TRINE UNIVERSITY

FRANKS SCHOOL OF EDUCATION

DAILY LESSON PLAN
TEACHER: _Ms. Bird_________________

DAY: M T W R F

SUBJECT: _Math________________________

DATE: November 22, 2013___________

GRADE: ___1st_______ TIMEFRAME: _45 min._____________

UNIT TOPIC (Big Picture): _Graphing__________________ STRATEGY: __Cooperative Learning ____________

MATERIALS NEEDED: _Do You Like to Eat Turkey worksheet and clipboards____________________________
DIRECTIONS: If you have one objective or standard, use only the line you need. Extra lines are provided should you need them.

STATE/LOCAL STANDARD(S):
STATE

NUMBER
OF STANDARD

STANDARD (WRITE COMPLETE STANDARD)

IN

MA.1.1.10
2000
VA. 1.7.6 2008

Represent, compare, and interpreted data using pictures and picture graphs

IN

Demonstrate safe and proper use, care, and storage of media, materials, and equipment

LEARNING OUTCOMES:
#

A
AUDIENCE

B
BEHAVIOR

Students will

Analyze data and make a

graph

Students will

Demonstrate proper and

safe use and storage

C
CONDITIONS

To represent how
many of their 9
friends like turkey
Of scissors and their
art projects

D
DEGREE OF PERFORMANCE

With 90% accuracy

With 100% accuracy

ASSESSMENT:
#

ASSESSMENT STRATEGY

I will look at each students graph to see if the number they tallied, the number they wrote, and the number
represented on the graph is all the same.
Check the area where we let our art work dry to make sure materials were treated properly.

PRIOR TO LESSON (CLASSROOM TASKS, ETC.):

# TASK
1 Have turkey worksheets printed
2

Have clip boards ready

Have red, yellow, and orange construction paper

TECHNOLOGY:
TECHNOLOGY
USED BY STUDENTS
TECHNOLOGY
USED BY TEACHER

N/A
Computer (graphing software) and overhead projector or smart board

ANTICIPATORY SET:

Ask what kind of food everyone eats on Thanksgiving. (Hopefully turkey is brought up)
Tell the students that we are going to find out who likes to eat turkey on Thanksgiving and who does
not.

PROCEDURES:

I will give directions to the class.

Each student will ask 9 of their friends if they like turkey or not. (Students will be put into
groups of 9)
For each answer they will mark a tally in the YES or the NO box.
They will then analyze their data and put the number of yess and nos in the appropriate box.
The student will choose a color to represent yes and a color to represent no.
If they had 3 nos they would color three turkeys in a row and then color the remaining 6 a
different color.
Before the class colors their graphs, I will give them each 2 chips one yes and one no.
I will ask them to pick the chip that represents their answer and ask them to color that chip.
Once they have colored in their graphs they will cut out their turkey and glue it onto a red,
yellow or orange piece of paper along with their tallies and numbers of yess and nos.
After they have finished their project they will take care of their art supplies and place their art
projects in the appointed area that we have designated in the room to keep our art safe while it
dries.
While the class is coloring in their turkeys, I will collect the chips each student colored and
enter the data into the computer.
Once everyone has finished or is close to being done I will present the data collected in several
ways over the projector or on the smart board. (Picture graph, bar graph, and a pie graph)
Add additional pages as needed.

I have included a connection to a real life situation in this lesson plan. It is indicated with RL.
CLOSURE:

The students will then decide which graph looks like the one they made.
We will then compare how their individual maps look compared to the one of the whole class.
They will write about their data on the sheet provided. (What they noticed, what was the same,
or what was different.)

ASSIGNMENT:
I they do not finish the paper about the data, they will need to finish that as homework

ACCOMMODATIONS FOR STUDENTS WITH SPECIAL NEEDS:

SPECIAL NEED

ACCOMMODATION

TEACHERS CONTENT NOTES:

Add additional pages as needed.

REFLECTIONS:
What changes would you make? Why? What went well? Include an explanation of how your lesson impacted student learning. Does your assessment
show the students met the learning outcomes of the lesson?

Indicate on your plan where the following occur (if appropriate):

08/28/08

check for understanding (CU)

modeling (M)
guided practice (GP)
independent practice (IP)

LESSON PLAN REVIEWED BY:

INITIALS

DATE

INITIALS

DATE