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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 7
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. Also, students will
practice how to solve compare problems with 2-digit numbers.

Brief Context: 18 students. Previously, students have learned about bar graphs and 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.247-248.
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 STRATEGIC AFFECTIVE
Multiple Means of Representation Multiple Means of Expression Multiple Means of Engagement
Options for Perception Options for action/interaction Options for recruiting interest
-describe verbally & demonstrate it Students will make a bar graph using
-overhead projector crayons or markers that they like.
Options for Language/Symbols Options for Expression Options for Sustaining Effort &
-describe key vocabularies with -Give various opportunities to express Persistence
motions. their thoughts. (verbal discussion, -Students will work individually and
-Vertical, horizontal, scale writing, draw graphs) as a whole group.
-Definitions are written on the board -Give feedbacks in multiple ways
-using pictures 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.

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 practiced how to solve word problems using a bar graph. Today, we’re going to continue to practice solving
word problems.
Development:
2. Ask students to turn to p. 247. (use an overhead projector) 5min
-What is this graph about?
-Horizontal or Vertical?
-Write down the number next to each bar
3. Ask students to solve a problem at a time (#6-8).
-Ask students to show their math work
-Emphasize words “more, fewer”
4. Move on to p.248 (Compare Problems).
-Describe what is a comparison bar. How can we draw it?
-Solve #9-11 together.

Closure:
5. Give Time Test
-clean up the desk
6. 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.