Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Lauren Rhoda

Grade Level: 4th Grade
School: Harvey Dunn Elementary School
Date:
Time:

Reflection from prior lesson:

Unit 1: Factors, Multiples, Composite, Prime

Lesson Goal(s) / Standards:

 CCSS.MATH.CONTENT.4.NBT.B.4- Fluently add and subtract multi-digit

whole numbers using the standard algorithm.
 CCSS.MATH.CONTENT.4.MD.B.4- Make a line plot to display a data set
of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems
involving addition and subtraction of fractions by using information
presented in line plots.
 CCSS.MATH.CONTENT.4.OA.B.4- Find all factor pairs for a whole
number in the range 1-100. Recognize that a whole number is a multiple
of each of its factors. Determine whether a given whole number in the
range 1-100 is a multiple of a given one-digit number. Determine whether
a given whole number in the range 1-100 is prime or composite.
 CCSS.MATH.PRACTICE.MP4 Model with mathematics.
 CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.

Lesson Objectives:
 During the lesson, students will organize ordered and numerical data to
describe a data set using the “How Many Raisins in a Box” activity 100%
completion.
 During the lesson, students will identify 1-2 things they notice about their
data using their math notebooks with 100% completion.
 Following the lesson, students will describe the shape of a data and what
is typical about the set by having a class discussion with 100%
participation.

Materials Needed:
 Box of raisins
 Writing utensil
 Math Notebook
 Student Activity Book page 51
Contextual Factors/ Learner Characteristics:
The students in this classroom are very hard workers and enjoy collaborating
with one another. Their desks are in pods of four-six students where they work in
pods, pairs, or individually depending on the task. There are 27 students in this
class with a ratio of 12 boys and 15 girls. There is one student who is being
served under an IEP (Individual Evaluation Plan) for work completion and two
students with a BIP (Behavior Intervention Plan). The students need subtle
redirection occasionally but are usually great independent workers. The students
are always willing to help their classmates and they have a great rapport with
their classmates and teachers.

A. The Lesson
1. Introduction: (5 Minutes)
 “You’re going to need you math notebooks and a pencil.”
 I will start the lesson by introducing the new unit on gathering and
measuring data. “Today we are going to start our new unit on gathering
and measuring data, in your pod groups, take 1 minute to think of a way
you might use data.
 I will then introduce the vocabulary that we will be using during this lesson;
data, bar graph, and line graph as it is used throughout the lesson.
 “In this unit we will be collecting, representing, and describing data.
People collect data to gather information they want to know about the
world around them.”

2. Content Delivery: (8 Minutes)

 I will give the students an example of the use of data at school; a principal
found that students were getting injured on a particular piece of
playground equipment. After examining data about the injuries, the
principal noticed mostly younger students were getting injured. She
concluded younger students did not have big enough hands to grasp the
bars securely, as a result, only students grade 4 and above were allowed
on the equipment.
 “Can you think of any other ways people might use data?”
 Have two or three students share examples.

Activity: (30 Minutes)

 “Just like mathematicians and scientists who use data, we can collect data
to find out information about ourselves or the world around us. Today, we
are going to start by collecting data about something familiar--a box of
raisins.”
 I will then give each student a box of raisins. They will open their boxes
and predict how many raisins might be in their box. Ask them to count the
raisins.
 I will have the students report their data as they finish counting where I will
display the numbers in a list.
 “What do you notice about the data we collected about the number of
raisins in a box?”
 “We can notice some things about these data by looking at this list, but we
could probably notice more if we organize the data better. What could we
 do to organize the data so that you can say more about how many raisins
are in a box?”
 I will take a few suggests from the students.
 The students will then work in pairs where they will organize the data.
There will be an emphasis on a quick way to represent the data using a
rough sketch, list, or simple graph (bar or line).
 Each pair will write one or two important things they can say about the
data.
 I will then bring the class together to ask what each representation helps
students notice about the data.
 “”Before, we had the number of raisins in your boxes listed in the order
you reported them. What did Student A and Student B do in their
representation that helps us describe the whole set of data? What did
Student C and Student D do?”
 Review the line plot as a useful way of organizing data. If some students
used a line plot, refer to their work as you organize the raisin data on a
line plot.
 Have students report data to help draw the line plot.
 “In your work in this lesson, you will be representing data so that you can
better describe what the data shows. A line graph is one kind of
representation that is useful. You will find other ways of presenting data
during this unit that work well, too. As we talk about what you noticed
about the raisin data, keep thinking about how your own representation
and your classmates’ representations help you see the data more clearly.”

3. Closure: (7 Minutes)
 I will ask the students to share the statement they wrote about the data.
 After a few students have stared what they noticed, focus the students on
the overall shape of the data by asking these questions;
o “What is the highest number of raisins in a box? What is the lowest
number? So, the number of raisins in a box ranges from (33) to
(43). “
o Are the data showing the number of raisins in a box spread out or
close together?”
o “Where is there a great deal of data?”
 I will end the discussion by focusing on summarizing what the data shows.
“About how many raisins are in a half-ounce box?” “What would you say?”
“Why?”
 Students will then put their math notebooks away and get ready for the
next lesson.

B. Assessments Used
 Completion of the “How Many Raisins in a Box” activity will the
assessment of this lesson. Students will also have a daily practice sheet of
page 51 in their Student Activity Book to complete as homework.
C. Differentiated Instruction
 For those students who need intervention, I will work one-on-one with
them to help them describe and read the data. For those students who
need extension, I will have them describe other sets of data represented in
a line plot after we complete the “Raisins in a Box” activity. Those students
on IEPs are provided instruction throughout the lesson depending on the
needs and IEP goals of each student.

D. Resources
 Pearson Investigations 3: Grade 4 Unit 2