Littleton Elementary School

TAP LESSON PLAN

Lesson Plan (Direct Instruction)

Teacher: Gretchen Bacon Subject: Math (3rd Grade)

State Standard:
MD3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several
categories.
2.1.PO1 Collect, record, organize and display data using frequency tables, single bar graphs, or single
line bar graphs

Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to
state standard and evidence of mastery.): By the end of the lesson, students will collect and/or use
data to make a tally and/or frequency chart.
Sub-objectives (prior learning, new sub-skill, or process):
Students will recognize and write tally marks.
Students will define the term survey.
Students will be able to discriminate more, less, equal.
Evidence of Mastery (Must be measurable and aligned to main objective and state standard): The
students will demonstate knowledge of tally and/or frequency charts by being able to name each
graph given an example and transfer data from one type of chart to another.

Technology Integration:
Students will watch a video segment on collecvting data from www.unitedstreaming.com
Students will use an app on the I Pad to make shapes and/or label the sides and angles

Integration of this lesson to other subject areas:

3W8 RECALL INFORMATION FROM EXPERIENCES OR GATHER INFORMATION FROM PROVIDED
SOURCES TO ANSWER QUESTIONS
3SL1 ENGAGE EFFECTIVELY IN A RANGE OF COLLABORATIVE DISCUSSIONS WITH DIVERSE PARTNERS
ON 3RD GRADE LEVEL
3RI7 USE INFORMATION FROM ILLUSTRATIONS AND THE WORDS IN TEXT TO DEMONSTRATE
UNDERSTANDING
Key vocabulary: data, frquency table, tally mark(s) Materials: COMPUTER, I Pad, manipulatives,
survey, tally chart vocab cards, teacher sample charts/tables,
12.1 lesson packet w/independent work and
homework
Opening statement (Remember this is when you begin explicitly communicating the
standard/objectives, connect to previous learning, and make relevant to real life. What is your opening
statement?) While reading “Dear Mr. Blueberry, we took a vote to see what our class shose as our
favorite zoo animal. Today, we are going to collect and use data (surveys) in order to make tally charts
and frequency charts.

Revised 1/6/2012
 “I do”Instructional Input
Teacher will (Model and think aloud—direct focused instruction):
Let’s do an experiement… In this bag, I have 23 different colored cubes (Show students
the cubes). We are going to use this experiment to collect data and see whether there
are more red, purple, green, or yellow cubes in this bag. The teacher will pull out
cubes from the bag and also ask for students volunteers to do the same. The teacher
will record the results on the correspponding chart within the powerpoint. The
teacher will then ask students the following questions:
Which color of cube was chosen the most number of times?
Which color of cube was chosen the least number of times?
How did the chart we made help us organize our data?
“We do”Guided Practice

Teacher will: Students will:

The teacher and the students will make Follow along with the teacher
a tally and frequency chart based on a demonstrating on task behavior with the
survey of students favorite sports. directives. Students will show work on their
Stuents and teacher will use the data personal table(s). Students will answer
within the power point to complete questions throughout.
this task and use their personal chart
to fill out the tally and frequency chart
based on the data. Teacher will ask
comprehension questions as we
complete the table. Depending on
time, the teacher and the students will
complete example #2 within their math
curriculum.

Assessment (How will students demonstrate mastery of this portion of learning?):

Students will be able to answer questions based on the data presented in the
tables/graphs.
“You do”Independent Practice

Students will (teacher monitors, works with small groups/individuals as needed):

After reviewing the lesson objective, students will complete page 692-294 where they
will independently complete frquency/tally charts based on the data presented.

Assessment (How will students demonstrate mastery of your objective(s)?):

Students will complete the assigned pages with 80% or more accuracy. As an exit ticket,
the students will be given a survey on a collection of student’s favorite cereal. Students
will complete a tally/frequency chart and answer 3 questions based on the data.
Closure (Include connection to objective, connection to real life, and student reflection): Today we
discussed different types of graphs, particularly frequency and tally charts. Think about a time you
have taken part in a survey (solicit responses). For homework, ask your parents a time they took a
survey. Can anyone think about a time you were with mom, dad, sibling in the community and you
Revised 1/6/2012
 were asked to take a survey?
Third assessment option: Students will be provided with a bag of shapes. Students will draw out 10
shapes and record their data on a tally/frequency chart.
Link to ongoing performance checks: Ongoing performance checks are linked to questioning
throughout the entire lesson.
How & when will you check for understanding? Check for understanding is continuous; I will ask for
individual questions to students about graphs and monitor their answers. Students will predict and
check their answers based on data presented. I will ask guiding questions as they complete the table
in the guided practice as well as their independent practice.
How & when will you differentiate? Differentiation is on-going throghout the lesson. I will provide
choices for students who are struggling. I will use visual supports and cuing as necessary. I will provide
written models as appropriate. I will provide alternative rulers (paper) for those who cannot
manipulate and line up objects correctly on a standard ruler.
What are your higher level thinking questions?
Application: How could you use what you learned today to find out how many students there are in
our class?
Analysis: What are the two signs that make up an addition sentence? (=, +)
Synthesis: What could you say is similar between a tally and a frequency chart?
Evaluative:
What types of thinking are you teaching/practicing in this lesson?
Analytical: Students will use tally charts and frequency charts to compare data.
Creative: As an extension, students put items in a bag to conduct their own survey and produce a
tally/frequency chart.
Practical:Students will answer questions based on data presented in tally/frequency charts.
What types of problem solving are you teaching/practicing in this lesson?
Abstraction: Students will predict whixh color of cube will be chosen most frquently based on the
number of each colored cube in the bag.
Drawing conclusions: Students have identified different graphs. Students will justify which type of
graph they feel is easier to read.
Improving solutions: Students are given a variety of items to graph on a tally/frequency chart.
Identifying relevant/irrelevant information: During problem solving surrounding graphing, students
will identify needed and unneeded information.

What engagement strategies are you using to include student-to-student interaction? Students are
taught at ability level in a small group setting. Other students are in another room to limit distractions
and encourage student success. Student interation is encouraged to spark learning and problem
solving. Close proximity of the students to the teacher make for an intimate learning environment
where all students are valued in the lesson. The I Pad, which is highly motivating, is used to reifirce
skills and also promote social skills (turn taking, requesting, compliements, etc).

Revised 1/6/2012