Lesson Plan Template

Teacher Candidate: Sara Zapalowski

Grade Level: 3rd grade
Date: 3/7/16
Relevant background of this class (number of students, special learning needs,
etc.):
During math instruction, there are 21 students in the classroom. Five of these students
struggle with mathematics; therefore, the whole group instruction needs to be
scaffolded and differentiated for the students.
Planning
Lesson overview or summary:
As the second lesson in the graphing unit, this lesson is an introduction to bar graphs.
The students and I will be using the nearpod app on the iPads in order to learn about
bar graphs and to practice their skills.
Common Core State Standard(s) addressed in this lesson:
Subject: Mathematics
Grade: Grade 3
Domain: Measurement and Data 3.MD
Area: Represent and interpret data.
Standard:
3. Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories. Solve one- and two-step how many more and how many less
problems using information presented in scaled bar graphs. For example, draw a bar
graph in which each square in the bar graph might represent 5 pets.
Learning Target/Objective:
Given a bar graph, the students will interpret the data and correctly answer one- and
two-step problems that relate to the graph on at least 6 out of 8 questions.
Rationale / Theoretical Framework for this lesson: Describe here and include
references in the section.
Through the use of the nearpod app, progress monitoring of the students
understanding of bar graphs nearly constantly takes place. Since progress monitoring
allows for teachers to monitor the success of their instruction and instructional
program and allow for the teacher to determine students strengths and weaknesses
in particular areas (Stecker, 2008, p. 48), the nearpod app allows for the use of an
effective teaching practice. Since the students take mini-quizzes throughout the
nearpod lesson, I can then determine the students level of understanding. Because I
can effectively implement progress monitoring in this lesson, the nearpod app is a
beneficial addition to this lesson.
Reference:
Stecker, P.M. (2008). Using progress-monitoring data to improve instructional decisionmaking. Preventing School Failure, 52 (2), 48-58.
Academic Language:
Bar graph, title, scale, labels, x-axis, y-axis, data, survey
Assessment
Remember: You must align each learning target/objective with an assessment
strategy.
Assessment:

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Formative: The formative assessment will occur during the nearpod lesson. I
have incorporated mini-quizzes throughout the lesson so that I can assess and
monitor their progress through the use of the app. When the students take a
mini-quiz, the students answers are sent to my iPad so that I can quickly
assess the data.
Summative: The summative assessment will be the students exit ticket. The
exit ticket will be pg. 7 in their graphing packet that was distributed last week.
The students will hand in the packet at the end of the lesson so that I can
determine the students understanding of bar graphs.
Instruction
Anticipatory Set:
In order to activate their background knowledge on graphs and interpreting data, the
students will answer an application problem about a pictograph. The students will help
to create the pictograph during their morning work. The students learned about
pictographs during the previous lesson and mastered interpreting data from these
graphs. Therefore, the students will complete an application problem in their Think
Pads in order to activate their knowledge on graphs. Once the application problem is
finished, I will introduce todays topic: bar graphs.
Sequence of Instruction:
1. Anticipatory Set
2. Set the students up on the Nearpod app on their iPads.
3. Modeling/ Explicit Instruction
Slide 3: I will read the students the information on the slide. I will make
sure to highlight why we use bar graphs (to make data easy to read, to
organize data). I will also tell the students that bar graphs help us to
compare and contrast different things such as surveys, votes, etc.
Slide 4: I will introduce the parts of a bar graph.
o I will emphasize that a bar graph always has equal spaces
between bars and that the bars are equal sizes. Since the
students will be tested on this information during their NYS math
test, I will make sure that all of the students understand this
concept.
o I will also quickly introduce the main parts of a bar graph.
Slide 5: Slide 5 includes a poll that reiterates that the bars must be
spaced equally on the bar graph. Once all students complete the poll, I
will share the answers with the class and clarify any misunderstandings.
Slide 6: I will show, define, and explain the different parts of the bar graph
as shown on the image on slide 6. I will ask students questions such as
What is the title of this graph? By what number is the scale on this
graph counting by? What data was collected? etc.
4. Guided Practice:
Slide 7: Slide 7 includes a slideshow of images of graphs. While looking
at each graph, I will ask students questions such as:
o What is the title of this graph? What do you think this graph is
about?
o What is the scale counting by?
o What data is shown on the x-axis? How did you know?
o What data is shown on the y-axis?

Lesson Plan Template

o How do you know this is a bar graph?

o What does the y-axis label tell you?
o How many students chose____?
Slide 8: Slide 8 includes a fill in the blank quick assessment. The
students are asked to fill in the correct vocabulary words with the correct
definition. After the students complete this quiz, we will go over the
answers together in order to clarify any misconceptions.
Slide 9: Setting the purpose: Tells the students we will be analyzing data
on the bar graphs.
Slide 10: Poll. Students are asked to read the graph to tell which juice
has 6 votes. After the poll, we will discuss how they knew, where they
were confused, etc.
Slide 11: The students are asked to read the graph and tell which juice
was the least popular. We will look at the results together. I will ask the
students how they knew which juice was the least popular? How many
votes did this juice have? etc.
Slide 12: The students will answer the question How many more people
voted for cats than rabbits? After the students complete this draw it
activity, I will put a students example on the board. I will ask:
o What operation did the student use?
o Was he/she correct in using this operation?
o What words in the problem gave this hint?
o Is his/her answer correct? How do you know?
Slide 13: The students will answer the question How many people total
voted for dogs, goldfish, and hamsters? We will follow the same steps as
the previous slide.
Slide 14: The students will write their own bonus question using the
graph. Once the students finish, I will share some of them on their
screens and ask if anyone can find the answer. I will share about 3
examples.
Slide 15: We will answer the questions together.
Slide 16: Slide 16 contains a quick quiz that assesses the students on the
parts of a graph and analyzing data on a graph. After the students
complete the quiz, we will go over the questions and clarify any
misconceptions.
5. Closure: We will review our learning targets and determine if we achieved them
or not.
6. Independent Practice: Exit Ticket
The students will independently complete page 7 in their graphing packet
as a summative assessment. The students will hand this in to be graded.
I will assess their answers and address any misconceptions in the next
lesson.
Instructional Materials:
1. iPads
2. Nearpod App
3. Whole class pictograph

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4. Application problem
5. Pencils
6. Graphing Packet
Differentiation /Accommodation for students with special learning needs:
UDL Principles:
~2.1 Clarify vocabulary and symbols: During the modeling portion of this lesson, I
define and explain the vocabulary that correlates with bar graphs. For example, I
identify and define words such as title, label, y-axis, x-axis, and scale. Through the
multiple opportunities for modeling and practice, the vocabulary will be clarified.
~4.1 Vary the methods for response and navigation: Throughout the nearpod portion of
the lesson, the students are asked to respond to questions in a variety of ways. That is,
students are asked to answer questions verbally, through fill in the blanks, polls, miniquizzes, and by showing their work. Asking to respond in a variety of ways, the
methods for response are varied.
~8.4 Increase mastery-oriented feedback: Since the nearpod app allows for constant
progress monitoring of every student, I will be able to give immediate feedback to
every and all students. Since I receive data regularly throughout the lesson, I can
immediately clarify any misconceptions or praise any exceptional work.
Accommodations:
~Students who need redirection: Within this classroom, a few of the students need
frequent reminders and redirection throughout lessons. By using the nearpod app, the
students attention will be drawn to singular tasks at a time. Also, when taking quizzes,
I can see which students have answered or not answered by the data collection on my
iPad. In this manner, I can then redirect the students attention by reminding students
to submit their answers or by individually speaking with them.
~Students who are struggling with math: Since the nearpod app allows for constant
progress monitoring of each individual student, I can then differentiate instruction easily
throughout the lesson; that is, once the data is collected (once the students submit
their answers), I can determine which students need clarification of a topic and can
immediately remedy the problem area.
Closure:
Before completing the exit ticket, the students and I will review the learning targets and
will determine if we achieved these learning targets. I will ask the students how they
feel about the topic of bar graphs (glass, bugs, or mud).
Reflection on Student Learning
Next Steps:
Depending upon the students level of understanding, the next lesson will either be a
review of this concept or the students will learn to create their own bar graphs.
References:
Stecker, P.M. (2008). Using progress-monitoring data to improve instructional decisionmaking. Preventing School Failure, 52 (2), 48-58.