Sarah Patterson February 19, 2014 Grade 5, Rowan Avenue Elementary r!t!

n"# $ath% $a&e a Gra'h

UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014

Key Content Standa d!"#$ L%"t t&e 'o()*ete te+t o, on*y t&e e*e-ant )a t" o, ea'& "tanda d. TPE$ 1 / 0 (al!)orn!a (ontent Standard $athemat!*al Reason!n" 2+,% -se a var!ety o) methods, su*h as words, numbers, symbols, *harts, "ra'hs, tables, d!a"rams, and models to e.'la!n mathemat!*al reason!n"+ S/AP 1+, -se )ra*t!ons and 'er*enta"es to *om'are data+ Le""on O12e't%-e$ 3&at do yo4 5ant "t4dent" to 6no5 and 1e a1*e to do7 TPE$ 1, 8 / 0 Students w!ll read, !nter'ret, and *reate var!ous ty'es o) "ra'hs to solve 'roblems+ A""e""(ent$ 9o (a* and In,o (a* A""e""(ent. TPE$ 2 / 3 3&at e-%den'e 5%** t&e "t4dent" ) od4'e to "&o5 t&ey &a-e (et t&e *ea n%n: o12e't%-e7 Students w!ll *reate "ra'hs w!th the!r table "rou's, 'artly )rom data they have re*e!ved, and 'artly, )rom data they have *olle*ted themselves+ 0hey w!ll also demonstrate the!r reason!n" throu"h !nd!v!dual wr!tten e.'lanat!ons o) those "ra'hs and the!r !nter'retat!ons o) the "ra'h data+ 3&at (od%,%'at%on" o, t&e a1o-e a""e""(ent 5o4*d yo4 4"e ,o *an:4a:e *ea ne " and;o "t4dent" 5%t& ")e'%a* need"7 12A

P e e<4%"%te S6%**", Kno5*ed:e and E+)e %ent%a* =a'6: o4nd". TPE$ 4 / > P e e<4%"%te "6%**" , o( ) %o "'&oo* e+)e %en'e" Students be"an !nter'ret!n" "ra'h data )rom l!ne "ra'hs, '!e "ra'hs, and bar "ra'hs the day be)ore th!s lesson+ 0hey w!ll have some e.'er!en*e draw!n" mean!n" )rom "ra'h data that they *an a''ly when *reat!n" the!r own "ra'hs+ St ate:y to 'onne't "'&oo* *ea n%n: 5%t& ) %o e+)e %ent%a* 6no5*ed:e and;o '4*t4 a* 1a'6: o4nd 0h!s lesson w!ll use data about the students and by the students+ 0hey w!ll be *om'!l!n" !n)ormat!on about the!r own !nterests and ba*&"rounds to a''ly to the "ra'hs+ $y sam'le 'roblems 3 w!ll "!ve them 'r!or to the lesson w!ll also use stor!es and s!tuat!ons my students are )am!l!ar w!th+ P e-a""e""(ent "t ate:y 12A

A'ade(%' Lan:4a:e. TPE$ ? / 0 3&at 'ontent ")e'%,%' -o'a14*a y, te+t "t 4't4 e", "ty*%"t%', o : a((at%'a* ,eat4 e" 5%** 1e e+)*%'%t*y ta4:&t7 Pie chart, line graph, bar graph, interpret, data. E<4%ty. TPE$ 4, @, 8, ? / > Ao5 5%** ALL *ea ne " en:a:e7 !-a y%n: a'ade(%' a1%*%t%e", '4*t4 a* 1a'6: o4nd", and *an:4a:e *e-e*"# Be"' %1e yo4 d%,,e ent%ated %n"t 4't%ona* "t ate:y. All learners w!ll en"a"e when *om'!l!n" data about )rom the!r own 'ersonal e.'er!en*es or s!tuat!ons+ 0hey w!ll also wor& w!th "rou's and learn )rom others !n a *ulm!nat!n" "allery wal&, "!v!n" students the o''ortun!ty to learn )rom the )eedba*& and &nowled"e o) the!r 'eers+ 0h!s lesson !s very mu*h !n l!ne w!th so*!o*ultural learn!n" theory !n that sense+ In"t 4't%ona* Lea n%n: St ate:%e" to S4))o t St4dent Lea n%n:. TPE$ 1, 4, @, 8, 0 / 10 hat w!ll the tea*her do to 14 st!mulate2mot!vate students by *onne*t!n" the lesson to e.'er!ent!al ba*&"rounds, !nterests and 'r!or learn!n", 24 !dent!)y learn!n" out*omes ,4 'resent mater!al, "u!de 'ra*t!*e, and bu!ld !nde'endent learn!n", 44 mon!tor student learn!n" dur!n" !nstru*t!on, and 54 bu!ld meta*o"n!t!ve understand!n"

Sarah Patterson February 19, 2014 Grade 5, Rowan Avenue Elementary r!t!n"# $ath% $a&e a Gra'h
L%"t 5&at t&e tea'&e 5%** 1e do%n: and 5&at t&e "t4dent" 5%** 1e do%n:. T%(e Tea'&e St4dent" 5'ener% 3 w!ll show my students a '!e *hart w!th numbers only, and have them "uess what the '!e *hart !s re'resent!n"+ 3 w!ll only "!ve them the *lue that !t has someth!n" to do w!th our *lass+ 0h!s '!e *hart w!ll really be the number o) students who somet!mes wear "lasses to the number that don6t 7, to 284+ e w!ll be"!n by rev!ew% analy9e the two *harts below 7a *!r*le "ra'h and a bar "ra'h4+ hat do these "ra'hs show us: Students w!ll "uess what th!s '!e *hart re'resents+ 0hey w!ll have a m!nute to d!s*uss 'oss!b!l!t!es w!th the!r table "rou's+

Re"o4 'e"; Mate %a*" $ath noteboo&s <lan& 'a'er $ar&ers (!r*les )or tra*!n" Rulers Post#3ts

Student volunteers w!ll !nter'ret the "ra'hs 3 have shown on the board+

;and out these word 'roblems to students% On Tuesday night Ariandna had three hours of homework. On Wednesday she had six, since she wanted to get ahead on her science project. Thursday, Ariadna only had ! minutes. "riday, she spent # hours doing homework. What is the best way to draw this graph$ %ol&e the problem by drawing it. '(ake sure students know that the fact that it shows se)uence tells us that a line graph is best so that we can compare days.*

Students w!ll o))er solut!ons )or how to draw th!s "ra'h+ 3) they o))er anyth!n" but the l!ne "ra'h 3 am ho'!n" they w!ll see we need, 3 w!ll st!ll draw that "ra'h and en*oura"e them to try another so we *an *om'are+ $eanwh!le, students w!ll 'ra*t!*e draw!n" these "ra'hs )reehand by draw!n" them !n on the!r own 'a'ers+

Sarah Patterson February 19, 2014 Grade 5, Rowan Avenue Elementary r!t!n"# $ath% $a&e a Gra'h

+n (s. ,arrillo-s classroom, #! students are participating in a "un .un race. of those students run a / minute mile. 0 students run a ten1minute mile. 2! students run an ele&en1 minute mile. The last has to stop to tie his shoelace, and runs a twel&e1minute mile. 3ow can we draw this graph$

3) students *hoose to ma&e a '!e *hart, 3 w!ll as& them how we *an turn !t !nto a bar "ra'h a)terwards+

$ath wor&sho'% we w!ll not be wor&!n" by table "rou's today, but !n s!. "rou's o) )!ve 7to ma&e *al*ulat!n" 'er*enta"es w!th the *h!ldren6s stat!st!*s more eas!ly4+ 0he )ront tables w!ll have two "rou's+ All the *h!ldren s!tt!n" !n the ba*& r!"ht s'ot w!ll be to"ether, and the rest o) the table "rou's w!ll rema!n there+ Ea*h "rou' w!ll have the same l!ne "ra'h to ma&e w!th the same 'rom't+ 0he other two =uest!ons w!ll be d!))erent+ 5ne a *!r*le "ra'h and one a bar "ra'h+ Students w!ll be !nstru*ted to draw ea*h "ra'h )reehand on blan& 'a'er, us!n" rulers or *!r*les !) they need+ Rem!nd them to t!tle and label these "ra'hs+ >!ne "ra'h 'roblem+ 3n 1ovember when !t was released 5))!*e $a. sold the PS4 )or ?800 dollars+ 3n /e*ember the 'r!*e was ?500 dollars+ 3n @anuary they only had a )ew to sell so the 'r!*e was ?900 dollars+ 3n February the 'r!*e !s ?400 dollars+ $a&e a "ra'h show!n" how the 'r!*es *han"ed over the months+ /ur!n" what month was !t the most e.'ens!ve: Grou' one% Gra'h the number o) s!bl!n"s twelve o) your *lassmates have 7you w!ll need to !nterv!ew seven4+ Grou' two% Gra'h the *olors o) sh!rts worn by hal) o) your *lass 7you w!ll have to observe ten

Students w!ll *om'!le whatever data the!r "rou' needs )or the!r bar2'!e "ra'h 'roblem+ 5n*e they have th!s data, they w!ll *reate two *harts us!n" the same !n)ormat!on 7one '!e, one bar4+

Sarah Patterson February 19, 2014 Grade 5, Rowan Avenue Elementary r!t!n"# $ath% $a&e a Gra'h
*lassmates4+ Grou' three% Gra'h the )avor!te subAe*ts o) ten o) your *lassmates 7you w!ll have to !nterv!ew )!ve4+ Grou' )our% Gra'h the )avor!te bands o) ten o) your *lassmates 7you w!ll have to !nterv!ew )!ve4+ 0here *ho!*es are out o) /a)t Pun&, @ust!n <e!ber, and <runo $ars+ Grou' )!veB Gra'h how )ar the 'eo'le !n your "rou' l!ve )rom s*hool+ 1#2 blo*&s, ,#C blo*&s, and more than C blo*&s+ Grou' s!.% F!rst *ome u' w!th three shows on 0D that members o) your "rou' wat*h+ Gra'h ea*h 'erson6s )avor!te shows )rom these three+ A)ter "rou's have )!n!shed these "ra'hs, 3 w!ll as& them to interpret them !n wr!t!n"+ A)ter students are )!n!shed w!th the!r wor&, we w!ll do a "allery wal&+ Students w!ll *!r*le ea*h table to see what other "rou's have made+ 0!me 'erm!tt!n", they w!ll "!ve *omments to those table "rou's about the wor& they d!d+ Students w!ll wr!te the!r !nter'retat!ons o) the data !nto the!r math noteboo&s+ Students w!ll *!r*ulate around the room and observe other "rou's6 wor&+ 0!me 'erm!tt!n", they w!ll wr!te *omments to these "rou's on Post#3ts, e!ther *om'lements or su""est!ons+