COMPREHENSIVE LESSON PLAN TEMPLATE
Date Submitted:
June 1, 2014
Instructor Name: Sam Teacher
Class Location: ABC Learning Center
LESSON BASICS
Meaningful Topic:
Creating and interpreting
bar and picture graphs
Student Types/Group:
☒ABE ☒College Prep ☒ESL
☒SPOKES ☐Computer Lit
☐Other: Click here to enter text.
Standard(s):
M.3.MD.3 DRAW a scaled picture graph and a scaled bar
graph to represent a data set with several categories and
SOLVE one- and two-step “how many more and “how many
less” problems using information presented in scaled bar
graphs.
Length of Lesson:
60 minutes
Depth of Knowledge:
☒1. Recall and Reproduction
☒2. Skills and Concepts
☐3. Short-term Strategic
Thinking
☐4. Extended Thinking
7.RP ANALYZE proportional relationships and use them to
SOLVE real-world and mathematical problems.
Essential Question:
How can data be represented in graphic form and then extracted for use in solving
mathematical and real-world problems?
Objective(s):
1. Read and create bar and picture graphs from data tables.
2. Interpret information contained in bar and picture graphs and use it to solve oneand two-step “how many more and “how many less” problems.
3. Identify proportional relationships in information contained in bar and picture
graphs and solve mathematical and real-life problems using proportional
relationships.
Required Materials/Equipment/Technology/Community Resources:
Packaging from familiar foods (common snack foods, frozen meals, etc.) showing
nutritional labels/information; copies of these same nutritional labels for distribution to
class; nutritional labels for teacher use; graph paper, rulers, and colored pencils and/or
computers with access to graph-creating programs (Excel, for example); document
camera; computer with projector and screen or interactive white board; large poster-size
paper; sticky notes; colored markers.
Prior Knowledge/
Connections:
Students should have basic
math skills and understand
the concept of
percentages; understand
that there is a relationship
between nutrition and
health; know that nutritional
Required Vocabulary:
Percentage
Nutrition
Saturated fat
Unsaturated fat
Trans Fat
Sugar
Sodium
Instructional Methods:
☒Large Group
☐Small Group
☐Cooperative Learning
☐Project-based
☐Independent Study
☐Computer-assisted
☐One-on-One Tutorial
information for most foods
is readily available from
various sources.
OPTIONAL PRE-WORK:
Have students bring in
nutritional information from
their favorite foods.
Protein
Vitamins
☐Individualized
☐Guest Speaker
☐Field Trip
☐Other: Click here to enter
text.
ACTIVITY PLAN
1. Warm-up/Review/Connections:
Show a sample of food packaging including the nutritional label, using a different food
for each group (e.g., cheese popcorn, a fruit/nut snack mix, potato chips, etc.). Ask
students to determine whether the food is a healthy or unhealthy choice. Use
document camera to display each snack’s nutritional label as the food and discuss
answers with the class. Point out the serving size on the nutritional labels and ask
students whether they would typically eat more or less than one serving.
2. Introduction to Content/Explanation:
Explain that a food’s nutritional label is a table of data about that food, and that while a
table can be very informative, it is easier to “see” data and the relationship between
data when it is presented in a graph. Demonstrate this by showing examples where the
same data is presented in both tables and graphs (both picture and bar graphs,
horizontal and vertical orientations). Point out the differences and similarities between
the two types of graphs. Explain the elements common to all types of graphs (title,
axes, scale, labels, key). Tell students that they are going to learn to create their own
graphs based on tables of data.
3. Presentation/Model the Learning Process:
While students watch, quickly construct a simple picture graph and a simple bar graph
based on information from a nutritional label; use document camera to project image if
drawing on graph paper. Point out key elements of the graph, especially the scale.
Explain how scale was determined.
4. Scaffolded/Guided Concrete Practice:
Hang a large sheet of poster paper at front of room, with x- and y-axes already in place.
Show several nutritional labels to the class under the document camera. Create a graph
comparing the fat content per serving for each snack food. Distribute one and two-step
problems based on the graph. Give students a chance to answer the questions on
paper and then go over the answers. Ask students if they can determine the amount of
fat by weight for their snack food (fat per gram as opposed to fat per serving size).
Demonstrate how to calculate this if necessary. How would the graph be revised using
this new information? Discuss conclusions: Which food have the highest amount of fat
per serving? If all serving sizes were the same, how would that change your answer?
5. Communicative Concrete Practice and Grouping Strategies:
Students discuss answers to the questions that teacher poses in large group format.
Students create a graph as a class.
Grouping Strategies
Intervention: Use collaborative teaching, pairing students who need additional help
with more advanced students. Have these students work as partners in completing the
assignment and solving the problems posed by each group.
Enrichment: Students with higher level skills should recalculate one or more items
from the nutritional labels using a standard serving size (e.g., calories per 30 g. for
nuts, potato chips, etc.) and graph this data.
6. Independent Concrete Practice/Application:
Each student creates a graph independently, then asks and answers one- and twostep questions (at least one of each) about their graph (a new set of nutritional labels
may be used for this step).
Intervention strategies: Most students will create bar graphs comparing several
nutrients among several snack foods; lower level students may create simple picture
graphs or bar graphs comparing only one nutrient among several different foods.
7. Assessment:
 Does the student-created graph contain all essential elements (title, labels, etc.)?
 Can the student verbally explain what the graph is about?
 Is the graph in scale, and is the scale used appropriate to the data presented?
 Is the data from the table accurately represented in the graph?
 Are the mathematical questions posed by the student appropriate to the graph,
and to the student’s ability? Did the student answer the questions correctly?
 Can the student answer one- and two-step mathematical questions posed by the
instructor or other students?
8. Wrap-up/Concluding Activity:
Have all students stand so that they are facing one another, either in a circle or two
rows (instructor stands in group also). Instructor tosses a small, soft ball to one
student, who then has to say one thing he or she learned about nutrition, graphing, or
proportion, either from another individual student from the graph created by a group
other than their own. Once they have done that, they toss the ball to another student
who does the same thing. This is repeated until everyone has had a turn. (A large class
might be divided into two or more groups for this activity.)
9. Instructor Reflection:
What went well?
What did not go as planned?
What should change?
What should be addressed in future lessons?