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Lesson Planning Form for Accessible Instruction Calvin College Education Program


Miss Shannon
November 4, 2014
Grade __3rd__________

Subject/ Topic/ Theme

Math/ Data/ Picture Graphs &Mid-Chapter Review

I. Objectives
How does this lesson connect to the unit plan?
This is the halfway point of the unit, it includes a review of all that we have learned so far.
cognitiveR U Ap An E C*

Learners will be able to:




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

Uses a computer to play a math game
Completes the chapter checkpoint fully
Labels answers
Analyzes graphs to correctly answer questions


Common Core standards (or GLCEs if not available in Common Core) 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.

Information learned from the past lessons on tally charts, frequency tables, and picture graphs.

Pre-assessment (for learning):

Done at the beginning of the unit with a pretest

Outline assessment
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
experientially, emotionally,
etc., for your students to do
this lesson?

Formative (for learning):

Worksheet done through

Formative (as learning):

Evaluating themselves on how well they do on the games they are playing
Summative (of learning):
Mid-Chapter Checkpoint done in class, end of the unit test
Provide Multiple Means of
Provide options for perceptionmaking information perceptible
Given a vocab list on the paper, for
who it is needed- read and scribe

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
Using computer for games at the
end of the unit

Provide Multiple Means of

Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Computers are exciting and they
are able to choose their own
activities on them

Provide options for language,

mathematical expressions, and
symbols- clarify & connect

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Explaining topics in many

different ways and writing out
processes instead of just
visualizing them
Provide options for
comprehension- activate, apply &

Highlighting what is important

when solving a multiple step


Using computers to practice


Provide options for executive

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

Allow for students to work as

fast as they can on the
computer, individualizing it
that way.
Provide options for selfregulation- expectations, personal
skills and strategies, selfassessment & reflection

Shown through their score on

the games

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

Workbooks, pencils, personal computers, username and passwords, worksheet created by me (steps
of solving a problem), red pens

Students will be at desks and will work at desks when working on computers as well
How will your classroom be
set up for this lesson?

III. The Plan






9:259:35 or


(the largest
component or
main body of
the lesson)


Describe teacher activities

student activities
for each component of the lesson. Include important higher order thinking questions and/or
Come back to your desks, put everything away
Students sit down, take out a pen, and their math
but your math assignment for today and take out a homework.
red pen.
Go over the answers asking for a volunteers
paper to use as an example. (page 101)

Make sure your names are on your homework

and pass your papers to the end of your rows.
Once you have done that get your math
workbooks out and turn to page 100.
Write in the margin 1. Title the chart 2. Label the
categories 3. Decide on a key 4. Insert data
Write in the margin 1. Title the chart 2. Label the
categories 3. Decide on a key 4. Insert data.
Complete the picture chart.
After we have put our symbols into our picture
graph we are going to solve some problems using
our picture graph. It can be helpful for us to write
the number alongside each of the categories -4
blue, 11 green, 8 red. This way we do not lose
sight of how many we have but we can also easily
make observations about the data we have
collected. Such what marble was pulled the most,
what marble was pulled the least and so on.
Pass out Solving Problem Paper- we are going to
use our step by step process to work through
question number two.
As a class, do the step by step for question number
Individually, you will be doing the mid-chapter
checkpoint on pages 105 and 106. When you are
finished with that you need to make sure that your
name is on it and put it in the math bin at the back
table. Then you can move on to discovering bar
graphs on your computers.

As students finish make sure they are grabbing

their computers ad starting the correct tasks in an

Students write in the margin 1. Title the chart 2.

Label the categories 3. Decide on a key 4. Insert
Students ask questions as needed and record

Students complete pages 105 and 106, then move

on to IXL

Work individually on IXL, and explore around

where to find other bar graph helpful sites


appropriate manner. Allow them to work on this

until Spanish time.

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.)
We are really getting to the place where it is obvious that some of the students are bored and others are confused. This is very
difficult and I am unsure of what to do with those students who are way ahead of the game. It felt like chaos because instead
of doing all the worksheets as a class, the students were to work on them individually. This way Mrs. Chardon and I could
walk around and help those who needed help, and have students at the back who need extra help. The problem was that the
chaos in the class was significantly more because all students were moving on at different points and needed directions for
what to do next. I think it was beneficial for the class to go about math this way. We collected the problem solving worksheets
and it appears that the students are understanding the worksheets well enough to do it themselves. The problem we
encounter is that when the students encounter a 2-step problem on their homework and do not have the worksheet with them
and that yields many errors for them. I need to find a way to help them understand this is the thought process they should go
through whenever they solve a word problem. I found it was engaging for many students to be able to work on their papers
individually and the few that I was worried about Mrs. Chardon and I could engage them in what we were learning. I see the
students improvements of understanding word problems by using the same worksheet every day, but there is also some
understanding that needs to be attained as well.