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Danielson Domain 1
LESSON TITLE: Solve one-and two-step problems involving graphs SUBJECT: Math
Identify student outcomes. What will Students will learn how to solve one-and two-step problems involving graphs.
students learn?
Outcomes:
include a mix of different types
(factual and procedural
knowledge, conceptional
understanding, thinking &
reasoning skills, collaborative &
communication skills
aligned to KCAS
important to grade level and
subject
reflect several types of learning
are measurable
are differentiated by groups of
students or individuals
is informed by previous
assessment data (1c, 1f)
What key terms are essential to this Bar graph
content (academic vocabulary)?
Scale
(1a)
Tape diagram
Data
How does this lesson fit with overall This 10-day module builds on Grade 2 concepts about data, graphing, and line
unit plan and/or goals for the year?
plots. Topic A begins with a lesson in which students generate categorical data,
(1a, 1e)
organize it, and then represent it in a variety of forms. Drawing on Grade 2
knowledge, students might initially use tally marks, tables, or graphs with one-to-
one correspondence. By the end of the lesson, they show data in tape diagrams
where units are equal groups with a value greater than 1. In the next two lessons,
students rotate the tape diagrams vertically so that the tapes become the units or
bars of scaled graphs (3.MD.3). Students understand picture and bar graphs as
vertical representations of tape diagrams and apply well-practiced skip-counting
and multiplication strategies to analyze them. In Lesson 4, students synthesize
and apply learning from Topic A to solve one- and two-step problems. Through
problem solving, opportunities naturally surface for students to make observations,
analyze, and answer questions such as, "How many more?" or "How many less?"
(3.MD.3)
What strategies will be used to check Through problem solving, opportunities naturally surface for students to make
for understanding and assess students observations, analyze, and answer questions such as, How many more? or How
during lesson?
(1a, 1c) many less?
Identify how lesson will differentiate The lesson allows differentiation because visual representation such as a video
instruction to provide support for all
from Khan Academy will be shown. I will use the Smartboard throughout my
students.
(1b) teaching so that visual learners can follow along. Also there will be hands on
activities where students will work on their personal white boards throughout the
lesson. Students will also have an opportunity to work independently at their own
pace or with a partner for more peer assistance during Problem Set time.
Describe lesson coherent sequence of 1. Khan Academy: Introduction video on bar graphs. Allocated time: 5 mins
activities (with time allocations) A brief overview on creating bar graphs and
Instructional Sequence: practicing the concept.
shows how outcomes, activities,
materials, methods, and groupings 2. Read line plots: T: (Project line plot.) This line Allocated time: 5 mins.
work together plot shows how many children are in the families of
progresses from simple to
complex students in a third-grade class. How many
describes how lesson launches students only have one child in their family? Lets
describes method for presenting count to find the answer. (Point to the Xs as
material students count.)
includes questions posed of S: 1, 2, 3, 4, 5, 6, 7, 8.
students Continue the process for 2 children, 3 children, and
describes how and when teacher
will model content, concepts or
4 children.
skills T: Most students have how many children in their
describes opportunities for guided family?
practice, group work, and S: 2 children.
individual practice
describes opportunities for
T: On your personal white boards, write a number
reflection and closure sentence to show how many more third graders
have
(1e) 2 children in their family than 3 children.
S: (Write 9 6 = 3.)
Continue the process to find how many fewer third
graders have 4 children in their family than 2
children and how many more third graders have 1
child in their family than 3 children.
T: On your board, write a number sentence to
show how many third graders have 3 or 4 children
in their family.
S: (Write 6 + 2 = 8.)
3. Read bar graphs: (Project the bar graph Allocated time: 5 mins.
Template.) This bar graph shows how many
minutes 4 children spent practicing piano.
T: Did Ryan practice for more or less than 30
minutes?
S: More.
T: Did he practice for more or less than 40
minutes?
S: Less.
T: What fraction of the time between 30 and 40
minutes did Ryan practice piano?
S: 1 half of the time.
T: Whats halfway between 30 minutes and 40
minutes?
S: 35 minutes.
T: The dotted line is there to help you read 35
since 35 is between two numbers on the graph.
How long did Kari spend practicing piano?
S: 40 minutes.
Continue the process for Brian and Liz.
T: Who practiced the longest?
S: Brian.
T: Who practiced the least amount of time?
S: Liz.
T: On your personal white board, write a number
sentence to show how much longer Brian practiced
than Kari.
S: (Write 60 40 = 20 minutes.)
Continue the process to find how many fewer
minutes Ryan practiced than Brian.
T: On your board, write a number sentence to
show how many total minutes Kari and Liz spent
practicing piano.
S: (Write 40 + 20 = 60 minutes.)
Continue the process to find how many total
minutes Ryan and Brian spent practicing piano and
how many total minutes all the children practiced.
Identify levels of cognitive demand that When it comes to the fluency practice: Reading line plots, and reading bar graphs;
activities place on students. students will be using analyzing, understanding, and applying levels of cognitive
Remembering demand to interpret graphs. During the Application Problem, students will be using
Understanding
Applying
the applying level of cognitive demand to use prior knowledge of word problems to
Analyzing solve the problem. During the Concept Development portion of the lesson,
Evaluating students will use all the levels of cognitive demand as I teach/model the lesson.
Creating (1e) Students will apply all the levels by following along and completing work as I teach.
During the Problem Set and Exit ticket, students will apply their understanding of
the concepts.
Identify how lesson allows for student Students will have the opportunity to work independently or with a partner during
choice. Problem Set time.
(1e)
Lesson Reflection:
What worked during lesson (cite Will complete once lesson is taught.
examples)?
What did not work during lesson
(cite examples)?
What improvements will be made
when lesson is revisited?
How might you better meet the
needs of individuals and groups of
individuals?
(4a)