ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Sung Ji Choi Date: March 12, 2018

Grade Level: 2nd Grade Subject/ Topic: Math / Bar Graph lesson 3
Approx. time spent planning this lesson: 30 min
DOMAIN 1: PLANNING & PREPARATION
Main Focus: The main focus of this lesson is to teach how to solve problems using a bar graph. In this lesson, students
will learn how to use data in a graph to solve problems.

Brief Context: 18 students. Previously, students have learned two types of bar graphs and how to convert (change) a
picture graph into a bar graph.
Prerequisite Knowledge/Skills: Students need to know how to draw and read a bar graph. Students need to know what
data and scale mean.
Objectives:
 Students will be able to use information in bar graphs to solve Put Together/ Take Apart and Compare problems
having one or more steps to solve.

CCSS.MATH.CONTENT.2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories.
Solve simple put-together, take-apart, and compare problems1using information presented in a bar graph.
CCSS.MATH.CONTENT.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding
to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem.1
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of
two one-digit numbers.

Assessment:
Formative: The teacher will ask several questions to check students’ understanding of content. The teacher will monitor
each student’s work during the lesson. The teacher will walk around, check each student’s work, and record them on a
sticky note.
Summative: The teacher will check each student’s answers on p.239-241.
Worldview Integration: God created this world. For us, it is important to be aware of the world that we’re living in.
Learning about graphs will help our students to learn more about the world. It will help them to understand the world in
better ways.
Instructional Resources:
Textbook
Google slide

Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION
Multiple Means of Representation
Options for Perception
-use various pictures
-describe verbally & demonstrate it
-overhead projector
Options for Language/Symbols
-describe key vocabularies with
motions.
-Vertical, horizontal, scale
-Definitions are written on the board
-using pictures
STRATEGIC
Multiple Means of Expression
Options for action/interaction
Options for Expression
-Give various opportunities to express
their thoughts. (verbal discussion,
writing, draw graphs)
AFFECTIVE
Multiple Means of Engagement
Options for recruiting interest
Options for Sustaining Effort &
Persistence
-Students will work individually and
as a whole group.
-Give feedbacks in multiple ways
during the lesson
-Foster collaboration with peers and
promote active discussions
Options for Comprehension Options for Executive Function Options for Self-Regulation
-connect students’ background
knowledge with the content.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building

-The teacher will work with whole class. Students will interact with each other and with the teacher while they learn about
bar graphs. By drawing a bar graph based on their interests, the students will build relationship with each other.

CONDUCT MANAGEMENT:
Identify at least 2 ways you will gain whole group attention:
-Students will raise their hand if they want to say something or have questions.
-The students will remain in their seats during the lesson.
-The teacher will ask questions to the students to keep their attention.
-The teacher will demonstrate expected behaviors to the students.
Strategies you intend to use to redirect individual students:
The teacher will ask questions to each student so that they can have an equal opportunity to talk.

PHYSICAL ENVIRONMENT:
The students will sit at the desks. They will work individually and face the white board to follow teacher’s instruction.
The middle lights should be turned off so that the students can easily see the screen.
DOMAIN 3: INSTRUCTION

CONTENT MANAGEMENT: THE LESSON

Motivation/Opening/Intro:
1. Review the previous lesson
-Last week, we learned that there are two types of bar graphs. Do you remember what are they? (Horizontal & Vertical)
I’m going to show you several bar graphs. When you see a graph, if you think it’s a vertical bar graph, give a quick thumb
up. If you think it’s a horizontal bar graph, give a thumb down. Ready?
-Show several pictures of bar graphs.
-How can you know it so quickly whether it’s a horizontal bar graph or a vertical bar graph? (look at the bars)
-Today, we’re going to learn how to use information in bar graphs to solve problems.

Development:
2. Ask students to turn to p. 239. (use an overhead projector)
-Go over the title, names, and scale.
-Go over the definition of scale. “The scale starts from 0. Not 1.
-Have students to write down the numbers next to each bar.
Let’s start from number 1.
-Read the question. “How can we find the number of baby monkeys?”
-to solve this problem, we need to use the information given in the graph as well as the information given in the word
problem.
-write down the answers on the board.

Move on to the next page (p.240)

-This graph is about Jenny’s Bead Collection
-What colors of Bead does Jenny have?
-Write down the number of each color under the name.

#4. How many purple beads does Morgan have?

#5. How many red beads does Morgan have?
#6, Which color of beads are five?
How many small beads does Jenny have in the beginning?
Move on to p, 241.
-What is this graph is about? (Children’s favorite snacks)
-What are their favorite snacks? (nuts, grapes, apples, pretzels)
-Write down the number next to each bar.

-“So the question is how many more children choose fruit than nuts?
-Mr. Penguin says, “8 children chose fruit and 5 children chose nuts, so it is 8-5. The answer is 3.” Is he correct? (no)
-how would you solve this problem? What’s wrong? (oh he misses counting grapes as fruit.)
4+8= 12
12-5 = 7

When we solve problems using a graph, we need to carefully look at the information in a graph, so that we don’t make a
mistake like Mr. Penguin. Make sure that you double check your answer after you solve the problems.

Closure:
-clean up the desk
-Transition to lunch time

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a
professional.
Check common core standards for math
Check textbooks and objective and expectations
Using various technologies in the lesson
Use various ways to increase students’ participation