Megan Jones

Math Lesson Plan

What
SWBAT understand how to read a bar graph and how to interpret their results. They will be able Commented [CE1]: This is the language of lesson
to construct a bar graph and use correct units, labeling of the axes and a name for the graph. This objectives but you dont need to use this herejust talk
connects with mathematical practice 6 (attend to precision) in the sense that students must be able about the content in your own words.
to specify their units of measurement, label their axes on the bar graph, and accurately count the
number of items that are in each group for the graph. It also relates to mathematical practice 4
(model with mathematics), as students will be modeling the number of items in groups with bar
graphs, which can serve as visual model. The mathematical content in this lesson comes from
CCSS.MATH.CONTENT.3.MD.B.3, which requires students to 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.
This draws on students knowledge of addition and subtraction from earlier grades, along with
determining the value of a number in comparison with another. Students will compare quantities Commented [CE2]: Yes, here is some important
in the bar graph by using their previous knowledge of how to compare numbers after they interpret mathematical content. Think about what they will need
what is in the graph. Students might be challenged by to know and be able to do in order to solve these
problems. The OGAP number progression (see the
middle column) can help here. Since this is 3rd grade,
what other concepts (e.g., place value?) will this
How involve? Notice that the standard for 3rd grade is a
Students will work together to make a bar graph that represents the number of each color chip that scaled bar graph-will you have them use a scale? This
adds to the complexity
they are presented with. I will walk around checking work, but other students will also go around
and check to make sure that each group represented the number of chips they were presented Commented [CE3]: ?
correctly. This will engage students in reflection as they can help their classmates with their bar
graphs and check their understanding of the relationship between items and how they appear on
the chart. Students will empty a packet of chips and make a bar graph to represent the number of
chips that are red, blue, green and yellow. This will allow them to see what goes into making a bar
graph and how the items correspond with the model. The students can use the chips, as they will
be a tangible item that they can put into a model, which shows them the connection. Other tools Commented [CE4]: So it sounds like the chips will
include lined/graph paper and a ruler in order to construct their graph and a variety of colored provide a discrete model that they can count by ones
markers or pencils in order to design their graph. Students will work with a partner, which is and then represent the amount as a bar, which is
continuous
typical in their classroom and I will circulate the room in order to answer and ask questions. After
students observe each others graphs, we will come together for a discussion which I will lead in
order to ask students about the successes/challenges of their group and what they thought of the
other groups work. Commented [CE5]: Can you come up with questions
that focus more directly on the mathematics?
Why
My Classroom Mentor suggested this topic, as the students will be learning about bar graphs in
math after they were briefly introduced in social studies. I chose to teach the lesson in a group
setting where students can use tangible items and put them into a graph so that they can
understand how the graph is constructed, since they typically just see the end result. I have
actually been taught with this same practice in elementary school and the fact that it still resonates
with me makes me feel as if I could do a good job teaching it. Representing information in a bar
graph is also part of the 3rd grade standard for measurement and data.

Mathematics Lesson Plan Template

Goals / Objectives
SWBAT create a bar graph that represents the number of each color chip in their packet, making an Commented [CE6]: What is the magnitude of the
accurate and appropriate model. CC.2.4.3.A.4 (Represent and interpret data using tally charts, tables, numbers? Double digit?
pictographs, line plots, and bar graphs) is a PA Core standard that is a primary focus for the lesson.

Materials and preparation

Bags of red, blue, yellow and green counters/chips
Chart paper Commented [CE7]: I would stay away from external
rewards, particularly food. Or are you saying you
Markers/pens/pencils
considered having them count and graph candy (m
Graph/lined paper and ms)?
Classroom arrangement and management issues
We will work out in the pod (or preferably the library) in order to avoid distractions. Each group can use Commented [CE8]: A nice way to do this is to give
everyone a square post-it note. Ask them to write the
their own table or floor space so they can focus on their own work and not that of other students. Students
answer to your question on the post it. Then you can
might play with the chips, which I could address by telling them that they wont get class dojo points for display the post-its as a graph and they can see how
the day. I considered doing this with candy as well, which would probably cause more playfulness, but also the individual pieces of data are there as well as the
a reward for their actions at the end. overall picture. Then you should ask some questions
about the data. What do you observe? What does this
Plan tell us about the group? Which has the most? How
Include the imagined sequence of events (with a time estimate for each part of the lesson). Use the three- many more? How do you know? Since this is a small
phase lesson format to structure your lesson: group, try to use a yes/no question so you have only
two categories.
1. Before (Launch). 10 minutes. Potentially survey the students to create a quick bar graph so that they Commented [CE9]: Can you present this as a real
understand the concept and have a model. Sample questions could include: What is everyones favorite question for them to answer with their graphs. I want
subject? Who has xyz pet? This would allow students to see a real life example of the problem and have to know if we have more of some colors than the
a quick representation on the model. I will explain that students will be working in pairs in order to others, or if there are equal amounts. Ive divided these
chips into bags and I hope you can help me figure this
create a bar graph that represents the number of each color counter chips. Then we will survey out.
everyones graphs and regroup for a discussion. I will ask a student to state the directions in their own
words to make sure that I articulated it correctly and that everyone understands what the task is. Commented [CE10]: Unless you are having them
2. During (Work and explore). 15 minutes. Students will work in pairs to create a bar graph that represents scalee.g., one square represents 2 chips this seems
really easy for 3rd grade
the number of counter chips they have of each color. They will use graph paper in order to make their
graph and markers to color code their bars. After groups are finished, they will quickly look at some of Commented [CE11]: It might be interesting to have
the other groups work and compare the results. For this reason it might be useful for all students to have them different. Then you could have them make
the same number of each group so they can identify the differences a little easier (but Im not sure if its observations about their own graph and then come
together as a group and make a class graph of the totals
really better to have the same number of each chip for each group). I will go around and ask students
(this would involve some addition and be more
what strategies they are using, how they are keeping track of their groups (writing down how many in challenging for this grade level). Then you can have
each group (i.e. table), using visual groups, etc.). While students are observing others work, I will ask them look at how the individual results compare to the
them if they can tell me how many more/less of one color there are from the other (interpreting the class results? If they are different, why? This gets at
graphs) some interesting issues about sample size!
3. After (Debrief and wrap up). 5 minutes. Focus questions will include: What did your group struggle
Commented [CE12]: This should be at least 10
with? What is something that you saw another group do that you wish you had done? Students will minutes. Its the most important part of the lesson and
discuss their successes and challenges in creating their bar graph and comment on the similarities and a chance for you to practice talk moves as you pose
differences between their graph and other groups. questions, have students share strategies, and follow
up/probe their thinking. Like a number talk!
Commented [CE13]: The after should be a focused
Anticipating students responses and your possible responses mathematical discussion, not just a reflection. Either
1. Strategies students could make a table of their information and then transfer it into a graph, count have them discuss observations from the graphwhat
one group and draw a bar (and repeat this process until they are done) conclusions can we draw? Or together come up with a
2. Confusion/difficulty correctly representing units, making sure that units are consistent and the class graph as describe above.
same size across all graphs Commented [CE14]: Consider counting strategiesby
3. Challenges students might want to play or make a game out of the counters instead of using them ones, twos, tens
for the task.
Commented [CE15]: This would only be an issue if
Assessment of the goals/objectives listed above
they are using units other than one
Students will have reached the goal when they make a bar graph that accurately represents their chips. The
units will be consistent and their numbering on the y-axis will correspond with the actual number of each
color chip. They will be able to read other students graphs and analyze the information in the form of
answers to questions that I pose. Commented [CE16]: What are those questions. What
are some of the things they should notice?
Accommodations
Students who finish early: Ask them to find the total number of chips, ask them a series of questions to
analyze the graph (how many of this color, how many blue and green chips, etc.)
Students who find the material challenging: help them relate the group example to their own example,
have them count the chips for one color and ask them how they could represent that using each box on the
graph paper as one chip.