PSI Kellie Doyle

Lesson Plan
Name: Miss. Doyle Grade/Subject: Grade 4/Math Unit: Data Relationships Topic: Carrol Diagrams Date: 11/16/11 Length of Lesson: 30 minutes General Learning Use patterns to describe the world and to solve problems. Outcomes (P.O.S.) Develop number sense. Specific Leaning Compare and order numbers to 10 000. Outcomes (P.O.S.) Represent, describe and extend patterns and relationships, using charts and tables, to solve problems. Learning 1. Students will go over question 2 on the Venn Diagram worksheet together as a class. Objectives 2. Students will use data obtained from sorting themselves to make a Carrol Diagram. Materials Procedure Introduction
(5 min.)

Venn Diagrams worksheet White board/marker(s) 1. At the beginning of the lesson, I will ask the class if someone can explain to me the three different types of Venn Diagrams. Afterwards, I will explain to students that during our lesson yesterday I noticed that quite a few students were struggling with overlapping Venn Diagrams. 2. I will ask the students to take out their worksheets and look at question number 2. Assessment Methods Observational: I will assess students on their engagement. Do they look like they agree with my statement? Do they comprehend what I am saying? (Non-verbal cues)

Body of Lesson
(20 min.)

Activity #1: Overlapping Venn Diagram Review (7 min.) 1. I will copy question two onto the board only the two circles will not be overlapping. Make sure to label both of the circles in accordance with the worksheet. 2. Next, I will ask the if one student (preferably one who does not have the correct answer already) can tell me what numbers belong in the circle labeled even numbers. Once those numbers are sorted, I will do the same with the circle labeled 3-digit numbers. 3. After we have sorted the appropriate numbers into the appropriate circles, I will ask the class if anyone can tell me what numbers are similar in the two circles. Once these are pointed out, I will erase and rewrite them in a different colour than the rest of the diagram. 4. Once we have established which numbers are repeated in the circles I will redraw the diagram, only this time with the circles overlapping. I will then show the class how by doing this, I can take the numbers that repeat and only write them once; in the space that overlaps. Then I will fill in the rest of the numbers and place the ones that do not belong anywhere outside of the diagram. Activity #2: Carrol Diagram Demonstration (13 min.) 4. After I ask the students to put their worksheets away, I will explain that during the next activity I need them listening and cooperating nicely, otherwise we may not have time to get through the entire activity. Next, I will ask them to stand up and split into two groups one group of students with long hair (past their chin), and one group of students with short hair. Short hair will go on the right, and long hair on the left. Once they have succeeded in doing this, I will ask them to again split within their two groups. This time I

Students will be assessed on whether or not they understand overlapping Venn Diagrams. Can they answer the questions quickly? Who needs help when asked? Do they understand what the overlapping part of the circle is meant for?

Students will be assessed on their behavior. Are they being cooperative? Are they goofing off or are they focused?

PSI Kellie Doyle

will ask that students with long sleeved shirts go to one corner of the room (on their side) and students with shortsleeved shirts go to the other corner. 5. Once the students are split into four groups, I will a student from each group to count how many students are in each group, making sure to include themselves. After each group has been counted I will ask the students to sit down in their desks. 6. Once the students are seated, I will ask if someone can tell me the first way we split (by hair), and then go on to ask if someone can tell me the second way we split (sleeve length). After the student(s) explains this to me, I will write them down on the board side by side and one on top of the other (making a Carrol Diagram). I will then draw the lines required to complete the diagram and ask those students who counted their group members how many students they counted. I will fill these numbers into the diagram.

Students will be assessed on their reaction to the diagram being built. Are they clueing in? Do they see the diagram being made? Students will be assessed on whether or not they can answer the question: does anyone know what we just made? Can they connect what we did with what they see on their worksheet? Students will be assessed on whether or not they understand both diagrams on based on organizing and relating numbers to one another. Do they use the word relationship when explaining the diagrams?

Closure (5 min.)

1. With our Carrol Diagram complete on the board, I will explain to students what a Carrol Diagram is (another way to organize and sort numbers in relation to one another). I will then ask if anyone can tell me what these diagrams and Venn diagrams have in common. They can look in their textbooks or worksheet to help them with the answer if they need to. 2. I will explain that next class we will be working on the backside of the worksheet and then we will begin our preparation for the fun math activity I have planned for Friday that uses both Venn and Carrol Diagrams. I will not tell them what the activity is because I want them to be surprised come Friday.

Sponge Activity

N/A