Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Miss Shannon
November 11, 2014

Subject/ Topic/ Theme

Math/ Data/ Bar Graphs

Grade _3rd ________

I. Objectives
How does this lesson connect to the unit plan?
The 5th day in a unit about data. Now turning tally charts, frequency tables, or picture graphs into a bar graph.
cognitiveR U Ap An E C*

Learners will be able to:

An
R
C
An

Solve one-step and two-step problems using bar graphs

Labels graph
Organizes information into a bar graphs
Compares horizontal vs. vertical bar graphs
Neatly displays information into a bar graph

physical
development

socioemotional

X
X

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.

Bar graph construction and knowledge of what should be included on a graph, problem solving
strategies,
Pre-assessment (for learning): Pretest at the beginning of the unit

Done at the beginning of the unit with a pretest and the beginning of the lesson with questions about
what they have been doing.
Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Creating a bar graph and working through the problem solving steps.
Formative (as learning): How they score themselves on the rubric.
Summative (of learning): Test at the end of the chapter, Mid-chapter review, Bar graph rubric
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

What barriers might this

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

Most everything will be written

along with said for the class to hear
and see
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Language will be written as well as
talked about before students are
expected to know it
Provide options for comprehensionactivate, apply & highlight

Key terms will be highlighted

as talked through and put on the
math board as well.

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Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
Students will be able to create their
own graphs, allowing for them to
fully immerse themselves in the
physical actions of graphing

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Written, seen, heard

Able to create a chart on their

own
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

Many bar graphs will be made

throughout the next 3 days and
the final one will be graded

Self-assess at the end of the

worksheet

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

Pencils, rulers, graph paper, notebook paper, rubric

Students will be in their desks, whatever set up is present will work, but all students should be able to
see the front screen
How will your classroom
be set up for this lesson?

III. The Plan

Time

9:009:02

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Components

Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Tally chart frequency table bar graph on
their own
Today we are going to ultimately be creating our
own bar graphs and you will be graded on them, but
first we need to gather our information, our data.
We are going to do this in the form of you voting
for your favorite genre. What are ways that we
could display this information?
Tally chart, frequency table, bar graph, picture
graph

9:029:22

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

Each of you has been given a piece of lined paper.

This paper needs to be folded in half so that you
will have two sections on the front and two on the
back. We are going to make each table as we work
through this problem. The trick for today is doing it
all on your own. I will do the tally table with you,
but then it is up to you to do the frequency table and
the picture graphs on your own. Remember that
your graphs need to be orderly, so a ruler is a
must!
While I create my tally table, I encourage you to
also make your tally table. Make sure you use the
lines given on your piece of paper to help you make
an organized table.
It may be helpful for us to write in the margin what
our steps for making a graph are. What is our first
step, after we have our very neatly written table?
What are three different things we could name our
table that is displaying our favorite kinds of
genres?
Next we have to do what,_______?
write #2 is label categories in margin
So, Nathan, what are our two subtitles or
categories?
Third step is what, _____?
write #3 as label smaller categories
For this chart we are going to use: mystery,
realistic fiction, biography, nonfiction, and poetry.

Students make their tables as I make mine.

Title
1.2.3.
Label the categories
Genre and Tallies
Label the categories themselves

(what about _____)

(Thats a great suggestion. Maybe if we were to do
this again we could include that.)
What is our 4th step for creating a tally chart?
Raise your hand if you like mystery the most out
of these options. Record the number in tallies.
Raise your hand if you like realistic fiction the
most of these options. Record the number in
tallies.
Raise your hand if you like biography the most of
these options. Record the number in tallies.
Raise your hand if you like nonfiction the most of
these options. Record the number in tallies.
Raise your hand if you like poetry the most of
these options. Record the number in tallies.
What I would like you to do now is to check with a
next-door neighbor to make sure that your tally
charts look exactly the same, other than maybe a
difference in their titles. The amount of tallies
should be the same as your neighbors for each
category.

9:229:30

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Once you have checked this chart over with your

partner, you may move on to making a frequency
table and a picture graph. Once you have both of
those finished please come to the back and show me
and I will give you a piece of graph paper to create
a beautiful bar graph from this information. You
may make this bar graph a horizontal or vertical one
depending on what you think will display the
information the best.

Enter data

Students raise their hands depending on which

they prefer.

Students check with their neighbors if their charts

look similar.

Students work on different charts and graphs and

move to their bar graph.

Students work on their bar graphs

9:309:45

9:459:50

Closure
(conclusion,
culmination,
wrap-up)

Give them a rubric once they are finished on their

bar graph. Allow each student to, in pencil, give
themselves a grade on their bar graph. And to fix
things that may need extra help,

Students grade themselves on their bar graphs.

Once you are fully finished with the bar graph,

they are to staple the bar graph, the rubric, and the
paper with the picture graph, frequency table, and
Turn in all papers completed.
tally chart on it in to us. Then go on IXL to play
Go on IXL to play graphing games.
graphing games
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.)
I felt this lesson went fabulously! The students all seemed to know what they were doing and were excited to be doing the activities. I liked it
because aside from the gathering of data and getting all of the students set up, they were allowed to work at their own pace. I also thought it was
good because when the students finished working on their own frequency tables and picture graphs Mrs. Chardon and I were able to check to make
sure that they understood those types of graphs and then would ok them to work on the bar graph. When the students finished their bar graphs they
would pick up a rubric and make changes that needed to happen and grade themselves. This whole process was a self-assessment to see how well
they remembered frequency tables and picture graphs and also to see how well they did while constructing a bar graph.
I would make sure next time that I was more careful to make each student feel included in the conversations and to ask multiple students for
answers. It was difficult to ask the students who I notice often need extra help because when it took them a long time to answer the class would get
quite restless. However I found that this lesson allowed for a lot of independence on the third graders part but also allowed for Mrs. Chardon and
myself to go around and be certain that students understood their tasks.

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