Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Ms. Shannon

Date

October 31, 2014

Subject/ Topic/ Theme Math/ Data Unit/ Pre-assessment

Grade

3rd

I. Objectives
How does this lesson connect to the unit plan?
This is the second lesson in the chapter on data representation and interpretation.
cognitiveR U Ap An E C*

Learners will be able to:

Solve 1-step and 2-step problems using tally charts

Define a tally chart and frequency table
Change a tally chart into a frequency table
Analyze the meanings of the chart
Titles the chart and labels categories in a chart
Compares different categories of the chart
Control bodies when doing human tallies activity
Constructs a grouping of 5, with the correct tally organization, with others

physical
development

socioemotional

X
X

An
R
Ap
An
R
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GLCEs or Common Core standards addressed:

3.MD.B.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 scaled graphs.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Knowledge of tallies, we will review but they need a basic knowledge of how to represent data with
tallies.
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

They took a pre-test last class that will drive our lesson. Also, my observations throughout the
beginning tallies lesson
Formative (for learning): The worksheet we will go through, homework
Formative (as learning): Scale at the bottom of the worksheet 1-5, circle how well they understand it.
Summative (of learning): The test will be at the very end of the chapter.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
-seen as written text, heard

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
-Human tallies

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-using data based on the class

Provide options for expression and

communication- increase medium
of expression

Using kinesthetic, oral, visual,

and written

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Working together as a class

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

orally, and seen or acted out as

human tallies
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Defined on paper

Provide options for comprehensionactivate, apply & highlight

-most important terms are to be

defined by the students, done as
a class

9-4-12

-started with pretest to be able

to track progress.

Materials-what materials
(books, handouts, etc.) do
you need for this lesson
and are they ready to
use?

27 handouts created by me, pencil, document camera, students workbooks

How will your classroom

be set up for this lesson?

There needs to be space at the front of the room, enough for students to stand and do human tallies at
the front. Students will be in desks as previously set up.

III. The Plan

Time
0:000:04

Components
Motivation
(opening/
introduction/
engagement)

Students go back to their individual desks

Hand out worksheets and work through it as a

class. First we are going to use a tally chart to
show how many people in our class are wearing
warm, cool, and neutral colored shirts.

0:050:06
0:060:10

0:140:16

AND
student activities for each component of the
lesson.
Teacher will say, I know if you were here for first
and second grade you have explored tally charts.
You would take a survey at the beginning of the
day and make a chart from that. Today we are
going to review how we tally and change our tally
charts into frequency charts. First we are going to
do an activity called human tallies. Here we are
going to just quickly review how we display tallies.
I need 5 volunteers.
5 students come up and 4 stand straight with arms
up straight and hands clasped, the 5th crosses their
What does number 5 do when you are writing out
arm across the 4.
tallies? (If #5 doesnt know ask the class)
Ask for more volunteers
As students come up have them do the same
pattern- 4 and then #5 has their arm crossed over
the 4. Use this to count how many people are in the
class.
Return back to your seats.

0:040:05

0:100:14

Describe teacher activities

Work through the first few questions, setting up the

chart.
Development
(the largest
component or
main body of
the lesson)

What are neutral colors?

What are warm colors?
what are cool colors
Now think to yourself if you are wearing a mostly
warm, cool, or neutral colored shirt
Raise your hand if you are wearing a mostly
neutral colored shirt If you are raising your hand
right now please come to the front of the room, line
up, and do human tallies so we can see how many
people are wearing neutral colored shirts.
Write in on our chart each time a group comes up,
in tallies, how many were in each category.

Students work through the questions with me and

pose questions when relevant
Student gives examples a neutral color.
Student gives examples of warm colors
Student gives examples of cool colors
Students with neutral colored shirts come to the
front of the room and do human tallies. Rest of
class records number of tallies in corresponding
box

Repeat with Cool colored shirts

Students with cool colored shirts come to the front
of the room and do human tallies Rest of class
records number of tallies in corresponding box

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0:160:18

Repeat with warm colored shirts

We will then talk through the transition from a tally
chart to a frequency table. And this transition
happens we will continue to work through the hand
out. Answering the short answer problems as well.

0:180:28
0:280:350:38

0:380:45

Closure
(conclusion,
culmination,
wrap-up)

Students with warm colored shirts come to the

front of the room and do human tallies. Rest of
class records number of tallies in corresponding
box
Work together on finishing the worksheet

Now, Everyone needs to get out their math

workbook and turn to page 88. Individually we will
be working through this page. Mrs. Chardon and I
will be around to answer questions. Once you have
finished page 88, you need to have it checked by
me and then you may move on to your homework
for tonight, pg. 91 and 92.

Work individually on page 88.

Check pages 88. And then aid students in

understanding homework and tasks for after
homework for those who finish early.

Students will work on homework, if they finish that

early they may work on their jack-o-lanterns/ mad
monsters/ or play the subtraction game we played
on Wednesday.

Your reflection about the lesson including evidence(s) of student learning and engagement as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

This was the first real lesson that I taught and it was rather difficult. The students I was teaching were very energetic and
talkative which made it harder to manage the class along with teaching. At the bottom of the page I had each student rate
how well they understood it and the results were all over the board. The problem was that the students could not
understand the wording of the problems, this was troubling to me because the handout was based off of the book and this
is terminology we have been using all school year so far.
The students seemed to be very engaged, once they looked at the worksheet we did as a class they were able to figure out
the homework, but again many of them were stuck on the wording. There was also a decent amount of students who
were trying to walk all over me so that is something I can work on, gaining their respect and doing that in a way that is
not because I am exerting my power.
I could tell they were engaged because they were ready to go with the human tallies and also when I pulled sticks to hear
an answer, the 3 students I picked had a good answer. There is definitely room for improvement in the engagement area,
there were times when I felt like only 3 students understood what was happening.
The first 4 students who finished were students who were in the low and medium groups which is some success.
I need to give them time because this is a new way to use the information but I did not feel that was the part they were
struggling with, it seemed it was much more the wording of the questions. Problem solving and such is new to them this
year and so it would make sense that it still needs to be worked on.

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