ADEPT 4.

0 Lesson Plan
Math Lesson Plan

Name:​ Emily Brown

Grade:​ 3rd
Subject:​ Math

Lesson Title:​ Interpreting Data

Standards:​ Standard: 3.MDA.3 Collect, organize, classify, and interpret data with multiple
categories and draw a scaled picture graph and a scaled bar graph to represent the data.

Essential Question:​ How do I create and interpret data on a picture graph/ bar graph?

Student Learning Objective:​ The students will display their ability to collect, organize, classify,
and interpret data with multiple categories and draw a scaled picture graph and a scaled bar
graph to represent data through the creation of their own picture and bar graphs based on data
collected from the class from each group of students’ chosen question.

Anticipatory Set:​ TTW review with students different types of graphs that have been taught
(picture graph, bar graph, tally charts) using a Flocabulary on bar graphs
(​https://www.flocabulary.com/unit/bar-graphs​ ) and asking “What is a tally chart used for?” and
“What does a picture graph look like?”.

Materials and Supplies Needed:​ Promethean Board, Graph Paper, Notebook Paper, Colored
Pencils, White Board

Teaching/ Instructional Process:

Input: All the students are on the carpet. “Today we are going to continue working on the
activities we started yesterday. To review, you all were put into groups and asked to create a
question you could ask the rest of the class. With this information you created a tally chart. For
example… (see guided practice). Now that we have these drawn, you have an example up on the
board of the two graphs you need to create today. In your groups you are going to be given two
pieces of graph paper to create these. Remember it is a group effort, so I do not want to see one
person doing all of the work. Before drawing, you need to plan how your graphs are going to
look and what you are going to label them. Once you have completed this, you will have
permission to complete the second part of today’s activity. For the second part, you are to create
3 questions you can ask about the graphs you created. Do not create these questions until your
graphs have been checked by me! An example of what you might ask is ‘Which flavor was most
popular?’. You are going to write out these questions on a sheet of notebook paper and then
answer them together. If you can handle all of these tasks quietly, quickly, and correctly you
will have the opportunity to share your graphs at the end. Do you understand what is expected?
Any questions? Okay, group (insert name) come get your papers and go work where you were
yesterday. Group (insert name). Group (insert name). Group (insert name).” The teacher will
walk around and prompt as the students need assistance.

Monitoring: The teacher will continually check for understanding by asking questions. As she
teaches, she will listen to what the students are saying and respond accordingly. When the
students are working, the teacher will walk around and prompt or be of assistance to the children
in need. The teacher will state her expectations by saying “If any student misbehaves past a
warning, you will move your clip down. Remember that I have the same authority as your
teacher while I am teaching. We have done this plenty before, you know what is expected of you.
If the whole class keeps acting out, you will all get walking time added to recess.”

Check for Understanding: During the lesson, the teacher will ask these to get the students to
think more in depth about the concepts of analyzing and creating graphs.
What is a bar graph? A picture graph? (Knowledge)
How do we use bar graphs/picture graphs to analyze and understand data given to us?
(Comprehension)
How can we use a bar graph to organize data we collect personally? (Analysis)
How did we use different graphs to complete today’s lesson? How did the graphs help you look
at data and answer questions? (Evaluation)

Guided Practice: “For example, if my group created the question ‘what is your favorite ice
cream flavor?’ I would have created a tally sheet counting who prefers which flavor (teacher
draws example on board). A few groups started this yesterday depending on time, but today
everyone is going to finish creating a picture graph and a bar graph depicting the information you
collected. Who can remind me what a picture graph is? A bar graph? Let’s use the ice cream
example to create a quick picture and bar graph together. To start off, what pictures could I use
to show the different ice cream flavors? How do I need to label this graph? Good! I would use
small pictures of ice cream cones with different colors of ice cream on top to display the ice
cream on my picture graph. I would label the graph with the type of ice cream and title the graph
‘Favorite Ice Cream Flavors.’ Notice my title is capitalized. There is also a key showing 1 ice
cream cone= 1 vote for favorite ice cream flavor. Next we have the bar graph. How will these
graphs be different? The same? For the bar graph I need to label my x and y axis. How would I
do that? Yes! I would label the bottom of my graph ‘favorite flavor of ice cream’ and the side (y
axis) the ‘number of votes’. The title of this graph would be the same. Do we want to scale this
graph or use one unit for one student? This depends on the number of votes we have for each
flavor and what our biggest number is. I would say if it’s over 10 we may want to consider
making our bar graph count by twos. But for today’s example, we can just count by ones on our
y axis. Now that you have seen me create these two graphs, your groups are expected to do the
same”

Independent Practice: The students will go back with their groups to their desks and work
together to create a picture and bar graph based off of the information they collected on
Thursday. The teacher will help when needed. Once their graphs are checked by the teacher, the
students will work together to create three questions and answer them based off of their graphs.

Accommodations:​ The teacher will pair resource students in groups with students who can help
them complete the project. Since this is a group project, the teacher will walk around and check
to make sure every student is contributing as well as prompt, help, and direct as the students
work. Visually impaired students will be able to walk up to the board when necessary. Early
finishers will get on Reflex Math.

Closure:​ The teacher will allow the students to share their final group creations in front of the
class. The teacher will ask each group:
“What was your question?, What pictures did you choose to use in your graph and why? From
the data you collected, what was the least and most popular (insert individualized topic based on
their own questions)?”

Assessment:​ The students will demonstrate their ability to collect, organize, classify, and
interpret data with multiple categories and draw a scaled picture graph and a scaled bar graph to
represent data through the creation of their own picture and bar graphs. The students will share
their final creations which will serve as an informal assessment analyzing the students’ abilities
to interpret data from the teacher’s observation. The students will then complete a Graphing/
Data Quick Check for a minor grade.

Reflection:​ See other paper