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Apples or Bananas?

Lesson on Venn Diagrams


READINESS
I. Goals/Objectives/Standard(s):
A. Goal(s)- To create a venn diagram to represent data.
B. Objective(s)- Students will be able to read and create venn diagrams using given
data.
C. State Standard(s):
PS.4: Model with Mathematics
PS.7: Look for and make use of structure.
2. DA. 1: Draw a picture graph and a bar graph to represent data set with up to
four choices. Solve simple, put-together, take-apart, and compare problems using
information presented in the graphs.
II. MaterialsAnticipatory Set:
Materials: Duct tape,
Space: Students will start off in their desks. When instructed they will create lines
around the room based off of their personal opinions.
Time: 5 minutes
Lesson Input/Output:
Materials: Dry erase board/markers, 3 different colored post-it notes
Space: Desks and the front board.
Time: 10 minutes.
Check for Understanding/ Closure:
Materials: Powerpoint/projector, Saxon math worksheet, blank half-sheet of
paper
Space: Desks
Time: 10 minutes.
Behavior: Class money system. If needed I will carry class money in an apron. I
will take away money from students for poor behavior and I will hand out money for
reward.
III. Anticipatory Set
Let's start todays lesson by taking a class poll. I would like you to think quietly to yourself
whether you like bananas, apples or if you like them both equally? If you do not like either of the
choices then I want you to pick which one you think taste better. Give me a thumb up when you
have made a decisions.
I will wait for all students to give me a thumbs up.
Looks like everyone knows which fruit they like better. If you have chosen banana I want you to
stand up and line up behind this line where I am standing.
I will duct tape a line on the floor that is labeled bananas. Students will line up behind this line.
Now I want all of you that have chosen apples to get up from your desk and stand behind the
apple line next to the banana line.

Next to the banana line I will place another duct taped line to the ground that reads apple for
students to line up behind.
Those of you who have chosen to like apples and bananas equally stay at your desk
Without counting can someone tell me which fruit has the most votes? How did you figure this
out?
What type of graph did we just create? (bar graph)
Discuss
IV. Purpose:
Today we are going to learn how to organize information through a venn diagram.
Plan for Instruction
V.Adaptation to Diverse StudentsAlex and Lucy will be provided with fidget toys throughout the lesson to decrease hyperactivity
caused by ADHD.
Throughout the lesson I will check up on Jessi to make sure he is following along and I will
provide one-on-one instruction when needed.
V. Lesson Presentation:
Input:
- To begin the lesson presentation, I will pass out yellow post-its to the row of banana lovers.
Red post-its to the row of apple lovers. Those students still sitting at their desks will be handed a
different color post it, green.
Once you have a post-it please return to your desk and write your name on the post-it handed
to you
-At this time I will walk around the room to determine when students are ready to move on.
-On the board there will be two separate circles drawn on the whiteboard. One drawn in red
labeled Apples and the other drawn in black with the title bananas.
I will call on the quietest student to come up to the board to place your post-it in the appropriate
circle.
-One by one I will call up the students with red and yellow post-its to stick theirs on the
whiteboard.
Where will we place the green post-it notes?
-Let students brain storm and discuss where the green post-it notes should be placed.
Now watch what I do.
-I will erase the two separate circles and redraw them so that they overlap creating a venn
diagram. Keep the students red and yellow post-its in the correct circle.
What did I just do?
-Call on a few students to describe what I have done that is different.
Yes, very good. This new graph is called a venn diagram.
Now which post-its will we put in the area where the circles overlap?
-If students correctly guess the answer ask how they came up with that answer. If they do not
know explain that the green post-its go in the space.

The green post-its belong in the space that shares both circles because they belong in both
categories.
Output:
Now let's answer some questions about our new graph. How many students like apples?
-Count all apple post-its including the ones in the middle.
How many students like ONLY bananas?
-Count all bananas that are not shared in the middle.
How many students like bananas and apples?
-Count the middle section.
VII. Check for understanding.
Now we are going to go over a few examples of different venn diagrams. Take out a blank
sheet of paper so that you can write down the answers.
-I will project the problems on the projector.
When you are finished flip over your paper and I will come by and collect them. And in
exchange I will hand out the homework. Please only work on the addition problems until I
instruct you to continue on to the back side
-As students are working on the addition side of the homework I will quickly look over students
venn diagram answers to assess if they understand the lesson.

VIII. Review learning outcomes/ Closure


After I determine that students have met the objectives I will let them continue on to the other
side of the Saxon worksheet. If they do not complete this portion during the lesson it will be
used as homework.
PLAN FOR ASSESSMENT
Next day I will grade students independent work on the homework. Venn Diagram will be in the
next math assessment given by Mrs. Arnold.
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the objective for today? For those who did not,
why not
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
Include additional self-answer questions that specifically address unique lesson content and
methodology.

7. Did I need to incorporate more adaptations any students in my class during lesson?
8. Was my behavior management effective? Do I need incorporate new strategies?
9. Was my lesson meeting all levels of engagement?