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Teacher

Date

Miss Shannon

November 4, 2014

Grade __3rd__________

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*

physical

development

socioemotional

An

Uses a computer to play a math game

Completes the chapter checkpoint fully

Labels answers

Analyzes graphs to correctly answer questions

X

X

R

An

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

Identify prerequisite

knowledge and skills.

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

Outline assessment

activities

(applicable to this lesson)

lesson present?

What will it take

neurodevelopmentally,

experientially, emotionally,

etc., for your students to do

this lesson?

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

Representation

Provide options for perceptionmaking information perceptible

Given a vocab list on the paper, for

who it is needed- read and scribe

Action and Expression

Provide options for physical

action- increase options for

interaction

Using computer for games at the

end of the unit

Engagement

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

mathematical expressions, and

symbols- clarify & connect

language

communication- increase medium

of expression

effort and persistence- optimize

challenge, collaboration, masteryoriented feedback

different ways and writing out

processes instead of just

visualizing them

Provide options for

comprehension- activate, apply &

highlight

when solving a multiple step

problem.

1-19-13

data

functions- coordinate short & long

term goals, monitor progress, and

modify strategies

fast as they can on the

computer, individualizing it

that way.

Provide options for selfregulation- expectations, personal

skills and strategies, selfassessment & reflection

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?

Time

Components

9:009:05

Motivation

(opening/

introduction/

engagement)

9:059:25

9:259:35 or

9:50

9:35Spanish

1-19-13

Development

(the largest

component or

main body of

the lesson)

Closure

(conclusion,

AND

student activities

for each component of the lesson. Include important higher order thinking questions and/or

prompts.

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)

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

two.

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.

their computers ad starting the correct tasks in an

Label the categories 3. Decide on a key 4. Insert

data

Students ask questions as needed and record

information

on to IXL

where to find other bar graph helpful sites

culmination,

wrap-up)

until Spanish time.

http://www.ixl.com/math/grade-3/create-bargraphs

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.

1-19-13

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