Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Miss Shannon
November 6, 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

Compares bar graphs to frequency tables, picture graphs, and tally charts
Labels answers and 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.
(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.

Skip counting ability, horizontal vs. vertical,

Pre-assessment (for learning): Pretest at the beginning of the unit

Formative (for learning): Worksheet done in class, homework

Outline assessment activities

(applicable to this lesson)

Formative (as learning): Scale on the bottom of their worksheet

Summative (of learning): Test at the end of the chapter, Mid-chapter review
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
action- increase 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,
mastery-oriented 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 selfregulation- expectations,

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?

Math workbooks, pencils, rulers, graph paper, worksheet

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

Components

8:458:53

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Come back to your desks and put everything away.
Students sit at their desks with nothing on
You do not need anything just yet. I want you to be
their desks
able to concentrate on what I am showing you up here.
Quick review of previous vocab- tally chart, frequency
chart, picture graphs
What is a tally chart?- write down student answers
Answer what a tally chart is: a chart that
What is a frequency chart?- write down student
shows how much of something there is using
answers
tallies
What is a picture graph?- write down student answer

Motivation
(opening/
introduction/
engagement)

What does a picture graph need that a frequency and

tally chart doesnt?- write it down

Answer what a frequency table is a table

that shows the amount of something with
numbers
Answer what a picture graph is a graph that
shows the amount of a certain category
through pictures

What is the purpose of a key? write it down

What do all of these graphs need to have?

8:539:04

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A bar graph has many of the same aspects as a tally

chart, frequency table, and picture graph do. But they
also have some things that are different.
Show different examples of bar graphs and have
students notice what they look like
List similarities and differences as students bring them
into light.

Answer what a picture graph needs that a

tally chart or frequency chart doesnt need:
a key

What a key does: shows the amount one

symbol counts for
All graphs have: Title, Labels, Data

There is a horizontal axis, the one going from side to

side, and a vertical axis, the one going up and down.
There are different kinds of graphs we can make. There
are horizontal and vertical bar graphs. Horizontal charts
are the charts that have the bars going from left to right.
Vertical charts are charts that have the bars going from
low to high. _____, of these two which is the horizontal
chart. ______, do you agree? Explain why.
Notice the scale. The scale is always consistent. It is
always going up by the same number. Much like with
our picture graphs we skip counted, here the scale is
skip counting for us.
Also notice how the bars of each pillar are not
touching each other. There is a space between them.

Similar- title, labels, data

Different- scale, more labels, axis, bars,

Answer which chart is horizontal

Explain how we can tell that it is a horizontal
chart.

9:049:10

9:109:12

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

Pass out Farmer Teds farm worksheet.

(http://www.superteacherworksheets.com/graphing/bargraph-simple-5.pdf)
Ask a student to read the first line and then read the
table as well. What kind of table this is modeling?
*what is it missing?
Here comes our checklist to make sure that we are
going about the chart making process properly. The
first thing we do is title a chart. Give me 4 different
options for the title of this chart. Remember that when
looking at the title of the chart, it should tell me about
what information I will find in the chart.

Give examples of appropriate chart titles.

Label each axis, what should our labels be?(May need help with this. Type of animal and number
of animals)
5
What would be an appropriate scale for this
information? write our options on a side paper. Decide
on a scale. Explain how to write in the scale. Always
start with a 0 at the corner. From there we can skip

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Student reads the sentence and table for the

class.
A title and category labels are missing.

Depending on what kind of graph (horizontal

count each line and write our numbers in. Will this be
going on the horizontal or vertical axis?

9:129:20

For our horizontal axis, where we label our animals,

Put a dot, skip a dot, put a dot, skip a dot.
You may put a label in each place you did not put a
dot. But this is a strategy I would like you to use to
remind yourself that you cannot put two right next to
each other.

or vertical graph, student answers the

question) and writes in the scale starting with
0

Students complete worksheet as I complete

mine on overhead

Once you have all of this information you may go

ahead and NEATLY draw in the bars.
9:209:309:5-

Once you have drawn in all the bars I would like you
to write a number 1-5 of how well you understand
making bar graphs. 1 is the lowest, not at all, and 5 is
the highest, its so easy.

Students create their own bar graphs.

I would advise keeping out the paper we just did

because it has a list of the steps you should be doing
your bar graph creations in. Now you are getting a
piece of graphing paper. You are going start from
absolute scratch with the same information and go
through the whole process again. When you are
finished with this product, it should look quite
beautiful. After you have looked it over yourself you
will raise your hand and either Mrs. Chardon or I will
bring you a checklist. Before you hand this in you need
to fill out the checklist, making corrections when you
need to, and then staple the checklist to your paper and
hand it in. Make sure you use your ruler when making
this graph and that you give yourself enough room to
write your labels. Look at my example of where your
lines should be in order to have enough room to fit your
labels in.
Walk around to make sure students are on task and
understanding the task at hand
9:30Spanish

Closure
(conclusion,
culmination,
wrap-up)

Teacher will be handing out the bar graph checklist and

explain once they are finished completing their
checklist they may grab their chrome books, go on
IXL, and play the bar graphing games under data and
graphing.

Students will raise their hand when they are

done.

Students look over their bar graph created

completely by scratch with the checklist next
to it, and make corrections as needed. When
finished they are to hand in their graph
(name on the back). And may move onto
IXL bar graphs again.
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.)

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Reflect: What did you learn from watching the students create their own. Some students you encouraged to self assess; others, to made quick
corrections of their work. This is very mid-step in the graphing making processsummative is coming later next week.
I felt my control over the students was better than the first two lessons, but a little less so than on Tuesday and Wednesday. I think this may be
because on those days the lessons were much more simple than today. Students already have a pretty good understanding of picture graphs prior to
me explaining them in class, however they did not have much experience with making their own bar graphs prior to today. I think that it helped for
them to not have a ton of experience, because there was a definite excitement with the fact we were learning something new.
Next time I would try to stick closer to the lesson plan and make sure to be very intentional with the things that I was saying. I felt like as soon as I
start the lesson I am off too quickly to be able to fully remember all of the things I would like to have said.
Next time I would like to explain the process of making a graph prior to handing out the graph paper. Once the students had the graph paper on their
desks it was very difficult for them to listen to what I was saying and the classroom became very loud and energetic. It was encouraging to see how
excited the class was about making a bar graph on their own. This group especially has a lot of energy and enjoys having things to do themselves,
this is important to remember when creating lesson plans for classes of 3rd graders but particularly this class.
Another thing I would encourage the students to do, rather than checking with me, check with a neighbor and allow them to ask each other
questions that they do not fully understand. Then if there is a question after that time is finished, we can address it in front of the whole class. This
way we cut down on the amount of questions in class, but it also allows for the students to teach each other as well.

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