Annie Vincent

2/3/16
ED 360
Lesson Plan 1
Dr. Strout
Subject: Math
Common Core Standard(s):
Measurement and Data 2.MD
Represent and interpret data.
10. Draw a picture graph and a bar graph (with single-unit scale) to represent
a data set with up to four categories. Solve simple put together, take-apart,
and compare problems using information presented in a bar graph.
Operations and Algebraic Thinking 2.OA
Add and subtract within 20.
2. Fluently add and subtract within 20 using mental strategies. By end of
Grade 2, know from memory all sums of two one-digit numbers.
Objective(s):
1) Students will work in a small group to complete the task.
2) Students will be able to classify plastic items by their recycle symbol
number and letters.
3) Students will use data gathered to create a bar graph.
4) Students will be able to complete the math problems associated with
the bar graph.
Resources/Materials List:

Recycle by Gail Gibbons

35 various plastic recyclables (will need to know ahead of time to
determine the answers to the addition problems that correspond with
the bar graph)
2-4 magnifying glasses
7 hula hoops or large yarn loops that could be used for sorting
7 recycle symbol cards (1 PETE through 7 OTHER). One symbol per
card, laminated for durability
Laundry basket
Tally sheet (one for each student)
Bar graph sheet (one for each student)
Pencils (students will have their own)
Device that can scan QR codes (we will be using iPod touches).

Procedure
1) During morning meeting time, the teacher will read the book Recycle,
by Gail Gibbons.
2) The teacher will ask the students What items can be recycled?
3) She will then play the Youtube video, What really happens to plastic
when you throw it away: https://youtu.be/_6xlNyWPpB8
4) The teacher will ask students to recall facts they learned at the
recycling plant the day before.
5) She will then ask the students specifically what they learned about
recycling plastics and their symbols.
6) The teacher will have a few plastic items on hand near the morning
meeting area.
7) She will call on several students to find the recycle symbol and number
on the plastic item. The teacher will have magnifying glasses handy
for students to use to read the number more accurately.
8) The teacher will ask the students for their plastic items number and
ask for the students to point out where they found the symbol on their
plastic item.
9) The teacher will have an overhead projector or interactive whiteboard
set up with the tally sheet on displayed. She will explain to the
students that they will be sorting the plastic items by their symbols in
a small group during math center time.
10)
She will then show the students how to write tally marks for the
plastic items next to the recycle symbol number.
11)
The teacher will then show the students the bar graph sheet with
problems they will be completing. Once they have their tally mark
sheet complete, the students will be directed to clean up the plastics
they sorted and place them back in the laundry basket for the next
group of students. The students will be completing the bar graph
sheet at their desks independently.
12)
For the bar graph, students will fill in the amount of plastic items
they sorted for each recycle number and then answer math problems
based on their graph.
13)
The students will be told that when completed, they will selfcheck their work by scanning the QR code on the page (this will be a
skill that the students have already practiced on other tasks).
14)
Prior to math center time, the teacher will have set out the
plastic items in an area that the students can use a large floor space to
sort the plastic items. It may be handy to store the plastics and hula
hoops/yarn loops in a large laundry basket. With the items to sort, the
teacher will place a worksheet that students will use to tally up the

items they have sorted. The bar graphs will be placed on a table for
students to get after they have finished their sorting activity.
15)
During math center time, students will visit this math center in
small groups of 3-4 students.
16)
They will work as a small group to complete the sorting activity
by first setting the hula hoops or yarn loops on the ground.
17)
Next, they will take turns selecting a plastic item, finding the
symbol, and placing it in the correct plastics number group.
18)
Once all the items are sorted, students will count up how many
are in each group and use tally marks to show on their paper how
many were there.
19)
The students will then pick up the plastic items, put them in the
laundry basket and then work independently to complete the bar graph
page and self-check their answers.
20)
Students will mark their answers correct or incorrect.
21)
Students will make sure their names are on their papers before
turning the tally sheet and bar graph sheet into the finished work bin.

Accommodation/Modification:
If I had a student with a physical disability in my classroom, they may need
help getting down onto the floor with their classmates or some other type of
modification so that they could participate in the sorting of a plastic items.
Perhaps one of their group mates could bring them a plastic item and
magnifying glass. The student could find the symbol and then tell a group
mate were the plastic item belonged.
Plans for differentiation:
Lower level students: For this group I would make sure they were paired with
students who were stronger in math. I might also ask the group to double
check everyones tally marks before clearing up so that everyone has the
right number of items sorted for each plastics group. Since this would be
completed during math center time, I would make sure I had time to spend
walking around the desks while the students were completing the bar graph
to check their work or have them visit with me at my small group table.
Higher level students: For this group I would ask them to use the internet
and do a search for the plastics recycle number and letters that was the
most common/highest number when they completed their bar graph. I
would ask them to do a mini report about what types of items are packaged

with that plastics number and what they could be recycled into or reused as.
They would also be asked to find out how many of those plastics get recycled
in a unit of time (minute, hour, day, week, etc. depending upon what
information they can find). They would be given time later in the day,
perhaps when we come back from lunch time, to share what they found with
the class.
Assessment: The assessment piece for this lesson will be the tally sheet
and bar graph. I will use these two artifacts to determine if my students met
the learning goals and standards for the lesson. To determine if my students
worked in the small group to complete the task, I would use observation.
Perhaps I am watching for students who have not been getting along with
each other, or a student who has difficultly in social situations. I could keep
a notepad at my desk/small group table and write down any observations
that I see for the students files.
Whats next? This lesson is tied into the reduce, reuse, recycle theme. The
students will have previously had a field trip to the local recycling plant and
learned about the process of recycling and why it is important. They will
learn at the plant and through reading the book Recycle, by Gail Gibbons,
why plastics have different numbers and letters on their recycle symbols and
what that means. This lesson will show students were to look for plastic
recyclable numbers on different plastic items they come across every day.
The students will be watching a Prezi presentation created by the teacher
later in the day about plastics and what the recycle symbol, number, and
letters mean on the plastic items. They will be finding out that some plastics
are harder to recycle than others.