5E Lesson Plan Template

Your name Sally J Lunsford

Date(s) taught April 18-19, 2024

Subject/ Grade Level Math/ 3rd Grade

Materials Student computers, internet access

ALSDE content standards
Standards (State and
ISTE Standards for
[MA.3.16.b] For a given or collected data set, create a scaled bar graph representing a data set with
Students)
several categories.

b. Solve one- and two-step "how many more" and "how many less" problems using information
presented in scaled graphs.

ISTE Standards for Students

1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving
and demonstrating competency in their learning goals, informed by the learning sciences.

2. Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning
and working in an interconnected digital world, and they act and model in ways that are safe, legal
and ethical.

3. Knowledge Constructor: Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others
Objectives The students will collect data, categorize it, and create a basic chart while following safe, legal, and
ethical practices in a digital environment.

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Differentiation Students who need support with these concepts may:
Strategies
o Complete the activity in a 1-on-1 setting or within a small group of students
o Use a single-unit if struggling to work with scaled graphs.

Students who need a bit of a challenge may represent the data with a scaled dot plot.

The 5 Es

E Description

Engagement Activate Prior Knowledge: Bar Graph and Pictograph Song

Questions:
o Why do we use bar graphs?
Think-Pair-Share:
Graphs are ways to organize data. Bar graphs use horizontal and vertical bars to represent the collected
data.

o Think-Pair-Share: What
are the parts needed to complete a bar graph?
Title, y-axis (how many is counted), x-axis (what is counted), scale, rectangular bars (represent data)

Engagement Assessment: Let’s Try It! (interactive portion of the Bar Graphs Instructional Slide Deck google slides)
Assessment
Electronically share the "Let's Try It!" portion of the Bar Graphs Instructional Slide deck with each student. Each
student should create a bar graph using the provided information. The bar graph will be evaluated using a simple
rubric. The rubric will indicate whether the assigned tasks were completed (1) or incomplete (0). Additionally, any
issues noticed during the completion of the tasks will be noted in the comments section.

Task Rubric: Let’s Graph It!

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E Description

Exploration Task: Scale Practice

● Electronically share the Task: Scale Practice google slide.
● Divide the class into groups of two or three.
● Student tasks:
○ Develop a scale to record the given data.
○ Record the given data to complete the bar graph.
● Teacher tasks:
○ Ensure that technology is available and usable.
○ Allow time for students to complete this task.
○ Facilitate the groups.

Exploration Math talks: Allow groups to share their completed bar graph. As a whole group discuss what it is seen on the
Assessment shared bar graphs. After all groups that want to share has shared, teacher will reveal her graph and explain her
scale choice.

Explanation Activate Prior Knowledge: What is a Bar Graph? (use Bar Graphs Instructional Slide Deck google slides)
Present the Bar Graphs Instructional Slide Deck Google Slides to the whole group. Use strategies such as think-
pair-share, turn and talk, and raising hands to answer the questions below.
Questions:
o What is a Bar Graph?
Think-Pair-Share:
Graphs are ways to organize data. Bar graphs use horizontal and vertical bars to represent the collected
data.

o Turn and talk: Where do we look to determine what the graph is about?
Graph title

o What does the y-axis label tell us?

Raising hand:
Number of Votes (what is being counted)

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E Description
o What does the x-axis label tell us?
Raising hand:
Ice Cream Flavors (what data is being collected)

o Raising hand: What is the highest unit on the scale?

4

o Raising hand: Which bar represents 3 people?

Strawberry

o Think-Pair-Share: Explain the data shown on this bar graph.

4 people picked vanilla, 2 people picked chocolate, and 3 people picked strawberry as their favorite ice
cream flavor for a total of 9 people

● Discuss vocabulary words:

○ bar graph: A chart that shows the comparison of information by the lengths of rectangular bars.
○ scale: The ratio between the measurements on a map or model and the actual measurements, as in
a scale of one inch represents 100 miles.
○ vertical: upright, or straight up and down
○ horizontal: flat and parallel to the ground

● Watch the Generation Genius Solve Problems with Pictographs & Bar Graphs video as a whole group.
Facilitate a conversation about how when graphing large numbers on a bar graph, using a scale greater
than one unit makes it easier to read the graph and solve problems using the data in the graph.

Explanation Analayzing Graphs Task Cards

Assessment
Place task around the classroom. Give each student a copy of the recording sheet. Allow students to move around
the room to answer the questions from the task cards onto their recording sheet. Teacher will grade the sheet for
accuracy.

Elaboration Task: How Would You Spend $1000?

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E Description

Once upon a time, far away, in the wild land of Elba, Ms. Lunsford’s students were awarded $1,000 to spend on
classroom materials. You and a partner will be given a list of classroom materials to purchase. Your job is to
assemble a list of items that could be bought and then create a bar graph using technology to present the
information to Ms. Lunsford. You must spend most of the money and have at least one item from each category.
Remember Ms. Lunsford is depending on you to spend the money wisely and to benefit all her students!

Directions:
● Electronically share a list of classroom materials and a digit sheet of graph paper. Limit the digital sheet of
graph paper to 10 squares each way.
● Student tasks:
○ Write down the items and how many were bought. Find the total for each category. (Supplies, Books
and maps, Puzzles and games, Special items)
○ What was the total cost of all your choices? Did you have any money left over? If so, how much?
○
○ Using an online website, create a bar graph representing how you spend the money. Make sure to
include all parts of the bar graph. (Title, axis labels, scale, data)
■ Bar graph maker
■ Maxtables
● Teacher tasks:
○ Ensure that technology is available and usable.
○ Allow time for students to complete this task.
○ Facilitate the groups.

Evaluation Have students share their completed How Would You Spend $1000? bar graph. The bar graph will be evaluated
using a rubric. Additionally, any issues noticed during the completion of the tasks will be noted in the comments
section.

Task Rubric:How Would You Spend $1000? Bar Graph

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