Graphing Lesson SSN

Lesson Preparation
Teacher Candidate: Kaci Philpot

Title of Lesson: Graphing Preferred Recipes
Grade Level: 3
rd
, 4
th
, 5
th
, 6
th

Subject Area: Math

1. Lesson Topic (What is the big idea?):
Bar graphs can be used to display data visually.

2. What standard(s) will it address?
3. Grade Content Area Standard Concepts and Skills EEO or Evidence
outcome
3
rd
Mathematics 3. Data Analysis,
Statistics, and
Probability

Visual displays can
be used to describe
data.
N/A
4
th
Statistics, and
Probability

Visual displays can
be used to describe
data.
N/A
5
th
Statistics, and
Probability

Visual displays can
be used to
interpret data.

6
th
Statistics, and
Probability

Visual displays and
summary statistics
of one-variable
data condense the
information in data
sets into usable
knowledge

4. What IEP goal(s) will it address?
N/A

5. Main Objective of Instruction (What do you want the student(s) to learn?):
The students will be able to create a bar graph from a given set of data with appropriate
supports and provide one reasonable interpretation of the graph verbally.

6. Supporting Objectives:
Students will be able to use the Y coordinate on the graph to guide graphing.

7. Specific Strategies (conspicuous) to be taught/modeled:
-Using the Y coordinate and grid lines for precise graphing.
-Representing data graphically can guide interpretations of the graph.

8. Planning for individual differences (mediated scaffolding): What are the
accommodations/modifications you need to prepare?
-Some students may not be able draw straight lines without hand-over-hand.
-Students may have difficulty coming up with reasonable interpretations so they might need
sentence starters or verbal prompting to help guide their thinking.
-One student may fall asleep or pretend to fall asleep during the lesson so she will need many
opportunities for engagement to ensure she stays awake.
-Two students are considered non-verbal and will need to be given two options for responses
during group.
-Provide frequent breaks.

9. What background knowledge do the students have? How will you assess students learning
pre, during and post? (please paste your pre and post assessment here)
Background Knowledge: The students should have seen graphs throughout their schooling and
may have some experience with reading graphs.
-Pre assessment: Informal questioning to assess current knowledge of bar graphs and the term
data.
-During learning: Students will be asked to give the value of the data and then graph with
support from other students and guidance from the teacher.
-Post: Students will use a different set of data to graph on smaller graph paper with only motor
support.

10. What management/grouping issues do you need to consider?
-Students are all on different levels and have very different skills so there may be students who
can immediately answer the questions. I will need to decipher those situations and make sure
that other students have sufficient time to process and answer the question in their mind before
calling on students who already know the answer.
-Students may shut down if the concept is too hard for them.
-Certain students have to sit in certain spots and certain chairs to prevent distraction.
-If the boys sit together they might get off task more easily.
-A student may pretend to fall asleep and will need frequent redirection.

11. Materials and Resources:
-Data set on chart paper.
-Markers
-Set up graph on chart paper with grid lines.
-Pointers

12. How/where will students be able to integrate (generalize) this learning?
Students will be required to read graphs of all types in the general education math and science
curriculum as well as on the state standardized tests.

13. How will you evaluate student learning from this lesson and build review into ongoing
instruction (judicious review)?
Whenever new recipes are needed for cooking classes, students will repeat this process to
determine the order of when the recipes will be taught at Thursday cooking class.

Lesson Title: Graphing Preferred Recipes
Main Objective of this lesson: The students will be able to create a bar graph
from a given set of data with appropriate supports and provide one
reasonable interpretation of the graph verbally.

(CONTENT-PROCESS)

I . Opening: (SET How will you get the student(s) attention?) Relate lesson to prior
learning. Communicate the objective of the lesson.
The objective of the lesson will be communicated in student language and written on the
board. I will ask students what they know about bar graphs and data. After students have
shared their previous knowledge, I will go over the two key vocabulary words: data, and
bar graph.

I I . Procedure: (Is this an informal presentation, direct instruction, or structured discovery?)
Direct instruction

Strategies (I Do/ how will you guide students to construct meaning for themselves):
After describing the different parts of the graph and how they are used, I will model how to
take the first part of the data and create the first bar of the bar graph. In modeling this skill, I
will emphasize how I am using the Y-axis and tracing with my finger to where the bar should be
drawn on the X-axis

Guided Practice (We Do/students present):
With appropriate levels of support, students will take turns drawing bars for each food item.
During this time, students can coach each other when they are stuck.

Once the graph is done, I will guide the discussions of interpreting the data by asking higher-
level thinking questions.

(PRODUCT)
Students will graph a new set of data on graph paper independently with necessary motor
supports.

Differentiation:
-Provide frequent breaks.
-Provide two choices for answering questions during group.
-Hand-over-hand
-Provide higher-level thinking questions to students who are catching onto the concepts.
-Be ready to bring down higher-level questions to accommodate various levels of the individual
students.

I I I . Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice
(You Do).
Formally END the lesson.
I will restate the objective of the lesson and ask students how comfortable they feel with
the new material. I will explain to the students that next week when we work on graphing we
will revisit where they feel they need more help.

Graphing Lesson SSN

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Graphing Lesson SSN

Uploaded by

Copyright:

Available Formats

Lesson Preparation

Teacher Candidate: Kaci Philpot

You might also like