Year 5 Bachelor of Education

Framework Planning
Jasmine Hodgins
Spring 2016
Grade: 1
Title of Unit: Graphing/Problem
Solving

[Type
text]

STAGE 1: a) Big Ideas, Rationale & Essential Questions

Big Ideas (from Draft Curricula)
Rationale / Relevance
Analyzing data and chance help
This unit provides students with
us to compare and interpret:
the necessary skills to read and
Concrete graphs show one-to-one create graphs, and a variety of
correspondence.
problem solving strategies.
STAGE 1: b) What students will
CORE Competencies
Creative thinking: I make my
ideas work or I change what I am
doing until I succeed. I try new
ideas and strategies that are
introduced to me from my teacher
and my peers.

Essential Questio
Is there only one wa
an answer to a ques
What are the steps
take to find the ans
problem?

be learning goals for the unit

Curricular Competencies
Content
Estimate reasonably
Concrete graphs us
Develop mental math strategies
correspondence
and abilities to make sense of
quantities
Likelihood of familia
Use multiple strategies to engage using comparative l
in problem solving
Describe, create, and interpret
relationships through concrete,
pictorial, and symbolic
representations
STAGE 2: Assessment Evidence - Acceptable, authentic evidence demonstrating a
of learning goals
Rich Culminating Task: (summative)
Other Evidence: (formative)
Graphing- Students will independently create a
Graphing- At the end of the first lesson
bar graph and pictograph that represent the
thumbs up to check for understanding
survey results from our neighboring grade 1 class. student work as it is turned in (practice
At the end of the previous lesson I will ask the
Ask questions to check for understandin
class what topic they would like the other class to sharing to check students are meeting t
be surveyed on, (ex: favourite insect or Canadian
intention. I will observe students as they
symbol) I will survey the other class, and deliver
the results to my class to make their graphs.
Problem Solving- Each day the ticket ou
will be students writing on a sticky note
Problem Solving- Students will independently
they can use to problem solve. Student
answer problems given to them. Students will
model various problem-solving strategie
create a problem solving strategy card. This card
I will check student work as it is turned
will list each students 2-3 favourite strategies for
solving activity sheets). I will ask questi
problem solving. We will tape this card to their
you think of different strategy you we co
desks for future use.
to solve this problem?) I will observe stu
work.
STAGE 3: Learning Plan
Learning Intention
Activity

Year 5 Bachelor of Education

Framework Planning
Jasmine Hodgins
Spring 2016
Grade: 1
Title of Unit: Graphing/Problem
Solving

[Type
text]

I can describe the purpose of a graph.

I can describe or sketch the difference between a
bar graph and a pictograph.
I can fill in a bar graph with data I am given.

I can design and fill in a bar graph with data I

collect.

I can fill in a pictograph with data that I am given.

Together, graph the class favourite in

bar graph 1-24, and a pictograph 1-2,
2. Discuss when it might be more app
each graph. Ask for examples of other
graph.
As a class, graph sites students most
Europe. Students vote on which site th
want to visit out of:
The Colosseum,Leaning Tower of Pisa,
Tower. Students independently fill in a
buildings the class wants to see in Na
is done as a class.
Learners come up with an idea they c
classmates on and create a bar graph
record the results on the graph. They
graph and label the parts. They create
questions about their graph to ask a f
Create a pictograph as a class with a
Students independently fill in a pictog
results from a different word problem.

Learners come up with an idea they c

classmates on and create a pictograp
record the results on the graph. They
graph and label the parts. They create
questions about their graph to ask a f
RICH CULMINATING TASK
I can write a number sentence to solve a problem.
Go through word problems as a class
strategy. Use manipulatives and write
board. Read through word problem ac
class, then students move into groups
over second problem activity as a clas
solve independently.
I can draw a picture to solve a problem.
Go through word problems as a class
strategy. Use manipulatives and write
board. Read through word problem ac
class, then students move into groups
over second problem activity as a clas
solve independently.
I can find a pattern to solve a problem.
Go through word problems as a class
I can design and fill in a pictograph with data I
collect.

Year 5 Bachelor of Education

Framework Planning
Jasmine Hodgins
Spring 2016
Grade: 1
Title of Unit: Graphing/Problem
Solving

[Type
text]

strategy. Use manipulatives and write

board. Read through word problem ac
class, then students move into groups
over second problem activity as a clas
solve independently.
RICH CULMINATING TASK