ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Sung Ji Choi Date: March 13, 2018

Grade Level: 2nd Grade Subject/ Topic: Math / Bar Graph lesson 4
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 organize information and draw a graph based on the
collected information.

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. Students are practicing how to use information in a bar graph to solve world problems.
Prerequisite Knowledge/Skills: Students need to know how to draw and read a bar graph. Students need to know what
data and scale mean. Students need to distinguish a vertical bar graph and a horizontal bar graph.
Objectives:
 Students will be able to organize information, make a data table, and create a bar graph.

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.242.
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

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

RECOGNITION
Multiple Means of Representation
Options for Perception
-use 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
Options for Comprehension
-connect students’ background
knowledge with the content.
STRATEGIC
Multiple Means of Expression
Options for action/interaction
Options for Expression
-Give various opportunities to express
their thoughts. (verbal discussion,
writing, draw graphs)
Options for Executive Function
AFFECTIVE
Multiple Means of Engagement
Options for recruiting interest
Students may choose to draw either a
vertical bar graph or a horizontal bar
graph.
Options for Sustaining Effort &
Persistence
-Students will work individually, with
a partner, and as a whole group.
-Give feedbacks in multiple ways
during the lesson
-Foster collaboration with peers and
promote active discussions
Options for Self-Regulation
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. During
this lesson, students will work with a partner who sit next to them. By solving problems together, students will learn how
to work as a team.

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
“Yesterday, we learned how to use information in a bar graph as well as information in a word problem when we solve a
problem. Now we know pretty much a lot about bar graph. Today, we’re going to continue to practice making a bar graph.
Development:
2. Ask students to turn to p. 242. (use an overhead projector)
-Go over the given information. “What kinds of shapes do we have?” (Star, circle, triangle).
‘It is hard to know how many each shape is there because they are not organized well” To make it easier to see the data,
we need to make a table.
-What would you write for the title? (Shapes)
-What kinds of shapes are there? (circles, stars, triangles)
-Now we have our data table. We can make a graph. Is this a vertical bar graph? Or a horizontal bar graph?
-Write down the title, scale and names.
-Draw bars.

3, Explain the activity.

We practiced how to organize information, how to make a data table, and how to make a bar graph using a data table.
Now, you’re going to do an activity which looks very similar to what we just did. With a partner (your partner is the
person who sits next to you), you’re going to fill out this worksheet. Each pair will get a bag of unifix cubes. You’re going
to count the number of different colors of cubes, make a data table, and draw a bar graph. You may choose the type of bar
graph. It can be either a vertical bar graph or a horizontal bar graph.

Closure:
-Show some of students’ worksheet using an overhead projector.
-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

Name:____________________😊
Making a Bar Graph
(Colors of Unifix Cubes)
1. Count each color of unifix cubes.

2. Make a data table using the information.

Title: ______________________

Color Number
3. Make a bar graph. (You may choose either a vertical bar graph or a horizontal bar graph)

4. What color of unifix cube do you have the most?

5. What color of unifix cube do you have the least?

6. What is the total number of unifix cubes do you have?

_______________________