Indiana Wesleyan University

Math Lesson Plan – Direct Instruction

Data Analysis and Graphing

Student: Ellie Stemple School: Northwestern Elementary

IWU Supervisor: Professor Hanson Co-op teacher: Mrs. Carrell
Teaching Date: 25 October 2018 Grade Level: 1st Grade

LESSON RATIONALE
Because the students are in first grade, I am using an activity that focuses on conceptual
understanding of graphing, instead of specific graphing terms. I am also using a picture graph
instead of a real graph to begin scaffolding the students’ understanding of data collection and
analysis. This is important for my students because, according to my teacher, they have had little
to no experience with graphing concepts up until this point.

READINESS
I. Goals/Objectives/Standard(s)
a. Goal: Students will gain a conceptual understanding of collecting, recording, and
analyzing data.
b. Objective:
i. By using M&M’s to collect data, students will understand how to use
various visual representations to record their data.
ii. After observing their collected data, students will be able to analyze the
relationships of their data.
c. Standards:
i. 1.DA.1: Organize and interpret data with up to three choices (What is your
favorite fruit? apples, bananas, oranges); ask and answer questions about
the total number of data points, how many in each choice, and how many
more or less in one choice compared to another
ii. Process Standards
1. Problem-Solving
2. Reasoning and Proof
3. Representation
II. Management Plan
a. Prep
i. Print/copy worksheets
ii. Write options on whiteboard
iii. Draw graph template on whiteboard
iv. Buy M&M’s and post-it notes at store
v. Have crayons/coloring supplies on desk
b. Materials
i. Sticky notes
ii. M&M’s
iii. Graphing activity worksheet
iv. Crayons/markers
c. Time: 40 minutes
 d. Space
i. Students will be at their seats for the majority of the lesson.
ii. They will come up to the board to place their votes during the anticipatory
set graphing activity.
e. Behavior: Expectations will be set from the beginning for listening, speaking, and
using materials. They will be handed their materials at their seats or have the
materials already at their desks. I will use attention-getters (“If you can hear me
clap once”) to bring their attention back to me when transitioning from one part of
the lesson to another.
III. Anticipatory Set
Today, you get to pretend that YOU are the principal of Northwestern Elementary
School. You get to make the rules today! So, as the principal, you have a few choices to
choose from. As I read the options to you, I want you to think in your head which rule you
would make if you were the principal. Remember, keep it in your head, don’t give it away
because we are going to share with each other later! So, keep it a surprise!
As the principal, you can choose to make the rule to have…
1. No homework
2. More recess
3. Pets allowed in class
4. Kids teach
Now that you know the options and have thought about what you would do if you were
the principal, tell someone next to you what you would choose and why. If you need me to
repeat the options, raise your hand. They are also on the board if you forget.
Allow time for students to talk about their response with a partner, about 2 minutes.
If you can hear me clap once. If you can hear me clap twice.
Now that you know what you would choose if you were principal, you are going to write
your choice on a sticky note at your table. Put your name at the top first and then write
what you choose. Show example. Look at the options on the board if you need help with
spelling. Feel free to discuss quietly with your table about your decision. When you are
finished writing on your sticky note, come put it on the whiteboard. Have a section of the
board for students to put their sticky notes up randomly. Go quietly back to your seat, put
your pencil down and turn your voice off to tell me you are ready to move on.
IV. Purpose Statement
Today we are going to use M&M’s to help us see and understand different ways to
collect and graph information.

PLAN FOR INSTRUCTION

V. Adaptation to Diverse Students
a. Remediation: There will be multiple means of receiving the information,
according to the various multiple intelligences and learning styles.
b. Enrichment: For students that finish the worksheet early, I will let them eat their
M&M’s and then instruct them to help their neighbor if they are still struggling to
answer the questions.
c. Exceptional Needs:
i. Student with Autism: I will work closely with this student, guiding him
through the process and encouraging him to stay on task. I will make sure
 he is following along and keeping up with the rest of the class, as he
struggles emotionally when he falls behind. I will also remember to call on
him to share his findings during our closure, as he seems to get great joy
from sharing his successes with his friends.
ii. Student with behavior issues: I will use his behavior chart to reward him
with a star in one of his boxes when he stays on task. I will also have him
seated close to me in the front so I can keep a close eye on him, making
sure he stays on track with his peers.
VI. Lesson Presentation
 Input: Data Analysis and Vocabulary
Have options written out in linear form to show bar graph layout. Go through each
category one at a time and have students raise their hand according to their vote. As the
students vote, I will count the students and locate/move the appropriate post-it notes over
to the bar graph. Before moving the post-it notes, I will ask the students questions like…
o What should I do with my post-it notes?
o How could I organize my post-it notes on the board a little better?
Once we get through each of the four categories of rules, the post-it notes will be
organized on the board, forming a type of bar graph.
Using the “graph” that we made, I will step back and prompt students to observe quietly
at their seats. I will then begin asking the students questions, allowing them time to think
and analyze our data.
o First of all, what do you notice about what you see?
o Which rule did our class vote on the most?
o Which rule did our class vote on the least?
o How much more did we vote for (no homework) over (no recess)?
o Overall, what does this tell us about our class? What would we like to see change
here at Northwestern Elementary?
I will then introduce the term – “bar graph,” – explaining what this concept represents in
our data collection and why it is important.
 Output: Guided Practice
Now we are all going to practice graphing on our own… USING M&M’S!
I will give each student an activity worksheet (attached below). I will then give each of
them a handful of M&M’s on a paper towel. I will direct students not to touch their
M&M’s until I give them further instructions, making sure they do not eat them.
We will then go through each of the steps of the worksheet together.
First, I want everyone to sort your M&M’s by color in the circles on the second page of
your worksheet. Once you are finished, give me a thumbs up.
Next, I want you to go to your first chart – M&M Count – and write how many of each
color you have. Remember, you and your partner are going to have different answers
because everyone has different colored M&M’s!
Walk around and help students who are struggling.
Next, I want you to take your M&M’s and line them up on your M&M graph, above the
correct color. Once you line them up correctly, color in the squares below the M&M’s
with the right color. You can move your M&M’s off the graph to color the squares.
Walk around and help students who are struggling.
 When you are done coloring your graph and you have counted all your M&M’s, you are
going to answer the 5 short questions on your worksheet. Write your answers to each
question in the box.
Read each question aloud to the students and give them time to respond. Help those who
have questions. Focus extra time on the last question and explain in more detail so they
understand that they need to subtract. When students finish, instruct them to keep their
worksheets at their desk so we can discuss it and then allow them to eat their M&M’s.
VII. Check for Understanding
 I will collect the M&M graphing activity worksheet to make sure their number count, bar
graph, and responses to the questions are accurate.
 If students do not understand the instruction the first time, I will wait or pause the activity
and go back to my discussion about tallies, repeating and reiterating important concepts.
 I will ask questions and ask for hand signals throughout my lesson presentation to ensure
that the students are following along.
 My closure will also serve as a check for understanding.
VIII. Closure
For closure, I will let the students eat their M&M’s as we discuss. I will then ask for
volunteers to share the data they collected. I will ask students to share with the class some
of their findings, highlighting key differences and similarities between students’ data. I
will also ask them to explain what some of their findings mean. If time, space, and
materials allow, I will hang their charts on the board for everyone to look at and observe
while we discuss.
I will then instruct them to turn in their worksheets to Mrs. Carrell’s tray for further
assessment.

PLAN FOR ASSESSMENT

Formative: To assess my students, I will walk around the classroom as the students do the
activity, making sure they are completing the task the way it was designed to be completed. I
will use hand signals like “thumbs-up” to see how well students are understanding the material
and who is ready to move forward. Finally, I will collect the worksheets and use them as
concrete assessments to help plan and modify my lessons for the future.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
a. I would say about 95% of the class achieved the objective. There was one
student who licked all his M&M’s before using them, creating a mess that took
a while to clean up. One of my students who has autism also spent a lot of his
time coloring and did not get to the questions as a result. However, I believe
every student was able to understand and visualize graphing and data analysis in
a fun way.
2. What were my strengths and weaknesses?
a. Strengths: I thought I did a good job with my anticipatory set. My students
seemed to respond well to the sticky notes on the board when voting for new
rules as principal. I also thought I did a good job of reinforcing my students’
learning with many different visual representations of data analysis.
 b. Weaknesses: I could definitely improve on my class management, especially
during transitions in my lesson. I would love to work on waiting time as Prof
Hanson explained. I think this could effectively help me gain my students’
attention.
3. How should I alter this lesson?
a. I would set clearer expectations for my students to get the M&M’s and take
their papers back to their desks. I would have them do a specific motion to show
they are ready to move on. This would ensure that my students did not goof off
during the transition.
4. How would I pace it differently?
a. I would give my students more freedom to move throughout the worksheet at
their own pace. I thought a lot of them would struggle with the directions so I
decided to go through it with them but I think they could’ve handled to work at
their own pace.
5. Were all students actively participating? If not, why not?
a. Yes, all of my students participated at one time or another. At a few points, I
had one or two boys off task or talking to their neighbor instead of focusing on
their own work, but I believe each student was able to participate in the activity
and enjoy it.
6. What adjustments did I make to reach varied learning styles and ability levels?
a. I used many different means of representing graphs. I allowed hands-on
experience along with visuals that gave students a chance to look at something
and manipulate something in front of them.
7. How could I better conduct my lesson presentation in a classroom that does not do well
with whole-group teaching?
a. I think my students would have benefitted from having more freedom, as I said
earlier. Maybe allowed groups to work together and help each other, as long as
they stayed quiet. I think that would allow for me to be able to step away from
the front of the room for longer.
8. What should I change in my anticipatory set and closure that would better bookend my
lesson?
a. I think my anticipatory set went really well and I don’t have any adjustments. I
think my closure could have been in a better space. For example, next time I
would maybe move the class to the nook to do our closure. They are used to
showing their work in the nook where it is more intimate and close. Students
feel more comfortable and able to share. Separating this space might have been
beneficial for my students to hone in their focus for the last couple of minutes of
my lesson.