem Set and Exit ticket, students will apply their understanding of
the concepts.

Identify how lesson allows for student Students will have the opportunity to work independently or with a partner during
choice. Problem Set time.
(1e)

Identify formative and summative


assessments (directly aligned with
The exit ticket at the end of the lesson. A review of their work will help with
learning outcomes).
(1f) assessing students understanding of the concepts that were presented in todays
lesson.

Identify opportunities for students to


design and use assessments to
The exit ticket at the end of the lesson. A review of their work will help with
measure their own learning.
(1f) assessing students understanding of the concepts that were presented in todays
lesson.

Lesson Reflection:
What worked during lesson (cite Will complete once lesson is taught.
examples)?
What did not work during lesson
(cite examples)?
What improvements will be made
when lesson is revisited?
How might you better meet the
needs of individuals and groups of
individuals?

(4a)