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Formative: The formative assessment will occur during the nearpod lesson. I
have incorporated mini-quizzes throughout the lesson so that I can assess and
monitor their progress through the use of the app. When the students take a
mini-quiz, the students answers are sent to my iPad so that I can quickly
assess the data.
Summative: The summative assessment will be the students exit ticket. The
exit ticket will be pg. 7 in their graphing packet that was distributed last week.
The students will hand in the packet at the end of the lesson so that I can
determine the students understanding of bar graphs.
Instruction
Anticipatory Set:
In order to activate their background knowledge on graphs and interpreting data, the
students will answer an application problem about a pictograph. The students will help
to create the pictograph during their morning work. The students learned about
pictographs during the previous lesson and mastered interpreting data from these
graphs. Therefore, the students will complete an application problem in their Think
Pads in order to activate their knowledge on graphs. Once the application problem is
finished, I will introduce todays topic: bar graphs.
Sequence of Instruction:
1. Anticipatory Set
2. Set the students up on the Nearpod app on their iPads.
3. Modeling/ Explicit Instruction
Slide 3: I will read the students the information on the slide. I will make
sure to highlight why we use bar graphs (to make data easy to read, to
organize data). I will also tell the students that bar graphs help us to
compare and contrast different things such as surveys, votes, etc.
Slide 4: I will introduce the parts of a bar graph.
o I will emphasize that a bar graph always has equal spaces
between bars and that the bars are equal sizes. Since the
students will be tested on this information during their NYS math
test, I will make sure that all of the students understand this
concept.
o I will also quickly introduce the main parts of a bar graph.
Slide 5: Slide 5 includes a poll that reiterates that the bars must be
spaced equally on the bar graph. Once all students complete the poll, I
will share the answers with the class and clarify any misunderstandings.
Slide 6: I will show, define, and explain the different parts of the bar graph
as shown on the image on slide 6. I will ask students questions such as
What is the title of this graph? By what number is the scale on this
graph counting by? What data was collected? etc.
4. Guided Practice:
Slide 7: Slide 7 includes a slideshow of images of graphs. While looking
at each graph, I will ask students questions such as:
o What is the title of this graph? What do you think this graph is
about?
o What is the scale counting by?
o What data is shown on the x-axis? How did you know?
o What data is shown on the y-axis?
4. Application problem
5. Pencils
6. Graphing Packet
Differentiation /Accommodation for students with special learning needs:
UDL Principles:
~2.1 Clarify vocabulary and symbols: During the modeling portion of this lesson, I
define and explain the vocabulary that correlates with bar graphs. For example, I
identify and define words such as title, label, y-axis, x-axis, and scale. Through the
multiple opportunities for modeling and practice, the vocabulary will be clarified.
~4.1 Vary the methods for response and navigation: Throughout the nearpod portion of
the lesson, the students are asked to respond to questions in a variety of ways. That is,
students are asked to answer questions verbally, through fill in the blanks, polls, miniquizzes, and by showing their work. Asking to respond in a variety of ways, the
methods for response are varied.
~8.4 Increase mastery-oriented feedback: Since the nearpod app allows for constant
progress monitoring of every student, I will be able to give immediate feedback to
every and all students. Since I receive data regularly throughout the lesson, I can
immediately clarify any misconceptions or praise any exceptional work.
Accommodations:
~Students who need redirection: Within this classroom, a few of the students need
frequent reminders and redirection throughout lessons. By using the nearpod app, the
students attention will be drawn to singular tasks at a time. Also, when taking quizzes,
I can see which students have answered or not answered by the data collection on my
iPad. In this manner, I can then redirect the students attention by reminding students
to submit their answers or by individually speaking with them.
~Students who are struggling with math: Since the nearpod app allows for constant
progress monitoring of each individual student, I can then differentiate instruction easily
throughout the lesson; that is, once the data is collected (once the students submit
their answers), I can determine which students need clarification of a topic and can
immediately remedy the problem area.
Closure:
Before completing the exit ticket, the students and I will review the learning targets and
will determine if we achieved these learning targets. I will ask the students how they
feel about the topic of bar graphs (glass, bugs, or mud).
Reflection on Student Learning
Next Steps:
Depending upon the students level of understanding, the next lesson will either be a
review of this concept or the students will learn to create their own bar graphs.
References:
Stecker, P.M. (2008). Using progress-monitoring data to improve instructional decisionmaking. Preventing School Failure, 52 (2), 48-58.