STUDENT TEACHER LESSON PLAN FORMAT

Day: Wednesday Date: October 18th 2017

Subject: Mathematics

Common Core Standard(s):

CCSS.Math.Content.1.MD.C.4
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total
number of data points, how many in each category, and how many more or less are in one category than in
another.

Objective(s): At the end of this lesson my students will be able to graph their favorite animal on the farm and be
able to analyze the data from the graphs.

Resources/Materials List:
Food Graph
Farm Animal Graph
Farm Animal Data
Counting Cubes

Procedure:
Review
Students will be asked to identify each animal in the graph to ensure they know the animal.
As the teacher, be sure to reiterate that each box on the graph represents one person so when a student
says their favorite animal is a pig, that student will color in only one box above the pig.
Modeling
As a class, make a graph together about their favorite foods they would find in a garden in a farm. (See
Food Graph attached)
o If you want, you can make a list of these foods as a class. Limit the choses to perhaps five or six
options. This allows for the students to be able to know what foods would be grown in a garden
Go around the room asking each student which is their favorite food of the five or six options. As each
student answers, have them come up to the board and fill in their box so the students understand that one
box represents on student.
Now that the graph is complete, have the students analyze the data. (see guiding questions for what to
ask about the data)
Guiding Questions
Which food is there the most of?
o How many are there?
o How did you know that food had the most?
Which food is there the least of?
o How many are there?
o How did you know that food had the least?
Are there any foods that have the same amount?
o How did you know that those foods had the same?
Pick two of the foods and ask the students what is the sum, or total, of those two foods?
o How did you get that number?
Guided Practice
Now the students will have a blank graph of their own. On the graph there will be five farm animals to
choose from. (See Farm Animal Graph attached)
 The students will go around and ask ten of their friends what their favorite farm animal is.
o Be sure to remind the students to color only one box for each person.
Once the students have collected their data, they will be asked to return to their seats.
Independent Practice
Using the data, they just collected about their classmates favorite farm animals, the students will be
given a list of questions to answer about their data. (See Farm Animal Data attached)
o These questions will mirror those that were asked during the modeling.
o These questions will be used for the assessment of how well the student was able to analyze the
data they collected.

Plans for differentiation:

For those students who need more guided assistance with this problem, they can use the counting cubes to make a
physical representation of the graph. For each animal or food, a certain color will represent said object. This
allows for the students to gain a visual representation of the graph. In regards to the analysis portion, the
questions can be altered or even read aloud orally for those who need assistance reading. For students who are in
need of a challenge, when they are analyzing their data, the questions given to these students can be more in
depth.

Assessment: Once the students have completed the questions about the data they collected, this will be looked at
as their assessment.

Plans for accommodation/modification:

Accommodation: For students who need the questions read aloud to them, the teacher can go over the questions
orally with the class before starting the independent practice. The teacher could even ask the students the
questions orally at a time most convenient to them. Students are also able to use manipulative such as counting
cubes for a visual representation of the graph.
Modification: For students who need the learning objective modified, rather than looking at a graph to analyze
their data, they can simply look at numbers and state whether one is greater or smaller or equal. This allows the
students to still understand the concept of looking at numbers and deciding what they mean, but through looking
at the number rather than the number represented in a graph.

Whats next? Next students will be able to develop greater comparisons of the data in a graph. They will be able
to both write and orally speak sentences about the data they see in front of them. Also, the students will be able to
represent data in other forms than simply a bar graph.

Student Teacher Post-Instruction Reflection: Within 24 hours of implementing the lesson reflect in writing on
its effectiveness. Include feedback from the cooperating teacher.

2
 Favorite Food
7
6
5
4
3
2
1

3
 Favorite Animal
7
6
5
4
3
2
1

4
Name_____________________________ Date______________

Farm Animal Data

1) Which animal is there the most of?

______________________________
2) Which animal is there the least of?
______________________________
3) Are there any animals that have the
same number?
______________________________
4) What is the total of the pig and the
cow added together?
______________________________
5) How many are there in total?
______________________________
5
6) Use tally marks to show the
amount of each farm animal:

_________________

_________________

_________________

_________________

_________________