Updated 4/9/172:11 A4/P4

Danielson Aligned Lesson Plan Template for Formal Observations

Name: Karen Rodas Date: 4/6/17 Subject: MATH Grade Level: 1st

Interdisciplinary Connections:
Social studies, ELAR.

Lesson Duration:
45 Minutes.

Relevance/Rationale:
To be able to interpret data, bar and picture graphs from real world connections.

Outcomes/Objectives:
-We will be able to read, analyze, and interpret real, picture, and bar graphs.
-We will be able use the information on graphs to make and answer questions.

TEKS: 111.7 (1):

1.8 Data analysis. The student applies mathematical process standards to organize data to make it
useful for interpreting information and solving problems. The student is expected to:
(C) Draw conclusions and generate and answer questions using information from picture and bar-type
graphs.

ELPS:
ELPS: 2C: Learning Academic Vocabulary

Use of Formative Assessment to Inform Planning:

Thumbs: Students will show thumbs up/down/ side to respond level of understanding.

One minute paper: Students will brain dump ideas or concepts they have learn by writing for one minute.

Class Information:
1st grade bilingual
Self-contain classroom
Students first language: Spanish
18 students
There are 3 students categorized as special need students. They receive special education services (speech).

Technologies and Other Materials /Resources:

Pearson Video

2
 Updated 4/9/172:11 A4/P4

Pencil
Crayons
Pictures
Manipulatives
Glue
Kahoot!
Tablet
Dry erase
Cubes

Academic Vocabulary:

-Picture graph

-Bar graph

- Data

- Pictografia

-Grafica de barras

Lesson Procedures:

Hook:

Pearson Video

Higher Order Level Questions:

When you see the graph, what do you infer?

How do I get data?

Is there another way to represent the data?

Direct Teach:

Teacher will display a picture graph and explain the categories and what row is telling us.

Teacher will ask students, then explain:

What is the graph about? Teacher will reinforce and explain answers.

2
 Updated 4/9/172:11 A4/P4

How Can you tell how many students picked ice cream as their favorite dessert?

How many picked cake?

How many picked chocolate?

What can you infer just for the pictures in the graph?

After students have responded, put together a sentence to describe the graph.

Ask students to talk and share with elbow partner what the graph is showing?

Guided Practice:

From textbook, page 774 teacher will guide students answering problems 1,2,3,4.

Students will be divided in groups of 4 or 5 and will work then teacher will guided them to create a question
about the data from picture and bar example. They will write down the answer.

Independent Practice:

Students will be given the following to answer the questions:

2
 Updated 4/9/172:11 A4/P4

Closure:

At the end of the lesson, teacher will use flashcards to ask students to do one minute paper activity.
Students will brain storm ideas and concepts about the lesson.

Differentiation:
For special education students:
-Extra thinking/answer time
-Oral questions/Oral responses
-One on one instruction
For students with very low English language, material in Spanish will be provided. Pictures, and a Spanish
English dictionary.
To reinforce content differentiated activities.

Assessment Criteria for Success:

Students will have several opportunities to explain their comprehension about the lesson, either verbal,
written, or drawing.

2
 Updated 4/9/172:11 A4/P4

Anticipated Difficulties:
Running out of time
Early finishers will work interpreting the following: