Math Lesson Plan- The Many Colors Project, Part 1

Unit 3, Module 4, Session 1

Teacher: Mrs. Lynn

Grade: 2
Content Area: Math

1. Content and Standards: CC.2.2.2.A.3 Work with equal groups of objects to gain
foundations for multiplication. CC.2.4.2.A.4 Represent and interpret data using line plots,
picture graphs, and bar graphs.
2. Prerequisites: Students must be able to count by ones and be able to sort colors.
3. Essential Questions: How can we use data to make a graph?
4. Materials and Equipment:
a. Cubes in six different colors
b. 13 small white buckets
c. Many Colors Record Sheet (Student Book, pg. 40)
d. Pencil
5. Instructional Objective: Students will be be able to predict the number of cubes in a
small bucket using estimation and will be able to count and sort the cubes according to
color and then divide and share equally with their partner. They will then be able to
record this information.
6. Instructional Procedures:
a. Gather the students on the carpet. Tell them that we will be using estimating,
counting, sorting, and dividing in preparation for making our own graphs in the
coming days.
i. Show students the small white bucket that contains an undetermined
amount of cubes.
ii. Let them know that there are different colors of cubes.
iii. Engage students by asking them to make predictions about how many
cubes may be in the bag and what colors they may see as well as how
many of each color may be in the bucket?
iv. Have students think-share-pair with a partner.
b. Next, have a copy of the Many Colors Record Sheet displayed on the
SmartBoard.
c. Let the students know that we will be counting the cubes and sorting them to see
how many we have altogether and then how many cubes of each color. We will
fill out the Many Colors Record Sheet to accurately keep track of our data or
information.
d. Before we begin counting the cubes to check our prediction, ask the students to
share some strategies they may use to find the total number of items in the bag.
e. Next, I’ll let the students know that I will be choosing some of them to help count
and sort our colors. I will let them know that I am choosing students who are
sitting quietly, listening, and following directions.
 f. Choose two students to come to the center of the circle and count the cubes in
the bucket. Write the total number on the Many Colors Record Sheet (MCRS)
displayed on the SmartBoard.
g. Next ask two more students to come to the center of the circle and separate the
cubes into groups of different colors. Record the information on the MCRS.
h. After that, choose two more students to come up and divide the number of cubes
equally. As the two students are dividing the cubes, have the rest of the class
think-pair-share with a partner to decide how many each student would get. After
the students divide the cubes, record the information on the MCRS.
i. After completing the Many Colors Record Sheet as a class, let the students know
they will now have a turn to do the same with a partner.
i. Send students back to their seats and ask them to take out their Student
Books and turn to page 40.
ii. Next, choose partners from our classroom sticks, making sure they are
paired heterogeneously.
iii. Give each pair of students a bucket of cubes.
iv. Have them find a place in the classroom to count and sort their cubes.
v. Have them record their data on their own Many Colors Record Sheet.
j. I will circulate around the classroom visiting each pair to make sure they
understand the directions and are filling in their worksheets correctly.
k. Once all of the groups have finished their data, ask them to put the cubes back in
the buckets and place them on the counter.
l. Ask them to return to their seats and we will share some of our information.
m. Let the students know that we will be using this information to create graphs over
the next two sessions. (Students have become familiar with graphs as we have
been introducing them daily in our Math Number Corner sessions.)

7. Assessment: I will be able to determine if students understood how to count their cubes,
sort the colors, and divide the number of cubes equally based on the information they
recorded on their Many Colors Record Sheet.
8. Differentiated Instruction: For students who may struggle with recording their
information, I will have them paired up with students who are stronger in this area. For
students who need more of a challenge or finish early, I would give them blank pieces of
paper and ask them to show me how they would begin to set up a graph with the
information they just collected.