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Write your lesson plan with such thorough instructions/directions that another person from your carpool

could teach the lesson material the way you intend to teach it. Include specific content that another
person who did not prepare this lesson would need and specific questions that could be asked.
Topic: Explore Representing Data Grade Level: 1 Name: Kendra Carlson

Lesson Type: #_1__ in a series - 6 Performance Level: Group Size:


New Material - Re-teaching - Review Below – On – Above Whole Small Individual

Standard/s:
CCSS.MATH.CONTENT.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking
from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using
objects, drawings, and equations with a symbol for the unknown number to represent the problem.

CCSS.MATH.CONTENT.1.OA.A.2
Solve word problems that call for addition of three whole numbers whose sum is less than or equal to
20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent
the problem.

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:
Students will be able to sort, count, and record categorical data using mark schemes.
*Kid-friendly objective statement: I can sort and represent data

Assessment plan for each objective:


While in small groups, the students will share what they know as they work on the homework. The
group leader will assess the students understanding of the concept.

Key vocabulary terms and definitions:


 Sort - arrange systematically in groups; separate according to type, class, etc.
 Data - facts and statistics collected together for reference or analysis.
 Compare - estimate, measure, or note the similarity or dissimilarity between.
 More - a greater or additional amount or degree.
 Most - greatest in amount or degree.
 Fewer - used to emphasize how small a number of people or things is.
 Fewest - a small number of.

Materials:
 Student activity book pp. 171-176
 Scissors
 Whiteboard

Differentiation/Accommodations:
Extend: Activity cards 6-1. Sorting sheet, sort objects, paper bags. Red and blue cubes, bug cards.
Math journals.
Support : Soar to success math intervention. MegaMath. Destination Math
Management Decisions
Behavioral Expectations: Transitions from place to place Fast Finishers:
S – Sit Tall or between activities: Practice grouping from
T - Track  Dismiss students by name to join their picture on power point.
A – Answer on signal small group
R – Respect Others  Give directions before the transition
for what it should look like.
 Hold students accountable for the
transition.
 Allow 2 minutes for the completion of
the transition.

Attention Signal (Regain Material Management: Grouping:


Student Focus):  Precut out insect pictures  Mrs. Overson’s
 “Class, Class”  Group worksheets for small groups on assigned small
 “If you can hear me, tables before students come in. groups by level
hands on…”
Lesson Sequence
Time What the teacher is doing What the students are doing
Gain Attention/Activate prior knowledge: Compare 2 two digit numbers and
1. Separate the class down the middle. identify the greater number.
2. Write one two-digit numbers on each side of the board.
3. Ask the students, “Which is the greater number?”
4. Have the students stand up who are on the side of the
larger number.
5. Have one volunteer on that side write a < or > symbol.
6. Switch sides.

“I do” Input & Modeling: Sort, Count, and Record Data


1. Sort Data
a. “In this unit, we are going to

“We Guided practice:


do” Tell how you check understanding of each student during
guided practice.

Closure/Summary:

“You Independent practice:


do”

Items to be collected as a result of this lesson:

Reflection: To be typed in a separate paper and handed in the day after lesson is taught.
Was the objective met? How do you know?
What went well and why?
What needs to be changed if this lesson were taught again in the future? Does anything need to be retaught or
reviewed?
Were management strategies effective? Why or why not?

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