Name: Ashley R Martin

Class: 3-411
Date: April 4, 2024

Subject Math

Title of Lesson Represent and interpret data/Make Bar Graphs

Standards NGLS
NY-3.MD.3- 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 a scaled picture graph
or a scaled bar graph.
NY-3.OA.3- Use multiplication and division within 100 to solve word problems in
situations involving equal groups, arrays, and measurement quantities.
Current Math
MP.1- Make sense of problems and persevere in solving them
MP.2- Reason abstractly and quantitatively
MP.3- Construct viable arguments and critique the reasoning of others
MP.4- Model with mathematics
MP.6- Attend to precision.

Objectives Students will draw a scaled bar graph.

Four components: Students will use multiplication to solve.
Learner, Behavior, Students will complete step by step multiplication problems.
Condition, Criterion Students will draw and show how to use a ‘key’ in a bar graph.

Prior Instruction Students were introduced to bar graphs in a previous unit and information was
front loaded the week prior to the first lesson of the current unit.

Academic Language Frequency table, survey

Demands and prior
knowledge
List academic
vocabulary required

Assessments i-Ready data has determined that this small group still needs on-going support to
solve equations.
Indicate ongoing Data and student performance allow for flexibility of grouping.
assessments Students will be assessed during classwork and work shown on the smartboard.
throughout the lesson Appropriate support will be available.
as well as the final
check for
understanding

Attach rubric if
applicable

Materials Smartboard with charts, Notebook application, crayons, math workbook

Procedure

Gain Student Who can remind me what a graph is? Can you name a type of graph?
Attention

Review Critical Why is it important to label a bar graph? The scale determines how long each bar
Prerequisite Skills needs to be to represent every number in a set of data. Remind students that they
All students should should make sure their bars are labeled correctly and that the lengths of the bars
show ability to match the data.
perform skill

State the daily lesson I can make a bar graph to record information and answer questions about a data
objective that will be set.
communicated to the
students
This needs to be
written in student
friendly language.

“I do”
Explicit Modeling
Time required is
based on objective
requirements.
Think aloud of the
skill. Including clear,
consistent and concise
language.
Provide several
models.
Involve students in the What does the table show? Yoma read 13 pages, Adam read 6 pages, and Bonita
later models (ask and Don each read 10 pages. How will you use the data? I will use the data to
questions in which the make a bar graph and draw conclusions about the graph. Which bar on your
answers rely on graph will be the longest? How do you know? The bar for Yoma will be the
knowledge from the longest because she reads the most pages. How many bars will your graph have?
first model or previous Explain how you know. It will have 4 bars. There are 4 students, and there will be
knowledge) 1 bar for each student.

Have students come up and fill out the bar graph.

“We do”
Prompted or Guided
Practice
(taking them through
guided practice). More
than one practice
opportunity. Look at the data in the table. What information is shown? The amount of money
Indicate faded Greg saved each month for four months. What do you think a bar graph of this
prompts. (TAR: Tell data would look like? It would show bars of different lengths for each month.
the students how to do
it, Ask them how to
do it, Remind them
out to do it)

Physical prompts to
verbal prompts when What does a scale in a bar graph show? The units used in the bar graph. Is 10 a
applicable. good number to use for the scale in this graph? Yes; because the range of numbers
in the table is from 25 to 65, a scale of 10 is appropriate and makes the graph
easy to read and understand.

What does the label on the left refer to? How much money Greg saved each
month. What do the labels at the bottom refer to? The months of January,
February, March and April. How do you find the amount saved each month? I
follow each bar to its top and then read straight across to the scale. In which
month did Greg save the least? January. How much did he save that month? $25.

“You do”
Unprompted
Practice
Demonstration of the
skill while being
monitored. Some
lessons will not have
an opportunity for
independent mastery.
Small groups do not
count as independent
performance.
(small groups may be If students are having difficulty completing the bar graph, then ask: How many
to keep students at a people signed up for chess? 6. Using the scale, how high should you draw your bar
level of higher to represent the number of people who signed up for chess? Up to 6.
prompting)
Closing
1) Brief review of
what was learned.
2) Preview the next
lesson
3) Assign Independent
Work
Tip: This should Students will do the above questions according to the number of correct questions
bring lesson to full they did independently. Students who need additional help will be pulled into a
circle and address small group with the teacher.
the daily objective
and the language Remember, frequency tables help us see the raw data that will be represented in a
function (s) graph. By using what we know about multiplication and division, we can use the
data to create bar graphs.

Targeted Students Sarahi- Extended time 1.5x, On-task focusing prompts, Separate Location/Room,
Modifications/ Test Read
Accommodations Lauren- Extended Time- (1.5x on tests), Additional Paper for Math Calculations,
(IEP) Tests Read
(e.g., extended time) Katie- None
Caleb- Extended Time- (1.5x on tests), On-Task Focusing Prompts, Additional
Paper for Math Calculations, Separate Location/Room, Tests Read
Emilio- On-task focusing prompts, breaks, extended time, separate location/room,
location with minimal distractions.

Small Group Sarahi- Extra time to complete assignments, math manipulatives, small group
Modifications/ instruction, graphic organizers, checklist
Accommodations if Lauren- Extra time to complete assignments, extra wait time, visual tools,
applicable checklists, graphic organizers, place value chart, hundred chart, math manipulative
(e.g., simplified Katie- Anchor charts, small group, reteaching, checklists, number grids, tens and
vocabulary read ones models
aloud). Caleb- Special seating arrangements to assist with focusing, extra time to
complete assignments, hundred chart, manipulative, checklists, sentence stems,
lists and examples
Emilio- Special seating arrangements, extra time to complete assignments, verbal
prompts, refocusing, checklist, graphic organizers

Technology Laptop, Math Notebook Application

Applications Used
Blooms Taxonomy How do we use multiplication when developing a picture graph?
Please indicate the What does the symbol in a picture graph represent?
levels of questioning As we interpret our data, how does the bar graph help us visualize the
addressed in this information?
lesson. How does a graph help us interpret data that is available?