Submitted by: Sarah Lopez_________________________________CWID___50130685_________________

Grade Level: 4th Mentor Teacher: Shawn Flemmer__________________

Subject/Topic: Math/Dot Plots

How Many Raisins in the Box?

Rationale:
Students will organize, represent, and describe data. They
will express their ideas on a variety of social and grade ap-
propriate ideas.
Materials/Equipment:
One mini box of raisins per student, How Many
Raisins in a Box teacher notes, math spirals, pen-
cil, ELMO, whiteboard, expo markers

TEKS Achieved: Accommodations:

1. A child with special needs will be given more time
Math: 4.9A I can represent data on a frequency to complete the assignment, and visual representa-
table, dot plot, or stem and leaf. tions of the material learned in class.
2. A student that is an ELL will be given written defi-
nitions to new terms, and visual representations of
ELPS: 3G I can express ideas on a variety of so-
the concepts covered in class.
cial and grade appropriate ideas.

Blooms Taxonomy: Differentiated Learning: Classroom Strategies: Curriculum Integration:

Knowledge/Remember Auditory Hands-On Math
Comprehension/Understand Visual/Spatial Independent Activities Reading
Application Logical/Math Charts/Graphs/Maps Science
Analysis Verbal/Linguistic Lecture Writing
Create / Synthesis Intrapersonal Problem Solving
Evaluation Interpersonal Whole-group
Pairing

Objectives:
TSW represent data on a dot plot.

TSW express ideas on a variety of grade appropriate ideas.

Lesson Plan:

Introduction (Anticipatory Set/Focus/Motivation):

Write What is your favorite sport? on the board at the front of the room. As students en-
ter the room and get settled, have them write their favorite sport on the board in a list in
random order.

Once all students have answered the question, have them organize and represent the data in
their math spirals. Allow one or two students to show the class their work on the ELMO.

Information Giving
Read lesson objectives to students. Tell them we will be collecting, representing, and describ-
ing data. People collect data to gather information they want to know about the world around
them.

Give students an example of the use of data in our school or community.

Ask students if they can think of any other ways people might use data and have two or three
share.

We are going to collect data about something familiar to us a box of raisins. Each student
gets a box of raisins. Ask them to open their boxes and predict how many raisins might be in
their box. Then they should count the raisins. Students should report their data as they fin-
ish their counts. Have them record their numbers in a list on the board. Ask students What
do you notice about the data we collected about the number of raisins in a box?
Check for Understanding
Monitor student answers when discussing how data is used in the community. If students
seem like they are not understanding why we would collect data, help them make real world
connections by giving more examples.

Guided Practice:
Point out that we have gathered our data, but we could probably understand it better if it
were more organized. What could we do to organize the data so that you can say more about
how many raisins are in a box?

Take a few suggestions from students. Have them work with a partner for about 10 minutes.
Have each pair choose a way to organize the data. Emphasize that they should find a quick
way to represent the data a rough sketch or list, not an elaborate graph. After students
have organized their data, each pair should write one or two important things they can say
about the data.
Choose two or three pairs of students who have used different ways of ordering and organiz-
ing the data to show their representations on the overhead. (example ordered line, bar
graph, dot plot)

Ask students to share the statements they wrote about the data.
After a few have shared, focus the students on the overall shape of the data by asking the
following questions:
What is the highest number of raisins in a box?
What is the lowest number? (so the number of raisins in a box ranges from __ to __)
Are the data showing the number of raisins in a box spread out or close together?
Where is there a great deal of data?
Are there any outliers?
Finish by summarizing what the data show:
Suppose that someone asked you, About how many raisins are in a half-ounce box?
What would you say? Why?
Whats a fairly typical number of raisins in a box, according to our data?
If you opened more boxes of raisins, what would you expect?
What would be an unusual number of raisins to find in a box?
So how many of our boxes had between ___ and ___ raisins? Is that more or less
than half of the class?

Differentiation: Review the terms typical and atypical

Check for Mastery

As students work to organize their data, help struggling pairs by reminding them of the
types of representations we have been working on in class.

Independent Practice:
Students will complete the Organizing and Representing Data activity in their math spiral.
Project the class data from the teacher notes onto the ELMO. Students must organize the
data (frequency chart) and represent the data (dot plot or bar graph).

Assessment/Evaluation:
1. Students will show their math spiral to the teacher at the end of the lesson to show how
they organized and represented the data. The student should have created a frequency chart
to organize their data and either a dot plot or a bar graph to represent their data.

2. During class discussions, teacher will monitor student interaction to determine if they are
expressing their ideas on a variety of social and grade appropriate ideas.

Closure / Culminating Activity:

Exit ticket have students describe their data from the Organizing and Representing ac-
tivity.
 Enrichment/Extension:
Have students brainstorm their own question to use to collect data. It should be a question
that they can use to survey their classmates. Students should survey their classmates, or-
ganize and represent their data in their math spiral.

Reteach:
For students that struggle with describing data, go back to the original list of numbers of
raisins per box. Explain that we will use those numbers to describe the data. Give students
sentence stems to work with, such as the greatest number of raisins per box was ____.
The least number of raisins per box was ____.

For students that struggle with representing the data, remind them of the data tables and
the dot plots that we did last in class last week. Show them how to organize the data into a
frequency table.

Accommodations and/or Modifications:

For a child with special needs, I will provide them with extra time to work on the assignment
as needed.

For an ELL, I will provide them with written definitions and visual representations of the in-
formation that we are learning in class.

Self-Assessment: