USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math

1st

Group
Size:17

Name: Rachael Doyle

Date of Lesson: 04/13/2016

Lesson Content
What Standards (national
or state) relate to this
lesson?

MAFS.1.MD.3.4 - Organize, represent, and interpret data with up to three

categories; ask and answer questions about the total number of data points, how
many in each category, and how many more or less are in one category than in
another.
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
MAFS.K12.MP.5.2 Use appropriate tools strategically.
MAFS.K12.MP.7.1 Look for and make use of structure.

Essential Understanding

Objectives- What are you

teaching?

Rationale

Evaluation Plan- How will

you know students have
mastered your objectives?

What Content Knowledge

is necessary for a teacher
to teach this material?
What background
knowledge is necessary for
a student to successfully

Students will be able to understand the difference between a tally chart, a bar graph and
a pictograph.
Students will be able to interpret data using a tally chart, bar graph and pictograph.
Students will be able to explain their reasoning using evidence from the graph.
Students will be able to actively engage in the information through discussion and
questioning.
I believe it is important for students to understand that there are multiple ways to show
the same data. Then the students are able to analyze any type of data that is given to
them. I feel like a lot of the job fields have something that can be turned into data.
Making inferences and predictions is also a critical skill that can be developed through
interpreting and analyzing data and graphs.
Formative Assessment will include discussion during the review of the three different
types of charts/graphs. There will also be a sticky note response that the students will
have to complete.
Summative Assessment will include a gallery walk involving multiple graphs and
charts that the students will have to analyze and answer questions pertaining to each
graph.
It is important for teachers to know the differences between a tally chart (uses tally
marks), a pictograph (using pictures or symbols), and bar graphs (uses bars horizontally
or vertically) as well as their similarities and their characteristics.
Students should be able to count in order to interpret the data in the graph. Also to
successfully master these concepts, students should be able to actively engage in this
information (because it is so abstract) through discussion, asking questions, etc.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
1st
meet these objectives?
What misconceptions
might students have about
this content?

Group
Size:17

Name: Rachael Doyle

Date of Lesson: 04/13/2016

Students may have trouble with understanding what is the point of the graph, why it was
created, etc. There is some sort of abstraction to the graphs, which also make the
concepts difficult to grasp. They may have difficulty understanding the different parts of
the graphs (title, labels, key).
Lesson Implementation

Teaching Methods

Step-by-Step Plan

12:10

12:20

12:20

12:50

12:50

1:00

Whole group review question and answer/discussion

Gallery Walk
Exit ticket
1. Students will be called to their carpet spots.
2. Asking the students what their favorite ice-cream flavor is
chocolate, strawberry or vanilla and will collect/display data
on the board (tally, pictograph and bar graph) with the same
information.
3. Questions: What are the three graphs telling us? What are the
similarities? What are the differences? Are there any other
observations that can be made? (Leave title and/or labels out
of one of the graphs and ask what is missing).
4. Explain that the students will now do a gallery walk around
the room there are 8 different graphs around the room. They
will be given 3-4 minutes at each station to answer the 2
questions at each station/graph.
5. Students will be numbered one through 8 be explicit in the
even though theyll have someone with them at their station,
they should still be doing their individual work because it will
be collected.
6. Students will complete gallery walk (3-4 minutes per station).
7. Their work will be collected.
8. Students will come and sit on their carpet spots.
9. Ask the students if there is anything they noticed, anything
theyve learned.
10.Complete exit ticket on a sticky note with their name and
answer.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
1st

Group
Size:17

Name: Rachael Doyle

Date of Lesson: 04/13/2016

What will you do if

a student struggles with the content?

If a student struggles, I will go back and dissect the graph with them. I could also possibly
pull a small group while the rest of the class is completing the gallery walk.

What will you do if

a student masters the content quickly?

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
All of the graphs displayed in this lesson will consist of categories/content that the
students will be able to relate to (favorite ice-cream, food, animal, etc.)
If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

How will you differentiate instruction for students who need additional
language support?

Accommodations (If
needed)
Materials

8 different charts for gallery walk

Sticky notes
Pencils

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
1st

Group
Size:17

Name: Rachael Doyle

Date of Lesson: 04/13/2016