ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Sung Ji Choi Date: March 20, 2018

Grade Level: 2nd Grade Subject/ Topic: Math / Bar Graph lesson 9 (m&ms activity)
Approx. time spent planning this lesson: 1.5 hr
DOMAIN 1: PLANNING & PREPARATION
Main Focus: The main focus of this lesson is to teach students how to use their mathematical knowledge of bar graphs to
solve real world problems. Students will learn how they can use bar graphs in their daily lives.

Brief Context: 18 students. 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. Students need to know
how to make a data table.

Objectives:
 Students will be able to draw a bar graph using the data they collected.
 Students will be able to solve and create one-step problems related to 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 their worksheet.
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:
m&ms
m&ms bar graph activity worksheets

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

RECOGNITION
Multiple Means of Representation
Options for Perception
-describe verbally & demonstrate it
-overhead projector
-The teacher will give real materials
STRATEGIC
Multiple Means of Expression
Options for action/interaction
AFFECTIVE
Multiple Means of Engagement
Options for recruiting interest
Students will make a bar graph using
crayons that they like.
Students will count the number of
m&ms.
Options for Language/Symbols
-describe key vocabularies with
motions.
-Vertical, horizontal, scale
-Definitions are written on the board
-using pictures
-instructions are written on the
worksheet
Options for Comprehension
-connect students’ background
knowledge with the content.
Options for Expression
-Give various opportunities to express
their thoughts. (verbal discussion,
writing, draw graphs)
Options for Executive Function
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
-Students will check their answers by
comparing them with their partners.

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.
Each student will work with a partner. They will learn how to work collaboratively with a partner to accomplish the given
task.
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:
During the intro, students will meet in the back and listen to the teacher’s voice. The students will sit at their desks during
the acitivity. 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. Inform the expected behaviors
“We have learned about so many things about bar graphs. Today we’re going to do a fun activity using m&ms. But,
before we start, I want you tell you about what I expect during the activity. First, we need to use level 1 voice. Sometimes,
it’s hard to control your voice level and if someone say something aloud, the others begin to blurt out. We don’t want that
happen during this activity. Second, while you’re doing this activity, if you have a question, just raise your hand. You
don’t have to say aloud. Just raise your hand, then I will help you. Third, I want you to work with a partner for this
activity. It will be the same partner that you had for the cube activity. This is a partner activity, what does that mean? Is it
okay to do everything by yourself and don’t care about your partner? No. You need to work with your partner. Even
though you want to do it alone, you should have to do it together. We need to learn how to work with others.

Development:
2. Explain the instruction.
-I will explain what you’re going to do today. First, both of you and your partner will need this worksheet.
Everyone needs to fill out the worksheet. Also, you and your partner need a bag of m&ms. There are different colors of
m&ms in each bag. At you desk, count the number of each color of m&ms and fill out the tally chart. Once both of you
fill out the tally chart, you can begin to draw a bar graph. Is this a horizontal bar graph or a vertical bar graph? (vertical)
Something is missing in this graph. Do you know what it is? (scale) Don’t forget to write down the scale on the left side.
At the bottom, you need to count the total number of m&ms you have. Color the m&ms you have using markers or
crayons. Then flip the page. There are five questions on this page. Solve them and once you finish, put this worksheet into
the hand-in box, you may eat your m&ms when your done with your worksheet and continue to work on number book or
flash card. Remember that you need to work with your partner. Together.

3. Give worksheets and m&ms.

4. Walk around and check students’ worksheets. See whether they’re working collaboratively or not.
5. When they’re done with the worksheet, number book or flashcard.

Closure:
-Clean up the desk
-Time to lunch

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 m&ms.