Lesson Plan Form

CSUDH Teacher Education Department

Subject:
Grade Level:
Teaching Date:
st
Mathematics
1
November 2014

Candidate:
Ashleigh Thoits
Standard:
Measurement and Data
Represent and interpret data.
1.MD
4. Organize, represent, and interpret data with up to three categories; ask and answer questions about
the total number of data points, how many in each category, and how many more or less are in one
category than in another.
Writing Standards K-2
Research
to Build and Present Knowledge
8. With
guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.
Language Standards K-5
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
I. Description of Content & Content Type (Fact, Procedure, Concept, Principle): By examining
various leaves, students will organize them into different categories such as color and size. Through
this procedure, students will interpret their findings and represent their observations using a bar
graph. (procedure)
II. Learning Outcome: Students will organize objects (leaves) into different categories, while
generating a bar graph to help them interpret and represent their data.
III. Curriculum Connection (How lesson fits into larger unit sequence): This lesson will be given
after students learn about addition/subtraction within 20, the concept of greater than/less than/equal
to, and learning about different ways to represent data. The following lesson will include operations
and algebraic thinking. Oral language will be integrated when the students are asked questions and
interact with the group and integrate written language when gathering their information to represent
on the graph.
IV. Instruction
A. Engagement (Motivational Activity): Read Why Do Leaves Change Color? to get the students
excited about the fall theme. Have the students explain how they collected their leaves the night
before.
B. Instructional Sequence (Teaching Methodology):
Step #1: Thinking of multiple ways to classify
a. (Students will receive a bag of leaves.) How many different ways do you think we can sort
the leaves?
b. Teacher listens to responses and keeps asking how else the leaves can be categorized.
Step #2: Categorizing & interpreting data
a. (Students begin organizing the leaves into different categories.) Based on what you see so far,
are there more small leaves or big leaves? Are there more green, red, or brown leaves?
b. Teacher continues to ask questions keep students thinking while they continue to sort the
leaves.

Step #3: Reasonable thinking

a. (Children have finished organizing the leaves). If a koala bear were to eat only one color of
leaves, which would he choose? Why?
b. Teacher listens to responses and continues to ask fun and engaging questions.
Step #4: Counting & recording data
a. Lets count how many are in each category and record the answers on our whiteboards.
b. Teacher checks to see if everyone in the group has the same data.
Step #5: Create graph & interpret information
a. (Teacher starts creating the outline for the bar graph on the group whiteboard.) How many are
in each category? Where should we draw the bar for each one?
b. Teacher checks students understanding of how to record the data on the bar graph.
Step #6: Critical thinking
a. (The bar graph has been completed.) Lets get into pairs and figure out which color group has
the most and less amount of leaves. How could we figure out how many more green leaves are
there than red leaves? (Students will share their outcomes with each other and then record their
responses on their whiteboards.)
b. Teacher continues to ask questions like this to test childrens understanding of the bar graph
and help develop their adding and subtracting skills.
C. Application Task: Students will use the bar graph they created to answer questions about the
leaves, such as how many more or less are in one category than in another. They will record
their answers on their whiteboard and hold it up to share.
D. Materials & Resources:
1. A variety of different leaves (about 40)
2. 8-10 small whiteboard
3. 8 black white board markers
4. 8 red white board markers
5. 8 green white board markers
6. 8 brown white board markers
7. Why Do Leaves Change Color? By Betsy Maestro
V. Assessment Strategies: Formative: (application task) Summative: Students will reflect about what
they learned from categorizing the leaves in their math journals.
VI. Accommodations for Individual Learners:
Students work in a group and use a lot of oral language to communicate and share ideas.
The use of leaves, a graph, and whiteboards will support visual learners.
Teacher will use qualitative instruction to enrich the activity and scaffolding (asking the same
question different ways) so individual learners have various ways of understanding and ways to
express their talents and knowledge.
Give hyperactive students specific tasks (monitor/helper).
1-1 assistance
paraprofessional/volunteer help