UNLV Student: Shelley Lubritz PSMT Name: Dr.

Sophie Ladd
Lesson Plan Title: Data collection and Lesson Plan Topic: Identifying Fact
graphing Families – Day 1 of 3
Date: 7/4/18 Estimated Time: 40 minutes
Grade Level: 1st School Site: 0381

1. State Standard(s):

1.MD.C.4 Organize, represent, and interpret data, with up to three categories; ask and
answer questions about the total number of data points, how many in each category,
and how many more or less, are in one category than in another.

1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using objects, drawing, and equations with a symbol
for the unknown number to represent the problem.

1.OA.B.3 Apply properties of operations as strategies to add and subtract. Examples: If 8

+ 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To
add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10
= 12. (Associative property of addition.) (Students need not use formal terms for these
properties.)Teaching Model(s):

Direct teaching model

2. Objective(s):

Students will be able to collect, organize, and interpret data. They will then be able to
graph data using a simple bar graph.

3. Materials and Technology Resources:

Gummy bears
Data collection record sheet (create ahead of time)
Graph sheet (create ahead of time)

4. Instructional Procedures:

a. Motivation/Engagement:

Begin the lesson by reading Don’t Let the Pigeon Drive the Bus! By Mo Willems.

b. Developmental Activities or Learning Experiences:

Call students to the carpet. Direct attention to the Smart Board. Show the data
collection recording sheet on the board. Read the sheet. Ask each student to
 quietly locate his or her name on the board. Explain that when they are asked to,
each student will place his or her name under “Yes” or “No” in response to the
question, “Should Pigeon be Allowed to Drive the Bus?”

After all names have been placed (I will use my name also…and place under the
“Yes” column for a giggle), students will go back to their desks. Students will work
in pairs with their shoulder partners. Paper-passers will hand out a recording sheet
to each pair. I will hand out 20 gummy bears (or however many students are
present) to each pair. Based upon the data collected on the white board, students
will, in one-to-one correspondence, place the correct number of gummy bears
under each column on their recording sheets.

Paper-passers will hand out the graphing sheet. Students will color in (one square
at a time) the number of students who answered “Yes” in that column and then do
the same with the “No” column.

Gummy bears are to be eaten!!!

c. Closure:

Brief discussion about collection of data, observation of data, and then recording of
data. Remind students that this is the same process that scientists use in
conducting experiments.

d. Extension:

If there is enough time remaining, give students another set of numbers and have
them graph on a second sheet.

5. Accommodations, Modifications and Differentiations for Diverse Learners:

For lower learners, allow the use of a number chart.

For lower learners and ELLs provide connecting cubes and other manipulatives and
make use of small group time to provide more support.

For higher learners, allow them to “coach” lower learners in pairs.

6. Assessment and Evaluation of Learning:

a. Formative

Observe students as they complete the graphing and fact family exercise, making
mental notes of common struggles that they face.
 b. Summative

End of lesson assessment on Day 3.

7. Homework Assignment:

Day 1 of homework packet.

8. Reflection:

a. Strengths

I am pleased with this lesson plan as it represents the topics being taught through
the use of manipulatives in a clear and age-appropriate manner.

It also incorporates a fun story and is very engaging.

This lesson plan also provides the opportunity for partner work and Kagan strategies
such as “Timed – Pair – Share.”

b. Concerns

As always, for my lowest learners, the concern is grasping higher level thinking
concepts. Again, this concern is addressed by use of small group.

c. Insights

The use of gummy bears and other manipulatives as a teaching tool for the
commutative nature of addition and subtraction is effective.