Lesson Plan: 2
Teacher(s): L. Creasy
Subject: Math
Unit: Graphing
Grade band(s): K-2
Number of students:
Setting:
Lesson Objective(s):
Objective 1: Given objects to graph, students will create a graph and answer questions about the
data.
Objective 2: Student will be able to identify and sort shapes according to their attributes.
Connections to the GBEs:
Standard(s):
MD 2.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with
up to four categories. Solve simple put-together, take-apart, and compare problems using
information presented in a bar graph.
Essence: Represent data on a graph
E1: Given data, create a bar or picture graph and answer questions about the data.
E2: Given data, create a bar or picture graph.
E3: Given a picture or bar graph, answer literal questions about the data.
G 2.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a
given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Essence: Identify shapes
E1: Name shapes.
E2: Sort shapes.
E3: Match shapes.
CC K.4 Understand the relationship between numbers and quantities; connect counting to
cardinality.
Essence: One-to-one correspondence and concept of one more
E1: Using one-to-one correspondence, count a given number of objects and identify the next number
within the range of 1-20.
E2: Given a number of objects, identify the number that corresponds to that quantity within the
range of 1-20.
E3: Count with one-to-one correspondence within the range of 1-20.
CC K.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number
from 1-20, count out that many objects.
Essence: Count to answer “how many?”
E1: Given a specified number from 1-10, count the correct number of objects.
Lesson Plan: 2
E2: Given a rectangular array or line containing up to 10 objects, count the total number of objects.
E3: Given a line of up to five objects, count the total number of objects.
CC K.6 Identify whether the number of objects in one group is greater than, less than, or equal to
the number of objects in another group, e.g., by using matching
and counting strategies.
Essence: Compare groups of objects
E1: Given two groups of objects, identify which group is greater (exclude equal sets).
E2: Given two groups of objects, identify whether the groups are equal to each other.
E3: Given two groups of objects arranged in a line side by side, identify whether the groups are equal
to each other.
Moderate support
Most support
Least support
Given data, students will create
a graph and answer questions
about the data.
Given data, students will create Given a graph, students will be
a graph.
able to answer literal questions
about the data.
Given a shape, student will
name/identify the shape and 1
characteristic.
Given 4 shapes, student will
sort according to number of
sides.
Student will be able to match
shapes when given a model.
Using 1:1 correspondence,
students will count a given
number of objects and identify
the next number within the
range of 1-20.
Given a number of objects,
students will identify the
number that corresponds to
that quantity within the range
of 1-20.
Count with 1:1 correspondence
within the range of 1-20.
Given a specified number on a
graph from 1-10, students will
count the correct number of
objects in each bracket.
When looking at the objects in
a graph bracket or line
containing up to 10 objects,
student will count the total
number of objects.
Given a line of up to five objects,
count the total number of
objects.
Given two groups of objects, Given two groups of objects,
identify which group is most identify whether the groups
and least.
are equal to each other.
Materials:
Data sheets
Reinforcers
Geometry is Everywhere Smart Board Doc
Given two groups of objects
arranged in a line side by side,
identify whether the groups are
equal to each other or not.
Lesson Plan: 2
Painters tape
Shape headings
Classroom objects of different shapes (triangular, circular, square, rectangular)
Activities:
1. Teacher facilitation: Provide students with
characteristics of shapes (circle, square, triangle and
rectangle). Use the Geometry is Everywhere Smart
Board Doc to highlight the characteristics of each.
2. Student application 1: Introduce objects. Students
will work together to sort accordingly through objects
to determine what shape they are most like. Use
painters tape to create a graph on the floor. Use
headings provided in the kit to help create the graph.
Example of floor graph:
3. Teacher Facilitation: share/report results and
graphing exercise.
4. Questioning: Ask students least/less,
most/more and same questions based on
graphed results.
Questioning Examples:
1. Were most shapes round or did they have
four sides?
2. How many shapes had three sides?
3. Were there more shapes with 3 sides
then round?
4. Which shape had the least number of
objects?
Warm-up:
Tell students that all things found in the classroom and outside resemble shapes. Show them a few
examples of items that are most like a circle, square, rectangle and triangle. For example: a cone for
a triangle, a box of Kleenex for a rectangle, a Frisbee for a circle and a book for a square.
Key Vocabulary:
least/less
most/more
Same/equal
all together
“how many”
Lesson Plan: 2
Barriers:
Non-verbal communication
Print
Universal Design for Learning (UDL) brainstorm:
Representation
How will instructional content
and materials be presented to
the students (the “what” of
learning)?
Materials will be presented
visually and verbally.
Actions/ Expression
How are the students able to
interact with the materials and
demonstrate knowledge (the
“how” of learning)?
Verbally, with eye gaze,
pointing, with communication
device, hands-on
Engagement
What interests and engages
students in the learning process
(the “why” of learning)?
Students are learning in multiple
modes which in return help
keep them interested.
Teaching Strategies:
Modeling
Interactive learning
Graduated guidance
Hands-on
Think aloud
Demonstration
Assessments:
Response mode:
Completion of a graph
Verbal
Participation in “What Shape Am I” PowerPoint
Touch
Eye gaze
Possible accommodations to use with this lesson:
Picture representation
Tangible items/tactile
Closing Activity:
Teacher will discuss results from graph created from shapes and will review vocabulary words.
Students will share 1 thing that they learned from the lesson.