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Danielson Domain 1

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

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

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?

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.

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.

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.

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.

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.

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)

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.

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)

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