LESSON PLAN FORMAT

Name: Delia Martinez

Date: 9/8/15 and 9/9/15
I. LESSON FOUNDATION
Lesson Title: Math Investigations
Grade Level(s): First Grade

Time Allotted: 25-35 minutes

Subject Area(s)/Subject Content Explanation: Math

Standard(s)/Anchors:
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. [1-MD4]
Essential Question(s):
How many letters in your first name? (Monday)
What is the most common first letter? (Monday)
How many syllables? (Tuesday)
Which names had the most syllables?? (Tuesday)
How can we tell by looking at the graph who has the most (letters or
vowels)?
Instructional Objective(s):
Student will interpret data using a bar graph by answering key questions about
their names with 80% accuracy.
Formative Assessment:
The bar graph will be evaluated to see if students know how many letters are in
their name and how many vowels. A checklist system will be used.
Summative Assessment:
After the creation of the different categories of bar graphs, students will
independently interpret data and fill out a sheet to see who had the most/tie/least
letters, syllables (next week), and vowels in their names.
II. LESSON BODY
INTRODUCTION:
Review with students the book Chrysanthemum by Kevin Henkes
Discuss with students that their names are one of the most special
things about them.
Ask how many letters (Tuesday: syllables) were in Chrysanthemum's
name.

 See if they can count the number of letters (Tuesday: syllables) in their
own first name on their fingers
Ask who had 2 letters, 3 letters, 4 letters, etc (Tuesday: Ask who had 3,
4, 5 etc syllables)
Choose a few students to call on and have them count
them out loud
Tell students that today they will create a bar graph together to see
who has the longest name, shortest name, or who might have a tie (Tuesday:
who has the most syllables, least syllables, or a tie)
Remind students of the tooth graph they created
TEACHING PROCEDURES:
Tell students that graphs are an easy way to get information or data
Model and explain the parts of a graph
We are going to need a title so people can know what our
graph is about
Explain that without a title we wouldnt know what were
reading or getting information about
Ask for suggestions to a title. Remind students about the
past tooth graph title and that it must be about the number of letters
in their name
Write the title on the graph. Explain meatball spaces
between words and spaghetti spaces between letters. Read it together.
Tell students that they will be adding their own name to the chart
Write down two sections and explain. Vertical: Number of letters.
Horizontal: Number of people
Tell students that theyll be given a sticky note. Instruct them to write
their name, write the number of letters, and circle the number.
Afterwards students students can come and stick it to the graph. Assist
them if needed.
CLOSURE
After the graph is completed. Review the parts of the graph and what
its purpose is
Tell students that the name of this graph is called a bar graph. It has
bars to tell us information about our title.
Prompt a discussion with students.
How many students names have 5 letters?
Which number has the least/most student names?
Which number has no student names?
Which numbers have the same amount of student names?
How many more names would we need in the 2 row so it
had the same as the 4 row?
How many names does the 7 row and the 10 row have all
together?
How could this graph change or not change over time?
What are you looking at on the graph to help you figure
that out?
What does this graph tell us about the class?
Hang the bar graph up in class to refer back to

Extension:
Have students compare and contrast the number of letters in a name
in another first grade class. See which name is the longest, shortest, and
most common in first grade.
Note: Students might have to go in small groups of 4-5 students.

III. LESSON ESSENTIALS

DIFFERENTIATED LEARNING ACTIVITIES:
All students will be able to participate in creating the class graph by writing their
name, contributing to the class discussion of how to organize the graph as well as
interpreting it, and helping to decide on the graph title. The activity will be
modelled and the example will be displayed for students to refer back to. Students
will repeat the directions back by raising one finger at a time for each short
direction. Students who need extra time will receive extra time to write and count.
Equity cards will be used to answer the chart questions.
Resources:
Chart paper
Markers (red and black)
Sticky notes
Pencil