Teacher: Mrs.

Bilanski
Lesson Title and Grade Level: 3rd
Unit Theme: Diversity
Lesson Topic: Graphing

Context for Learning

Student Teaching:
Demographics and
classroom can be obtains
through BEDS.

Central Focus

Complete the chart below to include demographic information including learning needs, number of
students and supports and accommodations pertinent to the IEP goals. Consider the variety of
learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment (e.g. students with IEPs or 504 plans,
English language learners, struggling readers underperforming students or those with gaps in
academic knowledge, and/or gifted students needing greater support or challenge).
Learning Needs Category

Number of Students

Students struggle with addition

and subtraction.

Supports, Accommodations,
Modifications, and/or
Pertinent IEP Goals
Teacher will pair the students
with the skill deficit with a
students who is excelling in
this area.

Graphing
Goal: Students will learn to analyze and graph and sets of data.

Content
Standards/Objectives

Objective 1
Given the website http://nces.ed.gov/nceskids/, students will participate in a whole group activity
practicing graphing with eighty percent accuracy.
Objective 2
Given a set of data on immigration, students will create their own line and bar graphs using the
website http://nces.ed.gov/nceskids/, with one hundred percent accuracy.
Objective 3
Given the graphs they create, students will use that data to answer three questions correctly and

explain the mathematical process with one hundred percent accuracy.

Objectives must be measurable

Common Core Content Standard
CCSS.Math.Content.3.MD.B.3
Draw a scaled picture graph and a scaled bar
graph to represent a data set with several
categories. Solve one- and two-step "how many
more" and "how many less" problems using
information presented in scaled bar graphs. For
example, draw a bar graph in which each
square in the bar graph might represent 5 pets.

Learning Objective
Objective 1
Given the website http://nces.ed.gov/nceskids/,
students will participate in a whole group
activity practicing graphing with eighty percent
accuracy.
Objective 2
Given a set of data, students will create their
own graph with one hundred percent accuracy
Objective 3
Given the graphs they create students will
answer mathematical questions using the data
from their graphs with one hundred percent
accuracy.

Include New York State Learning Standards/Common Core Standards appropriate for grade
level/content on the left and construct a specific/measureable objective that matches the standard in
the column on the right.
All objectives must be assessed in the lesson plan. Include at least one objective that
addresses academic language (vocabulary, syntax, discourse). Language functions for art may
include:
Professor will include academic language from edTPA assessment: register, fluency,
language demands.

Graphing, interpret, analyze, immigrant

Vocabulary/Concepts/Langu
age
This lesson is important because it enables students to interpret data, as well as create graphs as
per the Common Core State Standards.

Rationale
Essential Questions
(Formative Questions)

How do we graph a given set information?

How do we analyze and interpret data?

Assessments:
Running records, observation checklists
Type of
assessment

Formative or
Summative

Description of assessment

Modifications to the
assessment so that all
students could demonstrate
their learning.

Evaluation Criteria - What

evidence of student learning
(related to the learning objectives
and central focus) does the
assessment provide?

Examples include: teacher

observation, discussion, questions,
project rubric, entry/exit ticket,
presentation rubric, essay rubric,
checklist, student self evaluation

What materials will you use to

modifications to
assesments.and also based on
the lesson. Conetxt of the
students
Who are the students who are
struggling and what are the
students going to do that have
excelled at the lesson.

List specific objectives. All lesson plan

objectives must appear in this column.
Provide evidence of the point in the
lesson that clearly identifies instruction
(how and why of the lesson)

Only list necessary modifications

not all assessments will require
modifications.

Formative

Students will participate

in a whole class
discussion/ example of
how to plot graph data in
both a line graph and a
bar graph.

Objective 1
Given the website
http://nces.ed.gov/nceskids/, students
will participate in a whole group
activity practicing graphing with
eighty percent accuracy.

Students will practice

and discuss how to
interpret and analyze
data.

Summative

Students will work in

small groups to create
their own line graph and
bar graph using the
website
http://nces.ed.gov/nceski
ds/

Summative

Students will analyze

their graphs and use
that information to
answer three questions.

Students who excel in this

lesson can try other ways of
plotting data. An example
would be making a pie chart
with the additional
information and answering
additional questions on that
data.

Objective 2
Given a set of data, students will
create their own graph with one
hundred percent accuracy

Objective 3
Given the graphs they create
students will answer mathematical
questions using the data from
their graphs with one hundred
percent accuracy.

Instructional Strategies and Learning Tasks

Procedure

Anticipatory Set
__10___ minutes
Brainstorming,
Assessing Prior
Knowledge, Do Now,
Question of the day,
literature,
think/pair/share,
group activity, visual
or video

Teacher will:

Introduce the topic

Today we are going to be learning about bar and line graphs. These
are a great way to display and analyze a set of information. Recently
we learned about immigration and we are going to be analyzing and
plotting some of the data today about immigration. We are also going
to be using technology to create our own graphs.

Show the students a video of the what it means to be an immigrant

Students will:

Listen intently
Participate in
discussion.

http://teacher.scholastic.com/activities/immigration/tour/stop1.htm

Discuss how this relates to math and why it is important.

Review the definition of Bar graphs and line graphs
Why would it be beneficial to collect this information and put into a
graph?

Learning Tasks
and
Instructional
Strategies
___15__ minutes
Demonstration,
Guided Practice,
Journals, Critique,
Activity, Work Time
(for example)
This section should be
separated into
individual rows as
needed.
Consider transitions:
supply distribution
and clean up.

Give students an example of a bar graph

Give students an example of a line graph
Explain how to interpret line graphs and bar graphs including how to
add and subtract the information, how to read the key and how to
determine increments.
Introduce students to the website via SMARTboard:
http://nces.ed.gov/nceskids/createagraph/
Explain

Graphing is important because it allows us to collect information from

various sources and display it in one place. Why do you think this may
be helpful?
Explain how to use the website to graph a given set of data.

Have students participate in two example related to making a line

graph and a bar graph, as a class.

Listen intently
Participate in
discussion as to
why graphs are
important.
Come up to the
SMARTboard one a
a time to help ente
data.

Independent
Practice/Explora
tion of Concepts
__20___ minutes
Practice/implement
skills; cooperative
learning; group work,
etc.

Consider transitions:
supply distribution
and clean up.

Closure
___5__ minutes
Share understanding
of the concepts
(journal, verbal shareout, exit slips, etc)

Place students into small groups.

Give students a computer/ipad
Ask students to use the data given on the website
http://teacher.scholastic.com/activities/immigration/immigrati
on_data/ to create a line and bar graph.
Ask students to answer question that call for them to analyze
the data they entered.

Ask students to share out their graphs and answers to the

questions.

Contribute to small groups

Use the website to create a
bar and line graph that
represents the data given
on the website.
Use their graphs to answer
the questions as a group.

Participate
in a share
out in
which they
share thei
answers
graph and
mathemat
cal proces
for
obtaining
those
answers.

Instructional Resources, Materials and References: (Including all images used.):

See attached word documents.
Website: http://teacher.scholastic.com/activities/immigration/tour/
Website: http://nces.ed.gov/nceskids/createagraph/
SMARTboard
Data sets on immigration
Questions on the data set:
1. Looking "Total Immigrants by Decade", in what three decades did the most immigrants arrive in America?
2. Looking at the "Total Immigrants by Region", which continent has had the most immigrants?
3. Looking at the "Total Immigrants by Region During 50-Year Periods", calculate and write a short paragraph detailing
how immigration has changed from 1820 to today. Your paragraph should be at least 4 sentences.

Rationale and Reflection/Commentary:

1-Rationale Prior to Teaching:
Prior to teaching students should have learned how to plot sets of data on graphing paper. This lesson is important
because it incorporates technology and makes connections from math to events in history. As per the Common Core
State Standards students should have the ability to analyze and interpret data sets.
2-Reflection/Commentary After Teaching:

What influenced your decisions/choices (strategies, materials, activities, assessments, etc.)

What were the outcomes of the lesson/student learning
Self- Reflection what would you do differently