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Lesson Plan - Math

This lesson plan is for a third grade math class about interpreting and analyzing data through number corner and graphing. The 25-minute lesson includes: 1) A 5-minute number corner activity where students observe graphs and clocks. 2) A 2-minute introduction where students analyze a calendar as a bar graph. 3) A 3-minute development where students refresh their memory on two sample graphs and are asked observation questions. 4) A 3-minute guided practice where students create and ask questions about a class bar graph together. 5) A 10-minute independent practice where students individually create and question each other's graphs on a chosen topic. 6) A 2-minute

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61 views

Lesson Plan - Math

This lesson plan is for a third grade math class about interpreting and analyzing data through number corner and graphing. The 25-minute lesson includes: 1) A 5-minute number corner activity where students observe graphs and clocks. 2) A 2-minute introduction where students analyze a calendar as a bar graph. 3) A 3-minute development where students refresh their memory on two sample graphs and are asked observation questions. 4) A 3-minute guided practice where students create and ask questions about a class bar graph together. 5) A 10-minute independent practice where students individually create and question each other's graphs on a chosen topic. 6) A 2-minute

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api-428468093
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson Plan

(Morgan Prouty/Third Grade/25 minutes/March 23, 2020)


I. Topic:
Number Corner and interpreting and analyzing data.
II. Objectives/Standards:
With the teacher’s instruction and modeling TSWBAT interpret and analyze data through questioned
asked by the teacher and their peers with 100%.
(Standard - CC.2.4.3.A.4)
III. Teaching Procedures

5 minutes 1. Development

a. The teacher does ST progress with the students


b. Number corner with the students.
1. Call out the student to flip the cards for that day
ii. Whichever student is scheduled to do number corner that week
1. The student choices peers to make observations about either the graphs or the
digital or analog clock
a. As the students are making additional comments to expand and
scaffold the students to expand their understanding.
2. Display graphs chart on the board
a. Ask the students
i. What is the marker on day____?
1. Possible answer: graph
ii. What is the time concept on day___?
1. Possible answer: Amount of sunny days
iii. What is the elapsed time on day ______?
1. Possible answer: no answer
iv. What other observations you see?
1. Possible answer: In June there were 12 sunny days
3. Give the student the pointer?
a. Start the students by saying Today is….
i. Answer: Monday, March 23, 2020
2 minutes
1. Introduction (Anticipatory Set)
a. Looking at our number corner, do we see a large graph?
i. Scaffold the students to think each date box as a data point and the whole calendar is
a large bar graph.
1. Possible answer: There are 4 Mondays in the month of March so far.
ii. Using the large graph white board, graph what the students are seeing.

2. Development
3 minutes
a. Go back to the number and pull out days 13 and 19
b. Let’s refresh our memories. What kind of graph is day 13?
i. Answer: Picture graph
c. What observations do you see in this graph?
i. Possible answer: There are 14 sunny days in July.
d. What kind of graph is day 19?
i. Answer: Bar Graph
e. What observations do you see in this graph?
i. Possible answer: It was 72 degrees on Monday.
f. In the first graph, day 13, it is measuring the amount of sunny days in a month. In the
second graph it is measuring the highest temperature of each day.

3. Guided Practice
3 minutes
a. We are going to make our own graph together first and then each of you are going to
make your own individual graph and a question to go along with it, that you will then
trade with a peer for them to answer.
b. What should our graph be measuring?
i. Possible answer: The different clubs everyone is in.
c. Would a picture graph, bar graph, or line plot work best to demonstrate or data?
i. Possible answer: Bar graph
d. What is a question you could ask about this graph?
i. Possible answer: How many students play sports after school?
e. (calling on another student) What is the answer to our question?
i. Possible answer: There are 6 students who play sports after school.
10 minutes
4. Independence Practice

a. Have students go back to their desks.


b. Hand out graph worksheet.
c. You can choose any topic that can be measurable that you want your graph to be about.
Make it personable to your own life. Also make sure you choose something that is
measurable, for example the amount of days each classmate packed their lunch or how
many classmates play sports and what kind. Make sure to think through what kind of
graph best demonstrates the data you are trying to demonstrate. Once you finish your
graph, make a question about your graph that your classmates will answer. Once you
are done with this turn it in to me and you will be given someone’s else graph to look
over and answer their question.
d. As the students are making their graphs go around the room and check the students work,
answering any questions they have.

5. Closure
2 minutes
a. What ways can you apply these graphs to your own life?
i. Possible answer: You can easily compare data.
IV. Materials
 Number corner materials
 Graph worksheet
 Graph whiteboard
 Dry erase markers
V. Adaptations/Plan Modifiers
a. Students with ADHD needs to be kept on track, either calling out his name or taping on his
desk.
b. A student can only do work for a limited amount of time before shutting down, he has an ad
to help him through his break downs
c. One needs breaks throughout the day, however, can make it through math class and excels. If
needs a break she can switch what she is doing or go to a different part of the room.
d. If extra time have the students trade graphs again and look over and answer the question
e. If not enough time don’t have the students trade graphs.
VI. Evaluation
Formative – See above in part 4 in development.
Summative – at teacher’s discretion.
VII. Reflection
1. Student
Can students interpret data?
Can student’s analysis date?
Can students plot data?
Do students know how and when to use different graphs?
Can students make their own graphs?
Were the students engaged?
2. Teacher
Was the classroom environment kept under control?
Was the information explained to the students, so they could understand?
Did it reach the students ZPDs’?
To the students who were struggling, were the right scaffolds provided?
Did the assessments engage all the students?
If I were to teach this lesson again what would I change?
My question: My Graph

NAME:

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