Math Unit Plan

ED 3700 - Curriculum and Instruction for
Non-Majors: Mathematics
Subject Area: Math

Grade Level: Grade 3
Topic: Statistics and Probability
Length of Unit (days): 11
Statistics and Probability

Rationale:
This unit is designed to address the SLOs 1 and 2 in the statistics and probability unit found in
the mathematics program of studies for grade 3 students. It will help students continue to
develop their understanding of collecting, displaying, and analyzing numerical data to solve
problems. The focus is to collect first hand data and organize it with the use of tally marks, line
plots, charts, and list to answer questions. Through collecting, display and analyzing data
students will connect their findings to real-world problems and therefore making their learning
relevant.
In Data Management and Probability, concepts can be represented in various ways (e.g.,
through the use of manipulatives, diagrams, graphs). Teachers need to help students make
connections between different representations of a mathematical concept (e.g., by showing
them how the same information can be represented in a concrete graph and a bar graph). This
unit will also encourage student talk with one another and the teacher. Lastly this unit
incorporates a variety of learning strategies for students. To meet student needs, this unit uses
multiple instructional strategies ranging from think-pair-share to individual work.
Mathematical Processes:
Students interpret data presented in charts, list, line plots, and bar graphs, and write and
answer questions about the data. They also gather data to answer a question or solve a
problem. They use tally marks, charts, and lists to record and keep count of data; construct line
plots and question or solve the problem for which they gathered the data. At this level, students
work consistently with one-to-one representations of data, which means that they need to work
with relatively small data sets.
Students will communicate throughout the unit while being asked to explain and justify their
thinking. The unit incorporates a wide range of connections that are cross curricular, to further
student learning. More over the unit will challenge students to be conscious of real world
applications. We live in a world of information. By collecting, displaying, organizing, and
interpreting data, students learn to make sense of the data in the world around them while they
develop important analytical and problem-solving skills.

Subject Area: Math

Established Goals:
GLO 1: Collect, display, and analyze data to solve problems.
Understandings:
Students will understand
Essential Questions:
How can we collect first hand data?
How can we organize data in different ways?
What can data tell us?
How to collect and organize data in

meaningful ways
To make sense of the data in the world
around them
Students will know
Students will be able to do

1. Collect first-hand data and organize it using:
tally marks
line plots
charts
lists
to answer questions [C, CN, PS, V]
2. Construct, label and interpret bar graphs to
solve problems [C, PS, R, V]
Resources:
Alberta K-9 Mathematics Program of Studies
We are Spinning in Second Grade
http://www.doe.virginia.gov/testing/solsearch/
sol/math/2/mess_2-18.pdf
Math 3 Under the Sea from Learn Alberta
http://www.learnalberta.ca/content/me3us/flas
h/
Lets Tally Man Song
https://www.youtube.com/watch?
v=tgL8AP4mAtQ
Extension Rich Task
http://elementarymath.cmswiki.wikispaces.net
/file/view/3rd+Grade+Investigations+Extensio
Materials:
Clipboards
Tally Mark Hop Sheet/Scoot Cards
Empty cans
Popsicle Sticks
Egg cartons
Interlocking Cubes
Collecting Data Handout
Smartboard
Whiteboard
Pencil Crayons
Smarties Worksheet
Smarties (# of boxes for # of students)
iPads/Computers for each student
Graph Paper

nProjects.pdf
Math to the Max: Statistics and Probability
Text Book
Previous PAT Questions Grade 3
Mathematics
http://alberta.exambank.com/grade3.html
Subject Area: Math

Performance Task booklet
Student Checklists
Assessment Tool Overview

Assessment
Tool Title
Outcomes
Brief Description
Observations/
Anecdotal
notes
1,2
Within individual and group activities,

observations and anecdotal notes will be
taken on students individual progress.
Throughout the unit, formative anecdotal
notes will be taken for teachers to
individually assess the progress of the
students with the two learning outcomes
within the probability and statistics unit.
Checklist
[C, CN,
PS, R, V]
1,2
[C, CN,
PS, R, V]
Worksheets
1,2
[C, CN,
PS, R, V]
Throughout the unit students are required

to self assess specific skills related to data
analysis. This will help students evaluate
their own learning and areas of focus. The
checklist will also be used as formative
assessment for feedback for the teacher
to decide if they need a review of a
specific concept.
To help students practice and gain better
understanding of data analysis there will
be a variety of worksheets throughout the
unit which will encourage student drill and
practice. Worksheets will not be
summative assessed because we believe
that it would be better suited to promoting
student learning, rather than gathering
evidence for grades.
FOR
AS
OF

Math Journal
1,2
[C, CN,
PS, R, V]
Performance
Task
1,2
[C, CN,
PS, R, V]
Subject Area: Math

Throughout the unit and corresponding

activities, students will write journal entries
relating to the learning objectives. The
math journal will also be used for students
to respond to essential questions.
Furthermore, these journals will be
collected and revised to formatively
assess for understanding throughout the
unit. The journals will be used to gauge
where the particular student needs help,
influence further lessons, and as a
resource for students to use.
Students will individually complete a
performance task that uses the skills they
have acquired throughout the unit. It is a
summative assessment that will showcase
what the students know and will be their
opportunity to put all their knowledge to
use. It is a relevant task that enlists the
students as detectives for the City of
Lethbridge to motivate students. After they
have constructed their bar graphs, there is
a series of questions that expand the
assignment into a rich task.

Learnin
g
Outcom
es
Subject Area: Math

Assessments
Title
Student
Checkli
st
Workshe
ets
Data
Journal
Observat
ion/Anec
dotal
Notes
Performa
nce Task
Type
Formativ
e
Formative
Formativ
e
Formative
Summative
100%
(Formative/Sum
mative)
Weightin
g
General Outcome: Collect, display, and analyze

data to solve problems.
1. Collect first-hand
data and organize it
using:
Tally marks
Line plots
Charts
Lists
To answer questions.
[C, CN, PS, V]
[ICT: C4-1.3]
2. Construct, label,
and interpret bar
graphs to solve
problems.
[C, PS, R, V]
[ICT: C4-1.3, C7-1.3,
C7-1.4]
Calendar Overview

Subject Area: Math

Day 1: Review of Grade 2 (Lesson Plan 1)

Outcome: GLO: Collect, display and analyze data to solve problems
SLO 1: Gather and record data about self and others to answer questions. [C, CN, PS, V]
SLO 2: Construct and interpret concrete graphs and pictographs to solve problems. [C, CN,
PS, R, V]
Instructional Strategies: Direct instruction, journal writing
Main Activity: Students predict what game they will be playing at recess based on the
spinner. Have students come up individually and spin the spinner, record the findings.
Students will get to play this game at recess. Discuss what is probability in relation to the
recess spinner. Students will then make their own spinner to decide what dessert to have for
dinner. Have students then spin their spinner fifteen times and record their results. Students
will then write in their journals based on the activity and discuss certain options as being
certain and impossible.
Assessments: Dessert worksheet (formative), Observational assessment listening to student
conversation (formative), Pre-assessment will be gathered in this lesson to determine what
students know
Data Journal: Students write in their journal to respond to questions about the spinner
regarding impossible and certain.
Day 2: Collecting Data using Tally Marks
Outcome: GLO: Collect, display and analyze data to solve problems.
SLO 1: Collect data first hand and organize it using: tally marks, line plots, charts, lists to
answer questions. [C, CN, PS, V]
Instructional Strategies: Cooperative Learning, individual observation, think-pair-share
Main Activity: Discuss what is data and why do we collect data as a class. Define data, likely,
unlikely and tally marks. Students will write these definitions in their definitions journal.
Formulate a question as a class and have everyone answer it (how many syllables are in your
name). Put this into a chart and come up with 4-5 reasonable answers (1 syllable, 2, 3..). Go
around the class and fill in the chart using tally marks. Watch video Lets Tally Man and sing
along as a class. Make popsicle stick tally mark reminder and hang on board for students to
see. Show students how to count the tally marks by 5s. Play the game Tally Mark Hop.
Students each get a clipboard and a recording sheet. Place one scoot card on each desk,
students will rotate around to each desk and record how many tallies they see at each desk.
When finished, have students pair up and compare answers. Any answers that are different
can be checked over. Repeat with new partner. At the end of class, have students pair up and
tell each other two things they learnt about tally marks.
Assessments: Observe students as they are playing Tally Mark Hop, Tally Mark Hop Sheet
will be taken in (formative), Student Checklist (assessment as learning, assessment for
learning)
Student Checklist: Refer to the I can use tally marks to collect and tell me something about
data on the checklist. If students feel they know and can demonstrate this, they can check off
this statement.
Data Journal: Define data, likely, unlikely and tally marks.

Subject Area: Math

Day 3: Collecting and Organizing Data using Charts

Instructional Strategies: Direct instruction, small group learning and individual writing.
Main Activity: Review probability, data and tally marks from the students definitions journal.
Define chart and put this definition into definitions journal. Review tally marks from last class
by having students answer as a class: how did you get to school today? (bus,
parent/guardian, walk, bike). Use tally marks and have each student fill in where they fit. Have
students take time to come up with a question that has four possible answers individually.
Once each student has a question, students will work in small groups for the next portion of
activity. Small groups will go around to the different stations and use the tools provided to
collect the data. (cans with popsicle sticks, interlocking cubes, two empty egg cartons) At each
station, one student will ask their question and collect the data from their group using tally
marks. Go until every student has collected their data. Then data will be put into a chart
individually by students. A Collecting Data Handout will be supplied to students so they have
the format and just will need to put in their individual data collection. At the end of the lesson,
have students write in their journal what option is most likely, least likely and one other thing
they can gather from their data. Have students give an option that is impossible to occur.
*At the end of this lesson have students come up with a question they could ask their
family/friends. Each student will be required to go home and using their tally marks and a
question they have made up, gather data from at least ten people from home/friends. Send
home each student with a handout that provides a chart format for them to fill in.
Assessments: Observation from class discussion (formative), Collecting Data Handout
(formative), Student Checklist (assessment as learning, assessment for learning), journal
writing (formative)
Student Checklist: Once students feel as though they feel comfortable using charts to collect
for data they can check off the I can use charts to collect and tell me something about data.
Data Journal: Define chart, journal writing about what option is most likely to occur, which
option is least likely and one other thing they can gather from their data. Have students give a
option that would be impossible to occur.
Day 4: Line Plots
Instructional Strategies: Direct Instruction by teacher, individual work, journal writing.
Main Activity: Review charts. Introduce line plots to the class; this is another way we can
organize any data we collect. Define line plots and put into definition journal. Practice doing a
line plot by answering data as a class and plotting it on a line plot on a smartboard or
whiteboard. Then have students take the data they collected at home for homework and put it
into a line plot. Students will then answer a few word problems displayed on the
smartboard/whiteboard and they must create a line plot. At the end of class, have students
take out their math journals and answer: how can I tell which is the most popular option? How

Subject Area: Math

can you tell which is the least popular without counting?

Assessments: Line Plot work completed by student, Student Checklist (assessment as
learning, assessment for learning)
Student Checklist: If students feel they have mastered using line plots they can check off I
can use line plots to collect and tell me something about data.
Data Journal: Define line plot and answer the questions: how can I tell which is the most
popular option? How can you tell which is the least popular without counting?
Day 5: Reading Bar Graphs
SLO 2: Construct, label and interpret bar graphs to solve problems. [C, PS, R, V]
Instructional Strategies: Have students turn to a partner and review line plots with each
other.
Main Activity: Review line plots and bar graph. Put a bar graph on the smartboard and study
it with the class. Define bar graph, title, axis, scale and options for data collection. Students
will write these definitions in their definitions journal. Have a printed out bar graph for each
student. Students will study the graph and fill in a worksheet that asks a series of questions
and activities about the graph. Some examples of questions: what option is most likely to
occur, how can you tell which category on a bar graph has the most without counting, why is it
important that all the bars on a bar graph start on the same line? Students will then follow
instructions to color the title with a red pencil crayon, color the y-axis with a blue pencil
crayon, color the scale orange, etc.
Assessments: Student Checklist (assessment as learning, assessment for learning), Bar
Graph Worksheet (formative), Data Journal (formative)
Student Checklist: Once students are at the level they feel demonstrates they can read a bar
graph, they can check off the I can read a bar graph on their checklist.
Data Journal: Define bar graph, title, axis, scale and options for data collection.
Day 6: Drawing Bar Graphs (Lesson Plan 2)
Instructional Strategies: Direct instruction, reciprocal teaching, math centers
Main Activity: Students will review last class of organized data. Prior to instruct, teacher will
discuss key terminology with students; such as, title, labels, axes (X and Y), neat and
organized. Teacher will introduce the topic of how to draw a bar graph. Teacher proposes a
question to the class to gather data (ie. Favourite animal). After making a tally chart, the
teacher will demonstrate how to correctly draw a bar graph while students follow along and
copy in their math journals as a reference. After activity, teacher will have a student give
handouts and send students into the 3 math centers: math with technology, workbook, and
teacher table. In the last 5 minutes of class the teacher will have students peer-teach one
another and comple student checklist.
Assessments: Student Checklist (assessment as learning, assessment for learning), peerteach (formative), one-on-one teaching (formative)
Student Checklist: Once students feel they have mastered drawing bar graphs they can

Subject Area: Math

check off the I can draw a bar graph.

Day 7: Using Graphs to Solve Problems
Instructional Strategies: Individual problem solving, group instruction
Main Activity: Review the components of a bar graph. Put up a series of graphs on the
smartboard for students to see. The graphs will be numbered and students will be given
different problems they have to solve based on these graphs. Include picture graphs, bar
graphs, line graphs and tally charts. Questions will be taken from previous grade three PAT
exams or will follow a similar structure. Students will complete the activity individually, then we
will go over the questions as a class to see the multiple ways students solved each problem.
Assessments: Student Checklist (assessment as learning, assessment for learning), Data
Journal (formative)
Student Checklist: Once students feel comfortable using graphs to solve problems, they can
check off the I can use a bar graph to solve a problem.
Data Journal: Students will record their answers in their data journals.
Day 8: Strategies Toolkit/ Review
Instructional Strategies: Personalized System for Instruction (students progress as they
need to)
Main Activity: This lesson will be used to review what students have learnt in data analysis
so far. Math 3 Under the Sea: Using laptops, iPads or computers, students will all go to the
Learn Alberta resource Math 3 Under the Sea. Here students will work on completing all eight
activities as a review of what we have learnt in the unit. The resource breaks data analysis
into organizing data and using bar graphs; four activities in each. Have students work to
complete all eight activities. Meet back as a class and have students write in their journals two
things they did really well in the activity, one thing they are uncertain about and one thing they
really need help with.
Assessments: Observation through activity: where students have problems; where they are
doing well (formative), Data Journal (formative)
Data Journal: Students will write two things they did really well, one thing they are uncertain
and one thing they really need help with.
Day 9: Smartie Activity (Lesson 3)
Outcome: GLO: Collect, display, and analyze data to solve problems.
SLO 1: Collect first-hand data and organize it using: tally marks, charts, and lists to answer
questions. [C, CN, PS, V]

Subject Area: Math

Instructional Strategies: Direct instruction, peer work, group discussion

Main Activity: Based on the students previous journal entry, spend time at the start of class
reviewing what students were having trouble with. Get students into pairs and explain the
instructions of the smartie activity. Have students each fill in a sheet and not eat the smarties
until the end of the activity. To close the class, some students will be chosen to come up to the
smartboard and mark an X on spectrum to illustrate what the probability of picking a red
smartie is. There will be many different answers and discuss these answers as a class.
Assessments: Smartie handout will be taken in and marked (formative), observational
assessment of students working on the activity (formative)
Day 10: Smarties Part 2
SLO 1: Collect first-hand data and organize it using: tally marks, charts, and lists to answer
questions. [C, CN, PS, V]
Instructional Strategies: Classroom discussion, small group work
Main Activity: Students will continue to work on their smartie activity. Once students have all
completed the smartie activity, gather as a class and take the findings of all the pairs to create
a large bar graph that represents everyones data. Using popsicle sticks, teacher will get
students to tell her where to put the title, what is a good title for the activity, where to put the
scale, what options to include, ect. Students will then be put into small groups of 2-3 and
answer a series of questions about the new bar graph using a poll system with
Ipads/computers if they are available. The answers will be projected onto the smartboard and
students can see various answers their peers give. If this is not available, use math journals.
Example: what are some differences between your graph and the class graph? Which is a
better representation of the smarties inside a smartie box and why?
Assessments: Math journals (formative), observation (formative)
Data Journal: If technology will not work, have students answer various questions in their
math journals.
Day 11: Show What You Know
Instructional Strategies: Individual work
Main Activity: Students will be given a performance task booklet. This booklet will have the
instructional task sheet, lined paper for questions and graph paper for students to create a bar
graph. To begin students will create a question with possible answers and collect data from
their classmates. Students will complete the performance task individually and it will be used
as a summative assessment for the unit. To do the performance task, students must have
completed their checklist and both the student and teacher must agree that the student has
met all the I can statements. Students will told to do their very best work on this task.
Assessments: Performance Task (summative)

Subject Area: Math

Extension/ Enrichment Considerations

There are always students that go through the lesson material at a much faster rate than the
other students. These students often need an extra challenge and we have taken this into
consideration when creating our unit. Here are a few possible strategies to stimulate those
students who are above the grade level:
1. Have these students help out other students that are stuck.
- in this case, the teacher will need to be clear about what it means to help and not just give the
other students the answers.
- Ensure that these students are helping students that are accepting of peer help, some students
really do not respond well to their peers trying to help them with their work as it makes them feel
less capable of doing it themself.
2. Tiered Assignments
- When creating lesson plans, having the assignments in tiered levels to reach all types of
learners is a great way to challenge your students that are above grade level and also give
those that are behind a reasonable workload
3. Rich Task
- A project we found is set up as a rich task that your advanced students could work at every time
they are finished.
- Student must organize, collect and analyze data. It is very indepth and would take a while to
finish so it would be useful as an ongoing project for some students.
- Here is a link to the project:
http://elementarymath.cmswiki.wikispaces.net/file/view/3rd+Grade+Investigations+ExtensionPro
jects.pdf Pages 3-7
Lesson Plan 1 - Day 1 - Review of Grade 2

Grade/Subject: Grade 3 Math
Unit: Statistics and Probability
Lesson: 50 min

Subject Area: Math

Stage 1: Desired Results

Learning
Outcomes
STATISTICS AND PROBABILITY (Data Analysis)

G.L.O: Collect, display, and analyze data to solve problems
S.L.O: Gather and record data about self and others to answer questions
S.L.O: Construct and interpret concrete graphs and pictographs to solve
problems.
Learning
Objectives
Students will:
1. Use data from experiments to predict outcomes when the experiment is
repeated.
Stage 2: Assessment Evidence

Summative
Assessment
Summative assessment
will not be gathered
during this lesson
Formative
Assessment
Dessert worksheet
Questions posed to students and
discussion
Listening to students
conversations (observational)
Stage 3: Learning Experience

Tech to
do:
Resources to
Bring:
Recess Game Spinner (attached)

T-chart poster with the headings Tag
and Kickball
Paperclips
Pencils
Dessert Spinner (attached)
Dessert Data (attached)
Time
Content/Description
Prior to lesson
Prior to this unit, students will have a grasp

on grade two probability and statistics. This
lesson will review grade two and act as an
introduction to grade three probability and
statistics
We will review major concepts to refresh
Notes

Subject Area: Math

students understanding of grade two

probability and statistics.
10 minutes
Introduction
Tell students that they are going to spin a
spinner to decide whether they will play tag
or kickball at recess today.
The game that gets the most spins will be
the one they play.
Allow each student to come up, spin the
Recess Game Spinner, and record his/her
result on the T-chart.
After all students have spun and recorded,
ask them to write the answer to the
following question on a small slip of paper:
Which game do you think we will play
today?
Ask students to share their prediction with a
person sitting next to them and tell why they
made that prediction.
Then, have student volunteers share their
predictions and reasoning.
Assessment (formative):
Discussion/questions:
Teacher will observe who is
following along with the
introduction lesson and who
is able to answer the
questions posed to the class.
Teacher will use guiding
questions in a class
discussion that will lead
students to understand that
the probability of playing each
game is the same because
the spinner is divided equally:
Do you think your spinner is
divided equally?
What statement can you
make that uses the words
equally and likely?
10 minutes
Discussion
Write the word probability on the board.
Ask students whether this word is similar to
other words they use (e.g., probably,
probable, problem).
Explain that probability is the chance of an
event happening.
We have two events that can happen at
recesskickball or tag.
The probability that they will play kickball is
Assessment (both are

formative):
Observational: Teachers will
walk around and ensure
students are on task and
understanding what they are
doing. Observe whether
students are working together
to complete the activity.

20 minutes
Subject Area: Math

one out of two chances, or 1/2.

The probability that they will play tag is the
same because the spinner is divided
equally.
Ask students to rephrase what probability
means.
Have the class come to a consensus, and
write the agreed meaning of probability on
the board.
Worksheet: A formative
assessment will be taken in
with the worksheet. It will
determine how students are
doing with probability and
determine where instruction
will go next.
Activity
Explain to students that they will be doing a
probability experiment and collecting data.
They will make a spinner to decide what
dessert to have for dinner.
Hand out the copies of the Dessert Spinner
and Dessert Data sheets, and ask students
to write/draw a different dessert in the five
spaces on their spinners, choosing from
among the listed choices.
Have students answer the questions, based
on their spinners.
will go next.
Activity Continued
Have students do the experiment by
spinning 15 times and recording their
results on the Dessert Data sheets.
Model how to spin the spinner by placing a
paper clip on the tip of a pencil, holding the
tip in the center of the spinner, and spinning
the paper clip around.
Have students repeat the experiment.
Focus Questions:
I see that you put cake on your spinner two
times. Is your spinner divided equally now?
How many possible outcomes do you have
Observational: As students
are doing the experiment and
collecting data, circulate and
ask assessment questions.

Subject Area: Math

now?
Is it certain that you will spin a dessert?
Why?
How were the results of Experiment 1 and
Experiment 2 on the Dessert Datasheet
similar? Why do you think that is?
How might we change the spinner in order
to spin cupcakes more often?
How might we change the spinner in order
to make it impossible to spin ice cream?
10 minutes
Closure
Students will write in their journals and
answer the following questions:
Think about a spinner that had four sections
labeled Popsicle and one section labeled
Ice Cream. Is it likely or unlikely you will
spin ice cream? Is it certain or impossible
that you will spin a dessert? Why?
You and your best friend decide to make a
spinner to help decide which sport to play.
The choices are soccer, volleyball, baseball,
and football. You really want baseball to
win. Draw a spinner that would very likely
spin baseball. Explain why you drew it this
way.
Observational: Teacher will
observe whether students
chosen for activities are able
to answer the review question
appropriately. Observe
whether students are willing
to share their answer with the
class and explain their
reasoning.

Extensions and Connections (for all

students)
Have students exchange Dessert Spinners
with a friend. Ask them to repeat the
experiments and data collection with the
new spinners.
Have students use graphing skills to create
bar graphs, pictographs, or picture graphs
of their data.
Ask students to make a fair spinner and an
unfair spinner with two dessert selections
on each. Have them make generalizations
about these spinners, using todays
vocabulary.
Reflections and
Follow Up
Subject Area: Math

Strategies for Differentiation
Assist students who have
difficulty holding the pencil
and spinning the paper clip
by allowing them to use real
spinners, writing on them with
overhead projector markers.
Have the whole class do the
lesson together. Rather than
spinning 15 times, let each
student spin once and record
the spin.
Challenge students by asking
them to make their Dessert
Spinner unfair.
Allow them to investigate how
this could be possible.
How well was the lesson structure?

What are some potential adjustments to make?
What is some information about student learning to know?
What is the focus of your next lesson?
Recess Game Spinner

Dessert Spinner Name

_________________________________
Subject Area: Math


Subject Area: Math

Choices: Pie, Cake, Cookies, Ice Cream, Popsicle, Cupcake, Nothing
What are the five possible outcomes for this spinner?

What is the probability that you will spin cookies? What is the probability
that you will spin cake?
Dessert Data
Name _________________________________ EXPERIMENT 1

Subject Area: Math

Record each spin in one box. Fill all of the boxes. Then, answer the
questions.
Which dessert did you spin the most? ____________________________

Which dessert did you spin the least? ____________________________
Were any of the desserts spun an equal number of times? ___________
Which dessert do you predict you will spin the most in Experiment 2? ___
__________________________________________________________________________
EXPERIMENT 2
Record each spin in one box. Fill all of the boxes. Then, answer the
questions.
Which dessert did you spin the most? ____________________________

Which dessert did you spin the least? ____________________________
Were any of the desserts spun an equal number of times? ____________
Did Experiment 1 and Experiment 2 have the same results?
__________________________________________________________

Subject Area: Math

How were they similar or different? ______________________________

__________________________________________________________
__________________________________________________________
Lesson Plan - Day 5 - Drawing Bar Graphs

Grade/Subject: Grade 3 Math
Unit: Statistics and Probability
Lesson: 50 min

Subject Area: Math


Learning
Outcomes

S.L.O: Construct, label and interpret bar graphs to solve problems.
Learning
Objectives
Students will:
2. Construct a bar graph.

Summative
Assessment
Formative
Assessment
Observations
Questions
Think-Pair-Share activity

Tech to
do:
Smartboard
Classroom Computers
Classroom iPads
Resources to
Bring:
Math Makes Sense 3

Manipulatives
Make a Bar Graph:
http://www.mathsisfun.com/data/bargraph.html
Time
Content/Description
Prior to lesson
Check smartboard, computers, and iPads.

Have manipulatives ready to use at the
teacher table
Attention Grabber:
Make sure to tell a really great math
joke...such as, What did the 0 say to the 8?
Nice belt!
Notes

5 minutes
20 minutes
Introduction/ Review of Terms

Have students discuss with their elbow
partners everything they know about the
following 3 terms. Give a minute, then
discuss as class.
Title
Axis/Axes
Scales
Labels
Data
Afterwards, ask the class the following two
formative assessment questions.
Subject Area: Math

Ask: what do labels on the
axes tell you about the
graph?
Ask: What are graphs used
for?
Household Pets Bar Graph

The teacher will demonstrate how to
construct a bar graph using the data
collected. Make sure to stress the
importance of (1) writing a title, (2) draw
and label axes, and (3) colour in data.
Teacher will ask class who has a dog, cat,
bird, hamster, etc. to collect data to make a
chart with tally lines.
Then, teacher will demonstrate to class how
to draw a bar graph using a ruler and all the
necessary terms.

formative):
Ask: What tools are needed
to create a neat bar graph?
(Ruler, pencil, graph paper,
etc.)
Math Centers
Teacher will divide class into 3 sections.
One working on math with technology, one
working on textbook work, and one at the
teacher table using manipulatives. Groups
will rotate every 5 minutes.
Observe: Watch students

create a bar graph utilizing
the data collected.
Math with Technology:

Students will access Make a Bar Graph
website. See here:
http://www.mathsisfun.com/data/bargraph.html
Using the handout below, students will use
the website to create bar graphs using the
data.
Ask: What are the 3 things to

remember when creating a
bar graph?

Subject Area: Math

If students finish early, they can go to

Mathletics.
Textbook Work:
Students will work in their textbook from
pages 254-255, questions 3, 4, and 5.
Teacher Table:
Teacher will sit at Teacher Table with
students.
Use the blank graph below as a template
for students to place the cube manipulatives
on.
Teacher will ask students to construct and
demonstrate to the teacher a bar graph,
using the manipulatives.
Teacher will ask essential questions and
formatively assess student learning
5 minutes
Reflections and
Follow Up
Closure
Have students pair up with elbow partner.
Split them into As and Bs.
As will teach Bs the parts of a bar graph
Bs will teach As what graphs are used for.
Afterwards, teacher can select 1 or 2
students to teach the class on the terms
and what graphs are used for.
Have students self-assess their ability to
draw a bar graph in their math journals
using the checklist.
Assessment (Formative):
Peer-Assessment: Have
students teach each other.
Observe: Listen to students
using terminology and
teaching one another.
Checklist: Have students selfasses I can draw a

Math with Technology Data Analysis Handout

Favourite Animal
Cat - 11
Dog - 17
Hamster - 4
Elephant - 5
Tiger - 9
Subject Area: Math

Favourite Food
Hot Dog - 4
Hamburger - 14
Pizza - 24
Sushi - 18
Nature Watch
Butterfly - 7
Birds - 16
Caterpillars - 3
Bees - 12
Snail - 1
Favourite Fruit
Oranges - 19
Apples - 24
Grapes - 9
Kiwis - 12
Grapefruit - 3
Banana - 31
Graph Template for Teacher Table

Subject Area: Math

Lesson Plan - Day 9 - Smartie Activity

Subject Area: Math


Learning
Outcomes
Learning
Objectives
Students will:

S.L.O: Collect first-hand data and organize it using tally marks, charts,
and list to answer questions
3. Record data using tally marks and bar graphs.

4. Compare estimations with their data collected.
5. Produce a bar graph using found data.

Summative
Assessment
Summative assessment
will not be gathered
during this lesson
Formative
Assessment
Smartie worksheet
Questions posed to students and
discussion
Listening to students
conversations (observational)

Tech to
do:
Smartboard lesson
pulled up
Volume on computer
adjusted
Resources to
Bring:
7 Boxes of Smarties
Smartboard
PowerPoint
14 Smarties worksheets
5 boxes of markers
Time
Content/Description
Prior to lesson
Students have spent a great deal of time on

data collection and analysis and should be
able to both create graphs and answer
questions about graphs.
5 minutes
Introduction/ Review of Terms

Attention grabber song
Based on previous activity journal entries,
Notes
Discussion/questions:
Teacher will observe who is

Subject Area: Math

teacher will review what students identified

as having the most trouble with.
Use Smartboard activity to review key
concepts about data
following along with the

introduction lesson and who
is able to answer the
questions posed to the class.
10 minutes
Smarties Activity
Get students into pairs: have students find a
partner that is wearing the same color as
them
Students are not allowed to eat the smarties
until the end of the activity
Hand out one sheet and one box of
smarties to each pair of students
Go over how to complete the sheet
Students will work in pairs and complete the
activity, only one sheet will need to be filled
in per pair
Teachers will walk around and help out any
students struggling
Encourage students to draw pictures, use
mathematical strategies, talk with their
partner and ask a teacher if they are stuck

formative):
will go next.
5 minutes
Closure
Teacher will ask 3-5 students to mark an X
on the probability spectrum
Spectrum is: Impossible Certain
Ask students the probability to draw a
colour (ex. red)
Create a discussion to help students
understand their own reasoning skills
Next class: let students know next class we
will combine all findings from the activity
and make a large bar graph demonstrating
the class findings
Sponge Activity: Pose question to students
to answer individually:
If you have three friends and you want to
share your smarties, how many smarties
would each friend get? Are there any
leftovers? What would you do with the
leftovers?
Observational: Teacher will
observe whether students
chosen for activities are able
to answer the review question
appropriately. Observe
whether students are willing
to share their answer with the
class and explain their
reasoning.

Reflections and
Follow Up
Subject Area: Math


My Checklist for: Data Analysis

Name: ____________________________
Student
I can use tally marks to collect and tell me something
about data.
I can use charts to collect and tell me something about

data.
Teacher

Subject Area: Math

I can use line plots to collect and tell me something

about data.
I can read a bar graph.
I can draw a bar graph.
I can use a bar graph to solve a problem.
Performance Task
Data Detectives
Students will:
1. Collect first-hand data and organize it using: tally marks, line plots, charts, lists, to answer questions.
2. Construct, label and interpret bar graphs to solve problems.

Subject Area: Math

The City of Lethbridge wants to know more about the interests of Grade 3 students. They have
hired you to collect data from your peers and analyze it for them! Grab your magnifying glass
and put on your detective hat, your task begins now.
1. You must first pick a question. Then pick 3-6 options for classmates to pick from. Put this
information into a chart.
Here are some example questions, but try to think of your own:
- Favourite Icecream Flavour
- Favourite Sport
- Favourite Dessert
- Favourite Season
- Favourite Subject
- Favourite Vegetable
2. After you have created your chart you will be given 5 minutes to ask at least 10 of your peers
your question and gather your data. Use tally marks!
3. Now that you have your data detective, the City of Lethbridge wants to see it put into a bar
graph.
Your bar graph MUST have:
(check off in the space provided when you have included these)
A Title ____
X axis ____
Yl axis ____
Options ____

Subject Area: Math

Scale ____
Make it your best!
4. Now that you have your bar graph, you must answer these questions about your data the City of
Lethbridge has asked.
Question 1: Describe 3 things that your bar graph tells the City of Lethbridge about your classmates.
Question 2: If you had to get rid of one option from your survey, which option would you choose and
why?
Question 3: Why do we use bar graphs?
Question 4: Come up with your own question about your data. Get creative!
Question 5: Predict what would happen to your data if you asked three more people your question.

Math Unit Plan

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Math Unit Plan

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ED 3700 - Curriculum and Instruction for

Subject Area: Math

Statistics and Probability

ED 3700 - Curriculum and Instruction for

Subject Area: Math

How to collect and organize data in

Students will be able to do

ED 3700 - Curriculum and Instruction for

Subject Area: Math

Assessment Tool Overview

Within individual and group activities,

Throughout the unit students are required

ED 3700 - Curriculum and Instruction for

Subject Area: Math

Throughout the unit and corresponding

ED 3700 - Curriculum and Instruction for

Subject Area: Math

General Outcome: Collect, display, and analyze

ED 3700 - Curriculum and Instruction for

Subject Area: Math

Day 1: Review of Grade 2 (Lesson Plan 1)

ED 3700 - Curriculum and Instruction for

Subject Area: Math

Day 3: Collecting and Organizing Data using Charts

ED 3700 - Curriculum and Instruction for

Subject Area: Math

can you tell which is the least popular without counting?

ED 3700 - Curriculum and Instruction for

Subject Area: Math

check off the I can draw a bar graph.

ED 3700 - Curriculum and Instruction for

Subject Area: Math

Instructional Strategies: Direct instruction, peer work, group discussion

ED 3700 - Curriculum and Instruction for

Subject Area: Math

Extension/ Enrichment Considerations

Lesson Plan 1 - Day 1 - Review of Grade 2

Unit: Statistics and Probability

ED 3700 - Curriculum and Instruction for

Subject Area: Math

Stage 1: Desired Results

STATISTICS AND PROBABILITY (Data Analysis)

Stage 2: Assessment Evidence

Stage 3: Learning Experience

Recess Game Spinner (attached)

Prior to this unit, students will have a grasp

ED 3700 - Curriculum and Instruction for

Subject Area: Math

students understanding of grade two

Assessment (both are

ED 3700 - Curriculum and Instruction for

Subject Area: Math

one out of two chances, or 1/2.

ED 3700 - Curriculum and Instruction for

Subject Area: Math

ED 3700 - Curriculum and Instruction for

Extensions and Connections (for all

Subject Area: Math

How well was the lesson structure?

Recess Game Spinner

ED 3700 - Curriculum and Instruction for

Dessert Spinner Name

Subject Area: Math