Educational Psychology 2-1
William A. McNeil
Fundamentals of Teaching - EED 500 – Ticket# 14508
Professor Desrochers
November 23, 2004
Final Lesson Plan (2)
Grade Level: Third Grade
Content Area: Mathematics
California Academic Standard :
Mathematical Reasoning
2.0
Students use strategies, skills, and concepts in finding solutions
2.3
Use a variety of methods, such as words, numbers, symbols, charts, graphs,
tables, diagrams and models to explain mathematical reasoning.
Student Learning Objective: The learner will construct a bar graph and use it to solve problems
Materials List:
Teacher’s List
1. Overheads - Students Transportation tally sheet, Student Transportation graph
without labels, Students Transportation graph with labels and skip counting, Tree
Harvest statistical bar graph download from the Internet and a sample graph for
the guided practice.
2. Graph paper, Problem solving sheets for guided practice and independent practice
3. Stop watch, note pad, pen, spinner
Student’s List
1. Paper, pencil, straight edge, colored pencils, marking pen, graph paper
2. Handout with samples of Student Transportation tally sheet, Student
Transportation graph without labels, and graph paper.
3. Tree Harvest statistical bar graph download from the Internet
4. Problem Solving Sheets
Lesson Design Elements:
1. Anticipatory Set –
a. Transition – Give me 5
b. Before we get started on today’s math lesson, let’s get into our groups for
some Roundtable speed drills. Remember, we start with one person
having a paper and pencil then we pass it around to put down the next
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answer. Let’s start by counting to 100 by 2s. I’ll use a stopwatch and mark
down the time when you’re done. Now by 3s, 4s, then 5s. …5s were
easiest weren’t they?
c. Last week we learned how to use tally sheets and turn them into
pictographs. Remember the fun we had making the one with the cars and
buses. Some required us to only draw ½ of a bus or ½ of a smiley face.
2. Objective
Well, today we are going to start making what we call bar graphs with scales. Not
the fish kind, but a way to make reading the graph much easier and more practical
than the pictograph.
Purpose
Once you are able to “master” the simple bar graph, we are going to be able to use
them to solve problems and interpret or understand data, much like we did with
the pictograph. Whenever you use the Internet or encyclopedias for any of your
research projects, you may find a lot of data that is in the form of a bar graph, so
you will need to know how to read and interpret them.
3. Input –
a. Let’s start by looking at the tally sheet we made for our transportation
survey with Mrs. Baxter’s class on page (1). What if we changed each
tally mark from a symbol like a bike or car, to a box or square on this
special graph paper, and made a new pictograph like on page (2).
(Modeling). However, notice the boxes are right next to each other in a
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row. With all the squares colored in, it’s like a bar going across the page.
That’s why it’s called a bar graph.
b. However there are some things missing. I‘d like you to discuss it in your
group, like a Numbered Heads Together discussion with person #1, #2,
#3 & #4 sharing and then coming up with a group decision. Then I’ll use
the spinner to call off the number of the person from the group who needs
to give me an answer. (Check for Understanding Review)
c. (Spinner) Group A- # 2? Group B- #4? Group C- #3? (Etc)
d. You really are doing a great job on this, almost all of you got it right, just
like the pictograph, labels need to be added. Please add the title of the
graph on top, “How we get to school” what’s being sorted on the left, “
transportation” and what’s counted on the bottom.” Number of students”
e. What if we had 30 cars instead of 20? What would happen to our graph?
(Show of hands – it would get too big for the sheet!) So let’s see how we
can reduce it?
f. See the line I have drawn on the board? The starting spot ticked at zero
and the end ticked at 20. Antonio, please come up and show me where the
2 would go by writing it down, along with the tick mark for counting by
2s. Good job Antonio! Belinda, please come up and do the same for where
the 4 would go. That’s great Belinda The rest is easy when we can count
by two’s isn’t it class. (choral response)
g. Again, just like our pictographs, we would have to reduce the size by skip
counting, like we did in our speed drill. However, in a bar graph we don’t
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need a key. Instead, we will put a scale, something like a ruler, along the
bottom with only a tick mark for the missing #s.
4. Modeling - Throughout the lesson model the different tally sheets and sample bar
graphs on the overhead.
5. Check for Understanding
a. If we were to use this line for the bottom axis, or items counted in our
graph, where would the bar stop for the bus amount bar, Deeana? (6) How
about the bike bar, Evangeline? (3) Correct! You’re really catching on
quickly class! If we look at our rulers and remember our fractions, the 3 is
halfway in between the 2 and 4.
b. Here is some graph paper, so that you can make up a new graph
that represents the same information as before except the bottom
line or __________ what class? (Choral response) scale will be
skip counted. You will shade each box so that 1 box represents 2
people and only shade in ½ a box for 1 person by dividing the box
horizontally like this (model on board). Remember you need to
always start the scale at ____________ what class? (Choral
response) 0 on the bottom and go across to the right. Don’t forget
to put the labels on it. (Review their work at their desks). You’re
doing great class I’m really proud of you for paying attention and
doing such a great job today.
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6. Guided Practice
1. Let’s use this tally chart for items sold
this with your group members to make
on Treasure Island last month, to make a
sure you’re doing it correctly.
bar a new bar graph. You can discuss
I will monitor and give feedback.
2. How many pencils were sold? 22
3. Were many pens were sold? 15
4. Were more pencils or pens sold? Pencil’s 22 > 8
5. How many more markers were sold than folders? 8 – 7 = 1; 1 more marker
6. How many more pens were sold than markers? 15 – 8 = 7; 7 more pens
7. How many items were sold in all? 7 + 22 + 15 + 8 = 52 in all
7. Independent Practice (homework if not finished in class)
Remember the fun we had making tally sheets for determining when all the birthdays were for all
the c-pod 3rd grade classes. Below, I’ve listed a summary of what we found out.
1. Please make a bar graph with proper labels: Student Birthdays, Seasons, and Number of
Students. You won’t need to skip count on this one. Also, don’t forget to combine all the
classes before proceeding.
a. Mrs. Baxter’s Class
i. Fall
ii. Winter
iii. Spring
iv. Summer
b. Ms. Smith’s Class
i. Fall
ii. Winter
4
3
5
4
3
3
iii. Spring
iv. Summer
c. Mr. Bill’s Class
i. Fall
ii. Winter
iii. Spring
iv. Summer
8
6
6
4
3
7
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2. Please write five sentences for questions (include a separate answer sheet) that you could
get from this bar graph. You will have the other members of your group solve them
during our next math lesson.
Special note: Here is a sample of a bar graph taken off the Internet
1) Accommodations that I will make in my lesson for learners with special needs have
already been planned for when I formed cooperative learning groups near the beginning
of the year.
a. When I made up the teams, I need to make sure they are evenly balanced,
especially with all the special needs students such as English Language Learners.
If the same teams lose all the time, it is no longer fun.
b. I made sure that the special education needs student and English language learners
were close and are also next to a potential “buddy” who could help augment or
clarify my instructions if need be. I put together cooperative learning groups with
the right mix of students to promote mutual assistance among the members
2) Specific accommodations in this lesson:
a.
I made sure I took advantage of group strategies and because I have already
assigned each student to a specific team, it will be easier to implement. When it’s
time to form the groups for tasks such as those in this lesson, Round Robin and
Numbered Heads Together, they will be working together for a common goal,
they will retain more information, have fun while doing it, and get to know and
understand each other better.
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b. With my students with exceptionalities, I will let them know that they can finish
the independent practice at home because it will lower their level of concern or
worry about finishing on time, and therefore they will feel more like staying on
task when the pressure of completing is lowered.
c. Another challenge I was aware of is the fact that many students with learning
disabilities often become frustrated and vent that frustration with misbehavior.
Therefore, I have used a rapid pace of instruction in my lesson plan to help
prevent this type of problem. There are a number of items to go over, but with a
positive attitude, I will instill in them to go a step beyond their comfort zone to
reach their “cutting edge” of new ideas.
d. I praised each group for their input and for paying attention because according to
Wong (1998), the cooperative learning groups encourage all students regardless
of their ability, disability or ethnic background to work at peak performance. The
key is to help the students believe that they are in it together and really care if the
other succeeds (p 251 & 256).
e. Another reason for cooperative learning in my lesson was because according to
Slavin (2003), a critical goal of multicultural education is to help build positive
relationships and proper attitudes among students of divergent backgrounds, and
in his comments concerning Boykin (1994), that there is evidence that members
of certain ethnic groups learn better when using cooperative methods.