Best Lesson  Draw and Use Bar Graphs and Picture Graphs
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Description
My Best Lesson
Elilynn Haupu
EDEE 492
Dr. James
21 April 2019
As I prepared to plan these lessons for my students, I mainly thought about how will I
accomplish my lesson by accommodating each type of learner. I pondered on ways to make sure
I have some type of visual, a handson activity, and speak for a limited amount time. That’s
when I turned to my other 2 ^{n}^{d} grade teacher to receive some advice and guidance. She is a first
year teacher and has provided a lot of advice to me to help me prepare for what is to come in
your first year of teaching. Typically, she uses the smartboard to show the math slides and math
pages to review with students so it reminded me how my mentor teacher uses the smartboard as
well. I didn’t want to break the flow with my students so I mirrored both my mentor teacher and
fellow 2 ^{n}^{d} grade teacher by using the smartboard to project on the screen the math slides and
pages we would go over. As for handson activities, this is where I had to get creative. It’s about
knowing what my students’ interest are, do they work better in groups or individually, and much
more. Although I’ve had a reasonable amount of time where I was able to recognize what my
students’ interest are in activities. My students usually work better with a partner and my mentor
teacher just incorporated using math buddies into her lessons recently. The students are partnered
up with someone that is not at the same math level as them (high, medium, or low). There is
either a low and high, low and medium, or medium and high partners. Within these partners the
students can collaborate with each other and the higherlevel students can help the lower level
Best Lesson  Draw and Use Bar Graphs and Picture Graphs
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students who are struggling with the math concept along with providing positive support. I also
learned that the students overall enjoy any type of activity that involves them touching or moving
around. As for my talking time, my mentor teacher suggested to me that I should write the times
down in my lesson along with setting a timer on my Apple Watch so I know that it’s time to
transition into the next part along with not talking longer than I should before I lose my students.
The last tip my fellow 2 ^{n}^{d} grade shared with me is using positive reinforcement. I know I can
forget to use this at times but my fellow 2 ^{n}^{d} grade teacher reminded me that these students need
it. If I have to just leave notes in my lesson plan to praise those students that are on task or being
a good example. It also helps keep the students that are distracted back on task so they can be
praised as well.
Analysis
For this week’s lessons, I taught the students about the concept of how to draw and use
bar graphs and picture graphs. In these two specific lessons, I mainly focused on letting the
students gather their own data by doing a classroom vote on a specific topic, go over what a tally
chart is, and review how to collect data from either a bar graph or picture graph. I gave the
students an opportunity to walk around and ask their classmates about which subject is the best
in school for them. After about 5 minutes I would go over with the students votes so we have an
accurate chart as a group. Then on a separate worksheet I have the students use the data they
collected from their classmates and now create a tally chart, table, bar graph, and picture graph.
Having the students creating their own graphs helps me gain a sense where the students are at.
Are they able to create a bar graph and picture graph with the appropriate labels? Can they only
do a tally chart? These types of questions would pop into my head while I would walk around the
classroom to observe the students creating their graphs.
Best Lesson  Draw and Use Bar Graphs and Picture Graphs
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Reflection
I overall did feel confident about these two lessons because this unit mainly focused on
how to draw different graphs and majority of the students enjoyed learning how to draw their
own graphs and most of them knew what these graphs were. It was only difficult for some of the
students to remember that they need to label the bar graph and where to write the numbers or
subjects on their graph. Some improvements that could have been made to this lesson was
dedicating more time in my video for the individual groups. I spent roughly 10 minutes with
each group when I usually spend about 15  20 minutes with each group on the assigned pages. I
also had my back face to the rest of the class when I was teaching the lesson so for my classroom
management skills some of the students took advantage of that and I had to sometimes leave my
current group to remind the other students to stop talking or get back on task.
Video Clip/Summary
Link to recorded lesson: https://www.youtube.com/watch?v=JuC9cIjFm1k
In this video, I briefly reviewed the math content with the students before breaking them
up into 3 groups. The students are grouped based on their math levels (high, medium, low). The
students rotate to 3 stations during this lesson: iReady, Independent, and Teacher. The students
will have about 10 minutes at each station. If the students are at iReady, they will do an iReady
math lesson on their laptop. If they are at the independent station, the students will work
independently at their desks on the assigned pages. If they are the teacher station, they are
working with the teacher on their assigned math pages.
Lesson Plans
Lesson #1 (NOT RECORDED LESSON) Elilynn Haupu 2nd Grade Ka’elepulu Elementary School
Best Lesson  Draw and Use Bar Graphs and Picture Graphs
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April 10th, 2019 8:10  9:15
Content: Math Topic: Draw and Use Bar Graphs and Picture Graphs
Learning Target:
• I am learning how to interpret data and draw conclusions based on the data given
• I am learning how to collect and organize data on different graphs Success Criteria:
• I will use CUBES to find the data needed for my graph
• I will collect data to display on the bar and picture graph
• I will draw my data on a bar and picture graph
Materials:
• Pencil
• Math 3 & 8 Book
Procedures:
1. Transition: 8:10  8:15
a. Have students sit on the floor next to math buddy in a circle
b. Bring materials to the floor: pencil, math 3 & 8 book
c. Go over homework from Tuesday night
2. Introduction: 8:15  8:30
a. Have students talk with their math buddy and discuss what they think a tally chart and table is.
b. Have students share their answers and discuss with students when they may have used tally chart or table: Have you played a game with someone involving points? Did you use tallies to keep track of your points or another way? When have you seen a table before? What did you use it for?
3. Activity: 8:30  8:50
a. Have students go around the classroom with their tally and table chart to ask their classmates what they think is the best subject in school from the following choices: Math, Reading, Art, P.E
b. Students will fill out tally chart and table chart with the data they collected. Must use tally marks for tally chart but table they may use either tally marks or write the total number of students who voted for the certain amusement park.
c. After students collect data, they will create their own bar graph and and picture
graph from the data they collected.
d. Go over data with students to make sure they are accurate. Have students come up and draw each type of graph (tally, table, bar, and picture)
4. Math 3 & 8: 8:50  9:10
a. Have students work independently on the floor on pages 212  213.
b. Read questions to students and have them work on problems independently or with their math buddy.
c. If students finish early, have them do the following:
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i. Tear out math practice pages 237  238 for homework
ii. Grab materials for writing and leave on desk: pencil and writing notebook
iii. Read quietly
Lesson #2 (RECORDED LESSON) Elilynn Haupu 2nd Grade Ka’elepulu Elementary School April 11th, 2019 10  10:50 Content: Math Topic: Draw and Use Bar Graphs and Picture Graphs
Learning Target:
• I am learning how to interpret data and draw conclusions based on the data given
• I am learning how to collect and organize data on different graphs Success Criteria:
• I will use CUBES to find the data needed for my graph
• I will collect data to display on the bar and picture graph
• I will draw my data on a bar and picture graph with the parts needed
o 
Label and title for bar graph 
o 
Key and title for picture graph 
Materials:
• Pencil
• Math 3 & 8 Book
Procedures:
1. Review: 10:00  10:10
a. Have students sit on floor
b. Review with students what types of graphs we have learning about and what is the similarities/differences between each graph: Line plot, Bar Graph, Picture Graph, Tally Chart, Table
c. Students will discuss with their math buddy first before sharing out the similarities and differences
2. Group Rotations: 10:10  10:50
a. Students will be split into 3 groups to do math rotations.
b. Students will be at one of the following stations to start with: Teacher,
Independent, or iReady
c. Students will rotate to each station about every 10  12 minutes
d. Independent group will do the following:
i. Math Practice p. 214  215
ii. Math worksheet
iii. iReady
e. Students in Teacher group will work with teacher on assigned math pages
1
2
3
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10:10  10:23 (Time when they meet with teacher) 
10:23  10:36 (Time when they meet with teacher) 
10:36  10:49 (Time when they meet with teacher) 

Milana 
Solana 
Kimball 

Thea 
Aeros 
Luke 

Lucy 
Tema 
Brandon 

Carter 
Nina 
Fara 

La’ahia 
Dominic 
Elias 

Rosie 
Kingston 
Hunter 

Kylee 
Kamaile 
Kyan 

Jude 

Teacher 
iReady 
Independent 

1 
2 
3 

2 
3 
1 

3 
1 
2 
Lesson Focus for 2 students
Student 1  M.S
Background:
M.S is a firstyear student at Ka’elepulu. She was previously being home schooled by one of her parents. She is an ELL student, her primary language at home is Russian. She is considered one of our lowest students. Throughout each day, she is pulled by another teacher for about 15 minutes to receive extra help. She is also pulled out by another RTI teacher who comes in once a week to pull her and another student for about 30 minutes working on their current work. I selected M.S as one of my focus students because she has the capability to exceed in math, but she has only been strong with one type of math strategy to help her solve problems and she also struggles with reading due to the language barrier. Strengths:
• Memorized algorithm strategy
• Is able to solve most problems within algorithm strategy or do mental math
• Works best having both a visual and listening to the speaker
• Does her best to sound out words
• Works hard and stays on task Weaknesses
• Not able to read question without help, will sound out but still struggles
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• Needs someone to read every question to her, will wait for someone to come help read her the problem
• Will only use algorithm strategy to solve problems unless told to try other strategies but will struggle how to use other strategies Differentiation:
• I have her sit with some other students on one table where I will read the questions to the students listed on their pages and clarify what they need to do in the problem.
• Partners with her math buddy so they are able to work together and help each other.
• Have math slides projected on smartboard for her to see and follow along
Student 2: C.W
Background:
C.W recently transferred at the beginning of 3 ^{r}^{d} quarter from New Zealand. He hasn’t been in school since last year in May where he was attending a special needs school in the mainland. He hasn’t been in school for a while so he is getting used to having rules, procedures, and being assigned to do work again. I specifically chose C.W as one of my focus students because he tends to have negative attitude naturally. He will think negatively about everything: school, people, etc. He has the capability of doing his work and knows some of the strategies that we use, but it’s the matter of motivating him to stay positive and do his work.
Strengths:
• Knows a couple of the strategies that we have been using
Weaknesses:
• Has a very negative attitude towards everything
• Needs someone constantly working with him or else he will get off task and begin to do what he wants to do that is not work related
• Won’t use the strategies we use even though he knows how to use them, will continue to do mental math, not show his work, and most times get the answer wrong but strongly believe his answer is correct Differentiation:
• I have him sit on a table with other students where they may need help reading the problems but for his sake is to make sure he is still on task and doing his work.
• He is a handson learner so I incorporate activities that involves the students to either move around or use tiles to measure their objects
• He has his folder placed in front of him on his desk to remind him about positive attitude
Data Set
Assessment Tool
The assessment tool used to measure the students learning for this unit was provided by Ready Math. Ready Math provides weekly checkups after each unit lesson. This week we focused on drawing and using bar graphs and picture graphs. There were a total of three questions.
Assessment Grading Criteria
Best Lesson  Draw and Use Bar Graphs and Picture Graphs
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The first question was worth one point, the second question was worth three points, and the last question was worth four points. The max amount of points the students could have received was eight points. The grading scaled listed below will shows how the grading break down on how students were given their appropriate scores.
ME 
7  8 points 

MP 
6 
points 
DP 
5 
points 
4 
or less 

WB 
points 
Data Set
Assessment Data
Students Present
18
Whole Class Data
ME (7 8) Scores
MP (6) Scores
DP (5) Scores
WB (4<) Scores
14  77%
3  16%
0  0%
1  0.05%
Best Lesson  Draw and Use Bar Graphs and Picture Graphs
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Student Work Samples
High Level
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Best Lesson  Draw and Use Bar Graphs and Picture Graphs
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Medium Level
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Low Level
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Student Work Assessment
High Part 1
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High Part 2
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Medium Part 1
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Medium Part 2
Best Lesson  Draw and Use Bar Graphs and Picture Graphs
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Low Part 1
Best Lesson  Draw and Use Bar Graphs and Picture Graphs
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Low Part 2
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