UICS COLLEGE OF EDUCATION

BA IN ELEMENTARY EDUCATIONEDTPA LESSON PLAN TEMPLATE

Teacher Candidate: Yasmeen Elayyan Date Taught: March 6, 2014
Cooperating
Teacher:
Mrs !"ens #chool $ District: McClellan Elementary$C%#
&rade: 4
th
'ield #uper(isor: %odsiadli)
*nit $ #u+,ect: Math
-esson Title $
'ocus:
*sing dou+le +ar graph to graph data
I. Lesson Rationale (!"#$
Lea%nin& Goals an' Fo()s (!at st)'ents *ill +e a+le to 'o$,
.*nderstand the purpose o/ using a dou+le +ar graph to represent data
.Collect data and create a dou+le +ar graph
.%ull data /rom a "ord pro+lem and use a dou+le +ar graph to graph the data
NCTM, National Co)n(il O- Tea(!e%s O- Mat!e.ati(s
Data Analysis and Probability Standard for Grades 3-5
'ormulate 0uestions that can +e addressed "ith data and collect, organi1e, and display rele(ant data to ans"er them:
collect data using o+ser(ations, sur(eys, and e2periments3
represent data using ta+les and graphs such as line plots, +ar graphs, and line graphs3
#elect and use appropriate statistical methods to analy1e data
De(elop and e(aluate in/erences and predictions that are +ased on data
%ropose and ,usti/y conclusions and predictions that are +ased on data and design studies to /urther
in(estigate the conclusions or predictions

Targeted Academic Language Function (e.g. identifying main idea, recording multiple way to ol!e pro"lem#,
*se a dou+le +ar graph to display a set o/ in/ormation
Targeted Academic Language $emand (%oca"ulary& e!ery day, general u"'ect pecific word, and u"'ect pecific
word meaning( Synta)& organi*ing word and p+rae into tructure& grap+, entence, formulae#.
Data
Dou+le +ar graph
Tally
24a2is
y4a2is
II. Inst%)(tional St%ate&ies an' Lea%nin& Tas/s (0o*#$
Time Learning Acti!itie- 5hat learning acti(ities do
you ha(e planned /or the students6 Descri+e "hat
may transpire during the sca//olding o/ the lesson
7o" "ill you 8hoo)9 the students into the lesson6
7o" "ill you model, and pro(ide opportunities /or
guided, shared, and independent practice6
,uetion Poed: What questions do you
want to ask of the students, and what do
you anticipate they will ask /raise as
their own questions and answers?
5 min
15 min
O%ientation1En&a&e.ent1Moti2ation: :;ntroduction o/ the
topic: ma)ing connections<
#tudents "ill /irst +egin the lesson +y going o(er today=s
agenda Then students "ill +e lead into a +rie/ discussion on
organi1ing data and "hy it is important The purpose o/ this
+rie/ discussion is so students can acti(ate prior +ac)ground
)no"ledge and reali1e "hy this s)ill is important and use/ul
This is "here students "ill ma)e connections to lead them into
today=s lesson o/ dou+le +ar graphs The agenda "ill +e posted
ne2t to or on the "hite +oard so that it is (isi+le /or all students
to see The agenda "ill appear as /ollo"s:
>genda:
14?rie/ discussion
24'a(orite ho++ies o/ the /ourth grade
@4'a(orite #ports o/ the Third and 'ourth &raders
44;nter(ie" your classmates
A4;ndependent "or)
P%esentation1E34li(it Inst%)(tion:
The teacher "ill +egin the presentation instruction, +y
collecting data so that she can model ho" to graph the data
#he "ill as) the class the /ollo"ing 0uestion: 85hat is your
/a(orite ho++y69 #he "ill 0uic)ly go around the room and as)
students The teacher "ill tally up the results on the +oard so
that the data is collected in order to dra" the +ar graph The
teacher "ill +e clear "hen collecting data that she is separating
the +oy and girl (otes /rom the class
The teacher "ill +egin +y stating that e(ery graph needs a title
The teacher "ill in/orm students that the title has to tell the
reader e2actly "hat data that this graph "ill portray 5hen
O%ientation1En&a&e.ent1Moti2ation:
5hy do you thin) it=s use/ul to )no" ho" to
graph data6
4#o the data can +e seen more clearly
7o" are +ar graphs help/ul6
4They sho" the in/ormation clearly
47a(e you heard o/ a dou+le +ar graph6 5hat
do you thin) the di//erence is +et"een a
dou+le and a single +ar graph6
4There is an e2tra +ar
4There "ill +e t"o +ars to sho" more
in/ormation a+out the data
P%esentation1E34li(it Inst%)(tion:
7o" do dou+le +ar graphs gi(e you more
in/ormation than single +ar graphs6
4They tell you more a+out the people "ho
ga(e you the data
5hy am ; separating the tallies o/ +oy and
girl (otes6
4#o that you )no" ho" high each +oy and
girl +ar "ill +e /or each ho++y
7o" "ill this help me later on "hen ; am
graphing6
4This "ill help you +ecause you "ill )no"
10 min
10 min
5 min
dra"ing the graph, the teacher "ill +e sure to introduce the 2
and the y a2is to students and remind them that it should
al"ays +e la+eled The teacher "ill la+el them as she models
ho" to graph the data
St%)(t)%e' P%a(ti(e1E34lo%ation:
#tudents "ill +e sho"n a dou+le +ar graph and "ill ans"er
0uestions a+out the graph
#tudents "ill +e as)ed the /ollo"ing 0uestions:
145hich grade had t"enty students that chose soccer as their
/a(orite sport6
245hich grade did e2actly /i/teen students chose as their
/a(orite sport6
@47o" many more /ourth graders ha(e +as)et+all as their
/a(orite sport than third graders6
445hich sport has a com+ined total o/ @A students as their
/a(orite sport6
&uided %ractice$'eed+ac):
7ere students "ill collect data /rom their peers to ans"er the
/ollo"ing 0uestion, 85hat season is your +irthday in69 The
high and a(erage math groups "ill ha(e a chec)list to help
guide them in creating their dou+le +ar graph to organi1e their
data The struggling math group "ill recei(e a modi/ied
"or)sheet "here the graph "ill +e set up /or them The 2 and y
a2is "ill +e la+eled along "ith the title ;n the ne2t lesson, the
struggling math group "ill recei(e +lan)s instead o/ ha(ing the
2 and y a2is la+eled /or them so that they can use gradual
e2actly ho" many +oys and girls (oted /or
each ho++y
7o" do ; )no" "hich a2is is the 2 a2is and
"hich one is the y a2is6
4829 comes +e/ore 8y9 in the alpha+et and so
since the +ottom a2is is la+eled as the 24a2is,
"e start at that a2is /irst
Can someone tell me a title "e could use /or
our graph6
4The /ourth grade class= /a(orite ho++ies
St%)(t)%e' P%a(ti(e1E34lo%ation:
7o" does the )ey help us ans"er the
0uestions6 7o" do the colors in the )ey help
us6
4;t tells us e2actly "hat class (oted /or "hat
7o" is the title help/ul "hen interpreting the
graph6
4;t tells us the type o/ data that "e are
loo)ing at
7o" do the la+els help you read the graph6
4They help me /ind the in/ormation easier
and 0uic)er ; don=t ha(e to "aste time trying
to /igure out "hat the num+ers or some o/ the
la+els represent
&uided %ractice$'eed+ac):
#ample ans"ers:
The chec)list "ill ha(e the /ollo"ing
0uestions:

Did you ma)e sure to la+el the 2 and
y a2is6
Do you ha(e a title /or your graph6
>re +oy and girls results separated
on the graph6
Do you ha(e a )ey to distinguish
release during these lesson segments to +ecome more
independent The high and a(erage groups "ill not recei(e the
chec)list ne2t lesson due to gradual release
;ndependent %ractice$>pplication:
#tudents "ill +e loo)ing at the /ollo"ing dou+le +ar graph and
"ill ans"er 0uestions a+out the graph as an e2it slip
The struggling math groups "ill recei(e the same graph, ,ust
modi/ied 0uestions
"hat each +ar represents6
;ndependent %ractice$>pplication:
5hile students are completing their e2it
slips, the teacher "ill "or) "ith students "ho
may need additional supports due to the data
collected during the /ormati(e assessment
III. Assess.ent (0o* 'o "o) /no*#$
Formati!e Aement-
Throughout the lesson, the teacher "ill +e "al)ing around listening to student ans"ers, colla+oration and interaction
to see ho" "ell students comprehend the lesson The teacher "ill as) hersel/ the /ollo"ing 0uestions to help her in
guiding /urther instruction:
#tudent interaction
>re students= using the /ollo"ing academic language6
.Data
.Dou+le +ar graph
.tally
.24a2is
.y4a2is
>re students colla+orating "ith each other during the group acti(ities6 >re they sca//olding each other6
Data
7o" are students collecting their data6
>re they using tallies6
>re they separating their data "hile collecting it6
Dou+le +ar graphs
Do they ha(e a title6
>re the 2 and y a2is la+eled6
Do students ha(e a )ey to di//erentiate +et"een the +ar in the graphs
Summati!e Aement-
; "ill collect the e2it slip that students "ill complete independently as summati(e assessment 7ere the teacher is
loo)ing to see i/ students "ere a+le to analy1e the data in order to ans"er the 0uestions a+out the dou+le +ar graph
#tudents are also e2pected to +e a+le to pull out in/ormation /rom the graph in order to assist them in /inding the
correct ans"er to some o/ the 0uestions
#tudents "ho are recei(ing the modi/ied e2it slip are e2pected to loo) at the graph and ta)e in/ormation /rom the
graph, instead o/ ta)ing the e2tra step and analy1ing the dou+le +ar graph The goal o/ students "ith the modi/ied e2it
slip is to +e a+le to ,ust pull the necessary in/ormation /rom the dou+le +ar graph to come up "ith the correct solution
I5. Inst%)(tional Mate%ials6 Reso)%(es6 an' Te(!nolo&" (!at$
What materials will you need in order to teach this lesson?
What materials will students need?
Tea(!e%,
.>genda
.5hite+oard
.pro,ector
.laptop
St)'ent,
.%resentation "or)sheet: 'a(orite ho++ies o/ the /ourth grade
.#tructured practice "or)sheet: 'a(orite #ports o/ the Third and 'ourth &raders
.&uided practice "or)sheet: 5hich is the most popular +irthday season6
.Modi/ied guided practice "or)sheet: 5hich is the most popular +irthday season6
.E2it slip
.Modi/ied e2it slip
Reso)%(es,
http:$$physipop/iles"ordpresscom$200B$04$large4s0uared4paperpng
http:$$"""eduplacecom$math$m"$+ac)ground$4$0B$graphics$tsC4CBC"i4@gi/
UICS COLLEGE OF EDUCATION
BA IN ELEMENTARY EDUCATIONEDTPA LESSON PLAN TEMPLATE
Teacher Candidate: Yasmeen Elayyan Date Taught: March D, 2014
Cooperating
Teacher:
Mrs !"ens #chool $ District: McClellan Elementary$C%#
&rade: 4
th
'ield #uper(isor: %odsiadli)
*nit $ #u+,ect: Math
-esson Title $
'ocus:
-ine graphs: interpreting and creating
I. Lesson Rationale (!"#$
Lea%nin& Goals an' Fo()s (!at st)'ents *ill +e a+le to 'o$,
.#tudents "ill )no" "hy it is important to use line graph :to sho" gro"th o(ertime6<
.#tudents are a+le to ans"er 0uestions +y loo)ing and in/erring at a line graph
.#tudents "ill )no" "hen to use a line graph to graph data
NCTM, National Co)n(il O- Tea(!e%s O- Mat!e.ati(s
Data Analysis and Probability Standard for Grades 3-5
'ormulate 0uestions that can +e addressed "ith data and collect, organi1e, and display rele(ant data to ans"er them:
collect data using o+ser(ations, sur(eys, and e2periments3
represent data using ta+les and graphs such as line plots, +ar graphs, and line graphs3
#elect and use appropriate statistical methods to analy1e data
De(elop and e(aluate in/erences and predictions that are +ased on data
propose and ,usti/y conclusions and predictions that are +ased on data and design studies to /urther
in(estigate the conclusions or predictions
Targeted Academic Language Function (e.g. identifying main idea, recording multiple way to ol!e pro"lem#,
&raphing data on a line graph
Targeted Academic Language $emand (%oca"ulary& e!ery day, general u"'ect pecific word, and u"'ect pecific
word meaning( Synta)& organi*ing word and p+rae into tructure& grap+, entence, formulae#.
24a2is
y4a2is
constant
increase
decrease
II. Inst%)(tional St%ate&ies an' Lea%nin& Tas/s (0o*#$
Time Learning Acti!itie- 5hat learning acti(ities
do you ha(e planned /or the students6
Descri+e "hat may transpire during the
,uetion Poed: What questions do you want
to ask of the students, and what do you
anticipate they will ask /raise as their own
sca//olding o/ the lesson 7o" "ill you
8hoo)9 the students into the lesson6 7o"
"ill you model, and pro(ide opportunities /or
guided, shared, and independent practice6
questions and answers?
5 min
min
10
min
O%ientation1En&a&e.ent1Moti2ation : :;ntroduction o/
the topic: ma)ing connections<
>genda:
14Ee(ie" dou+le +ar graphs
24*sing line graphs to sho" a "ee) o/ D Eose=s points
per game
@4>ns"ering 0uestions +y analy1ing a line graph
44&roup "or)
A4E2it #lip
P%esentation1E34li(it Inst%)(tion:
;n order to pull students into this lesson the teacher "ill
say the /ollo"ing to engage her students:
8-et=s graph data that portrays change o(er a time
period -et=s do a "ee) 5hat can "e )eep
-et=s go +ac) and thin) o/ "hen D Eose use to play
+e/ore his in,uries
-et=s loo) at a "ee) o/ D Eose=s points per game data
Eose scored 20 points on during Monday=s game, 2D
points on Tuesday=s, @4 points on 5ednesday, 2A on
Thursday and 1F on 'riday9
During this section o/ the lesson, the teacher "ill e2plain
that line graphs are used to portray data o(er time
#tudents "ill +e in/ormed that line graphs are important
"hen displaying certain types o/ data
St%)(t)%e' P%a(ti(e1E34lo%ation:
O%ientation1En&a&e.ent1Moti2ation:
5hat )ind o/ data did dou+le +ar graphs portray6
4;t sho"ed data /rom t"o people or t"o groups o/
people
5hat other graphs ha(e you heard o/ +e/ore6
4picture graphs, +ar graphs and line graphs
Do you thin) that they are all used to graph the
same types o/ data6
4Go, they pro+a+ly graph di//erent types since there
are di//erent "ays to graph data
5hen do you thin) it "ould +e appropriate to use a
line graph to graph data6
45hen sho"ing data /rom
4To graph to sho" gro"th or decay
P%esentation1E34li(it Inst%)(tion:
-oo)ing at this data, "hat can "e in/er6
4That D Eose "as playing +etter and +etter until
5ednesday night Then Thursday he +egan to /all
+ac) and made less points that night and 'riday
-oo)ing at 5ednesday night=s game, do you thin)
that had an e//ect on Thursday night=s game6
47e "as tired /rom playing on 5ednesday night
that=s "hy he only scored 1F on points on Thursday
5hy is it +etter to sho" D Eose=s points per game
using a line graph instead o/ a dou+le +ar graph6
4;t is +etter to use a line graph +ecause "e collected
data on one person3 also it is o(er a period o/ time
St%)(t)%e' P%a(ti(e1E34lo%ation:
5hat do you thin) constant means6
4To not change o(er time
;/ the line graph continued to sho" data /or B:00
and 10:00 %M do you thin) the temperature "ould
stay constant or drop6
4; thin) it might drop +ecause it usually gets colder
at night
10
min
min
The teacher "ill go through the graph 8Temperature
Change9 graph and "ill go through ans"ering the
/ollo"ing 0uestions "ith the class:
14 7o" does this graph sho" change o(er time6
245here is there gro"th in the graph6 5hen does it
stop6
@4'rom "hat time to time is the temperature constant6
445hat time is it "hen it is A0 degrees6
&uided %ractice$'eed+ac):
#ince students "ill not +e a+le to collect their o"n data
in ,ust one lesson, students "ill +e gi(en data in a "ord
pro+lem that they "ill ha(e to plot #tudents in the
high$a(erage group "ill not recei(e a chec)list unli)e
the pre(ious lesson due to the /act that the teacher is
using gradual release during these lesson segments and
"ants to encourage independence as students create
their line graphs
The struggling math group "ill recei(e a modi/ied
"or)sheet "here the graph "ill +e set up /or them and
they "ill ,ust ha(e to /ill in some o/ the +lan)s
;ndependent %ractice$>pplication:
The high$a(erage students "ill complete the /ollo"ing
0uestion as an e2it slip /or summati(e assessment
.5hat graph is +etter to portray data o(er a period o/
time6 > line graph or a dou+le +ar graph6 E2plain
.&i(e an e2ample o/ a set o/ data that you "ould
display "ith a line graph
The struggling students "ill complete the /ollo"ing as
an e2it slip
.5hat graph is +etter to portray data o(er a period o/
time6 > line graph or a dou+le +ar graph6 E2plain
&uided %ractice$'eed+ac):
#ample ans"ers:
;s your graph la+eled6
4no
5hy did you la+el the 2 a2is$y a2is "ith that title6
7o" does that help the reader interpret the data6
4;t helps the reader +ecause it categori1es the
in/ormation
;ndependent %ractice$>pplication:
5hile students are completing their e2it slips, the
teacher "ill "or) "ith students "ho may need
additional supports due to the data collected during
the /ormati(e assessment
5hat is the )ey di//erence +et"een dou+le +ar
graphs and line graphs6
4Dou+le +ar graphs collect data /rom t"o di//erent
people or groups
III. Assess.ent (0o* 'o "o) /no*#$
Formati!e Aement-
Throughout the lesson, the teacher "ill +e "al)ing around listening to student ans"ers, colla+oration and interaction
to see ho" "ell students comprehend the lesson The teacher "ill as) hersel/ the /ollo"ing 0uestions to help her in
guiding /urther instruction:
#tudent ;nteraction
>re students= using the /ollo"ing academic language throughout the lesson6
.24a2is
.y4a2is
.constant
.increase
.Decrease
>re students colla+orating "ith each other during the group acti(ities6 >re they sca//olding each other6
Can students distinguish the purpose o/ using a line and a +ar graph to display a set o/ data6
-ine graphs
>re students including the /ollo"ing in their line graphs6
.Do students ha(e a title6
.>re the 2 and y a2is la+eled6
.>re the dots in their line graph connected6
Summati!e Aement-
The teacher "ill collect the guided practice "or)sheet to see ho" "ell students are a+le to ta)e data and plot it on a
line graph 7ere students are not ,ust gi(en data strictly, +ut ha(e to read and analy1e the "ord pro+lem so that they
are a+le to ta)e the in/ormation /rom the "ord pro+lem and correctly plot it into the graph These students "ill also +e
graded on "hether they are a+le to use the chec)list to include all the necessary in/ormation to la+el their graph
#truggling students "ill recei(e a modi/ied "or)sheet so that they ha(e the e2tra assistance "ith ha(ing the graph
already set up /or them These students "ill +e tested on "hether they are a+le to ta)e the in/ormation /rom the "ord
pro+lem and correctly plot it into the graph
The teacher "ill collect the e2it slip in order to see i/ students are a+le to di//erentiate "hen they should use a dou+le
+ar graph or a line graph to display a set o/ data #tudents in the high and a(erage groups "ill +e e2pected to gi(e an
e2ample o/ data that needs to +e portrayed in a line graph The e2it slip is modi/ied so that the struggling student ,ust
needs to understand "hen it is appropriate to use a line graph >nother reason that students are +eing assessed "ith
this e2it slip due to ;#>T re(ie" and ho" this is one o/ the re(ie" 0uestions /or the state test
I5. Inst%)(tional Mate%ials6 Reso)%(es6 an' Te(!nolo&" (!at$
What materials will you need in order to teach this lesson?
What materials will students need?
Tea(!e%,
.>genda
.5hite +oard
.pro,ector
.laptop
St)'ent,
.Math note+oo)
%resentation "or)sheet: D Eose "or)sheet
.#tructured practice "or)sheet: Temperature Change "or)sheet
.&uided practice "or)sheet: 7o" /ast can ?randon run the soccer /ield6
.Modi/ied guided practice "or)sheet: 7o" /ast can ?randon run the soccer /ield6
.E2it slip
.Modi/ied E2it #lip
http:$$"""eduplacecom$math$m"$+ac)ground$4$0B$graphics$tsC4CBC"i44gi/
UICS COLLEGE OF EDUCATION
BA IN ELEMENTARY EDUCATIONEDTPA LESSON PLAN TEMPLATE
Teacher Candidate: Yasmeen Elayyan Date Taught: March 10, 2014
Cooperating
Teacher:
Mrs !"ens #chool $ District: McClellan Elementary$C%#
&rade: 4
th
'ield #uper(isor: %odsiadli)
*nit $ #u+,ect: Math
-esson Title $
'ocus:
#tem and lea/ plots
I. Lesson Rationale (!"#$
Lea%nin& Goals an' Fo()s (!at st)'ents *ill +e a+le to 'o$,
.#tudents "ill )no" understand "hen to use stem and lea/ plots to represent data that has a set o/ num+ers
.#tudents "ill )no" ho" to ans"er 0uestions /rom a stem and lea/ plot
.#tudents "ill )no" "hen it is appropriate to use a dou+le +ar graph, a line graph or a stem and lea/ plot to portray
data
NCTM, National Co)n(il O- Tea(!e%s O- Mat!e.ati(s
Data Analysis and Probability Standard for Grades 3-5
'ormulate 0uestions that can +e addressed "ith data and collect, organi1e, and display rele(ant data to ans"er them:
collect data using o+ser(ations, sur(eys, and e2periments3
represent data using ta+les and graphs such as line plots, +ar graphs, and line graphs3
#elect and use appropriate statistical methods to analy1e data
De(elop and e(aluate in/erences and predictions that are +ased on data
%ropose and ,usti/y conclusions and predictions that are +ased on data and design studies to /urther
in(estigate the conclusions or predictions
Targeted Academic Language Function (e.g. identifying main idea, recording multiple way to ol!e pro"lem#,
!rgani1ing data "ith a stem and lea/ plot
Targeted Academic Language $emand (%oca"ulary& e!ery day, general u"'ect pecific word, and u"'ect pecific
word meaning( Synta)& organi*ing word and p+rae into tructure& grap+, entence, formulae#.
#tem
-ea/
!nes place
Tens place
7undreds place
II. Inst%)(tional St%ate&ies an' Lea%nin& Tas/s (0o*#$
Time Learning Acti!itie- 5hat learning acti(ities
do you ha(e planned /or the students6
Descri+e "hat may transpire during the
sca//olding o/ the lesson 7o" "ill you
8hoo)9 the students into the lesson6 7o"
"ill you model, and pro(ide opportunities /or
guided, shared, and independent practice6
,uetion Poed: What questions do you want
to ask of the students, and what do you
anticipate they will ask /raise as their own
questions and answers?
5 min
min
O%ientation1En&a&e.ent1Moti2ation
: :;ntroduction o/ the topic: ma)ing
connections<
To +egin the lesson, the teacher "ill
point out the agenda to the students
and lead the +rie/ re(ie" "ith the
class The agenda "ill co(er the
/ollo"ing:
>genda:
14?rie/ re(ie" on dou+le +ar and line
graphs
245hat are stem and lea/ plots and
"hen do "e use them6
@4#tem and lea/ plot "ord pro+lems
44&roup "or): 7o" are they
ali)e$di//erent: dou+le +ar graphs, line
graphs and stem and lea/ plots6
A4Hui1
P%esentation1E34li(it Inst%)(tion:
7ere students "ill +e introduced to
stem and lea/ plots as another "ay to
organi1e data #tudents "ill +e
in/ormed to use stem and lea/ plots
"hen they are gi(en a long list o/
num+ers that need to +e organi1ed
O%ientation1En&a&e.ent1Moti2ation
:
5hen should "e use +ar graphs to
represent data6
45hen comparing data that is collected
/rom t"o di//erent groups o/ people
5hen should "e use line graphs to
represent data6
4To sho" data that is represented o(er
time
#omeone gi(e me an e2ample o/ data
that should +e represented in a dou+le
+ar graph or a line graph
4You "ould use a dou+le +ar graph to
represent data a+out third and /ourth
graders= /a(orite ice cream
4You "ould use a line graph to sho"
ho" many times each day does
P%esentation1E34li(it Inst%)(tion:
5hen do "e use stem and lea/ plots to
organi1e data6
45hen you ha(e a list o/ num+ers
5hat represents the tens place, the
stem or the lea/6 5hich represents the
ones place6
4The stem represents the tens place
and the lea/ represents the ones place
7o" do ; )no" not to use a dou+le +ar
10 min
#tudents "ill understand that these
num+ers "ill +e organi1ed +y the tens
or hundreds place :depending ho"
large the num+ers are< in increasing
order
#tudents "ill +e told that "e "ill +e
using t"o digit num+ers "here in
these plots, the stem represents the
tens place in the t"o digit num+er and
the lea/ represents the ones place in the
one digit num+er The teacher "ill
in/orm students to copy the /ollo"ing
in/ormation /rom the +oard The
teacher "ill then model ho" to
organi1e the the /ollo"ing pro+lem
into a stem and lea/ plot to the class:
The /ollo"ing num+ers sho" the
num+er o/ goals that players on the
soccer team ha(e made last "ee):
2@, 12, @4, 1F, @4, 2@, 42, 1D, 2B, @F,
14, 22, @A, 4F
St%)(t)%e' P%a(ti(e1E34lo%ation:
>s a class "e "ill no" go o(er ho" to
organi1e data "ith three digit num+ers
on a stem and lea/ plot #tudents "ill
ha(e the opportunity to come up to the
+oard and "rite some o/ the ans"ers
as "e complete this "ord pro+lem as a
class This "ill +e done so that
students "ho +ecome tired o/ sitting
all day "ill +e e2cited to stay attenti(e
to the lesson to participate so that they
can come up to the +oard and ans"er a
pro+lem The teacher "ill sol(e the
/ollo"ing pro+lem "ith students as a
class:
> teacher as)ed some o/ her /ourth
grade students ho" many pages that
they read this entire "ee) /or !ook "t#
The /ollo"ing are the num+er o/ pages
that students read:
@4D, AF2, 2@B, @B1, 444, 2BB, @2F,
graph or a line graph to represent this
set o/ data6
45e )no" not to use a dou+le +ar
graph +ecause "e are not graphing
data coming /rom t"o di//erent people
or groups
45e )no" not to use line graphs
+ecause it doesn=t tell "hat e2act days
that each player made the goals
St%)(t)%e' P%a(ti(e1E34lo%ation:
7o" is the hundreds place represented
in a stem and lea/ plot6
45e loo) at +oth the tens and hundreds
place and then place it in the stem part
o/ the plot 'or e2ample "ith the
num+er @A4, the @A "ould +e put in
the stem column +ecause "e thin) o/ it
as @A tens are +eing represented
5hat i/ there is t"o o/ the same
num+er in a set o/ data6 7o" "ill they
+e represented in a stem and lea/ plot6
4The num+er "ill share the same ten
/rom the stem column, +ut the one "ill
+e "ritten t"ice in the lea/ column
5hat could "e title our stem and lea/
plot6
4Gum+er o/ pages read +y /ourth
graders /or !ook "tI
7o" did ma)ing a stem and lea/ plot
help us ans"er the 0uestions6
4They helped us ans"er the 0uestions
+ecause "e organi1ed our data, so it
made it easier to /ind the ans"er
min
15 min
2B4, @12, 4BD, 2BB
Ta)e the data and create a stem and
lea/ plot Then ans"er the /ollo"ing
0uestions:
.7o" many students read o(er @00
pages6
.Did any students read the same
amount o/ pages6
.7o" many students read +et"een
200 to A00 pages6
#tudents "ill then complete the
/ollo"ing pro+lem on their o"n and
then "e "ill go o(er it together as a
class:
#am "ent to his /amily=s reunion >t
the reunion, e(eryone recorded their
age
>ges
#tem -ea/
1 @ D
2 1 2
@
4 A 6 D
A 4 4 F
6 @ A
.5hat is the age o/ the oldest person6
.>re there t"o people "ith the same
age6 ;/ so, ho" old are they6
.5ho is the youngest person at the
/amily reunion6
&uided %ractice$'eed+ac):
#tudents "ill then recei(e a three
circle Jenn Diagram graphic
&uided %ractice$'eed+ac):
#ample ans"ers:
>/ter the teacher models and assigns
students into groups, the teacher "ill
"al) around and listen to student
interaction and ans"ers /or /ormati(e
assessment
;ndependent %ractice$>pplication:
Teacher "ill "al) around and monitor
students as they ta)e their 0ui1
Teacher may assist students +ased on
organi1er !ne circle "ill +e la+eled as
8dou+le +ar graph9, one as 8line
graph9 and the third one as 8stem and
lea/ plot9 The purpose o/ this Jenn
Diagram graphic organi1er as a "ay to
organi1e their thoughts and notes so
that students )no" "hen it is
appropriate to use a dou+le +ar graph,
a line graph or a stem and lea/ plot to
organi1e their data Teacher "ill model
ho" to /ill in the Jenn Diagram
graphic organi1er +y sca//olding
students to come up "ith 8they all
organi1e and represent a set o/ data9
/or the center circle to represent "hat
dou+le +ar graphs, line graphs and
stem and lea/ plots ha(e in common
#tudents "ill then +e put into groups
to assist each other in completing this
Jenn Diagram graphic organi1er
#tudents "ill +e instructed to ans"er
the /ollo"ing 0uestions in their three
circle Jenn diagram:
14 5hat is the purpose o/ each
graph$plot6
24&i(e an e2ample o/ data to display
in each graph$plot
;ndependent %ractice$>pplication:
#tudents "ill complete the 8Cinema
#tats9 "or)sheet independently as a
0ui1 so that it can +e collected as
summati(e assessment /or these past
three lessons
#truggling students "ill +e
accommodated +y allo"ing them e2tra
time to complete this "or)sheet i/
needed
/ormati(e assessment
III. Assess.ent (0o* 'o "o) /no*#$
Formati!e Aement-
Throughout the lesson, the teacher "ill +e "al)ing around listening to student ans"ers, colla+oration and interaction
to see ho" "ell students comprehend the lesson The teacher "ill as) hersel/ the /ollo"ing 0uestions to help her in
guiding /urther instruction:
#tudent interaction
>re students using the /ollo"ing academic language in their discussions6
.stem
.lea/
.ones place
.tens place
.hundreds place
>re students /ocusing on the )ey di//erences to "hen each graph is use/ul to graph data6
Do students understand ho" dou+le +ar graphs, line graphs and stem and lea/ plots are all "ays to organi1e
data6
#tem and lea/ plots
Does it ha(e a title6
;s the stem and lea/ plot di(ided into t"o columns6
4;s the le/t column la+eled stem6
4;s the right column la+eled lea/6
Summati!e Aement-
The three circle Jenn diagram "ill +e collected /or summati(e assessment This is important /or the teacher to collect
+ecause she "ill see ho" "ell students ha(e understood the purposes o/ these graphs$chart and ho" they are used to
graph di//erent sets o/ data
The 8Cinema #tats9 "or)sheet "ill also +e collected as a 0ui1 /or summati(e assessment The purpose o/ using this
"or)sheet to 0ui1 students to see i/ they understand "hich is the +est "ay to represent certain data, "hether it is +y
using a dou+le +ar graph, a line graph or a stem and lea/ plot This "or)sheet "ill accommodated to struggling
students +y allo"ing them to ha(e e2tra time to complete this "or)sheet i/ needed
I5. Inst%)(tional Mate%ials6 Reso)%(es6 an' Te(!nolo&" (!at$
What materials will you need in order to teach this lesson?
What materials will students need?
Tea(!e%,
.>genda
.5hite +oard
St)'ent,
.math note+oo)
.structured practice "or)sheet: #tem and -ea/ %lots
.Three circle Jenn diagram graphic organi1er
.-a+eled three circle Jenn diagram graphic organi1er
.Hui1: 8Cinema #tats9 "or)sheet
.pencil
Eesources:
http:$$"""theeducationcentercom$;mages$registration$content$gintCd,C2@24gi/