ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Sung Ji Choi Date: March 15, 2018

Grade Level: 2nd Grade Subject/ Topic: Math / Bar Graph lesson 6
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 interpret data in graphs and use the data for problem
solving. In this lesson, students will continue to practice how to make a graph using a data table.

Brief Context: 18 students. Previously, students have learned about 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 as well as information in a word
problem to solve problems. Now, most of the students are familiar with bar graphs.
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 interpret data in graphs and use the data for problem solving.

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.245-246.
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
-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 will make a bar graph using
crayons that they like.
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 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.

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 their 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
“We have learned about how to collect the data, make a data table, and draw a bar graph. Today, we’re going to practice
how to use solve a problem using a bar graph.
Development:
2. Ask students to turn to p. 246. (use an overhead projector) 5min
-What is this graph about?
-Horizontal or Vertical?
-Write down the number under each bar
3. Solve #3-#5 together.
-Ask students to show their math work
-Is this two-step or one-step problem?
4. Move on to p.245.
-Go over the data table.
-Ask students to finish p.245 and show it to the teacher.

Closure:
5. Give minute math.
-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, objectives, and expectations
Using various technologies in the lesson
Use various ways to increase students’ participation
I consider students’ interests. They love sports. Also, they love to talk about their birthday.