Mathematics

Candidates know, understand, and use the major concepts, and procedures that define number

and operations, algebra, geometry, measurement, and data analysis, and probability. In doing so

they consistently engage problem solving, reasoning, and proof, communication, connections,

and representation.

I have taught at Adak School for seven years in an elementary multi grade classroom. I

am responsible for all content areas for students in grades K-five. Typically I have had an

average of twelve students each school year and rarely more than two in any specific grade. This

has made teaching math almost entirely an independent learning content area. The school

district adopted the Math U See curriculum, as it lines up well with district and state standards,

but as with all basal materials, there are concepts that are not addressed, but students will be

tested on during the yearly state exams. This paper will present a lesson plan I created to help

supplement our math curriculum, to help students better perform on their state standardized

testing, but also create a sense of a community of learners in our classroom that often has to be

individualized.

Math U See was created to help homeschooling parents with math instruction and

provides tutorials for students in the form of short videos prior to each lesson. It has proven to

be very effective in my classroom, as it incorporates manipulatives and word problems for

students at all primary levels. It is a program that focuses more on a student’s ability and level of

proficiency instead of grade level, which has afforded me the opportunity to meet the needs of

gifted and struggling students alike. The basic philosophy of Math U See is that students build,

write, and say the whys of the math concept they are performing. (Demme, 2009)
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Math U See has worked well for my unique teaching environment, especially in teaching

basic computation and solving word problems, but as with all curriculum I have had to create my

own lesson plans to cover concepts like analyzing multiple types of data sets. Students in my

classroom have a multitude of assignments in all content areas, but their developmental, skill,

and age differences often prevent them from having the opportunity to learn as a group. Math

often provides me with the opportunity to introduce concepts to students who vary in their

mastery of a skill, from just being introduced to the information to proficiency. It allows me to

create a community of learners and a team environment that tends to be rare in a multi grade

classroom. Certain math concepts like data sets, also lend themselves easily to differentiating a

lesson plan to accommodate the learning styles and abilities of most children. I am able to

“ensure that students compete against themselves as they grow and develop more than they

compete against one another.” (Tomlinson, 1999)

The lesson plan I created for simple bar graphs begins with students being led through the

steps of creating a bar graph as an entire class, the introduction of vocabulary, and the modeling

of producing a bar graph on the whiteboard. Students are then separated into small groups of

varying ages and abilities, with the goal being that students with prior knowledge will help

navigate the learning goals and provide instruction for those just being introduced to the skill.

Every student will have a role to play in creating the finished product and help them to feel pride

and ownership of the end result. (Benders & Craft, 2016) The new learners will be responsible

for sorting and counting, while those with some prior knowledge will be able to physically create

the bar graph, and the students demonstrating proficiency able to help choreograph the final

product and label the bar graph. This lesson plan not only gives my students the ability to build

on their prior knowledge and work towards proficiency, but also gives me a lesson plan I can use
MATH STATEMENT 3

each year without having to modify significantly. It is also easily duplicated to cement

understanding, by interchanging members of groups, using different manipulatives to sort, count,

and graph, and using it within other content areas. Instead of introducing worksheets with pre-

made bar graphs for students to simply answer questions about, it is my hope that a more hands-

on approach fosters a deeper understanding of the skill by making their thinking physically

visible and malleable. (Ritchhart, Church, & Morrison, 2011)

Lesson Plan Template: MAT/Certification Elementary

Candidate Molly Lashier Host Teacher Julie Plummer

Name: Name:
School: Adak School Grade 1-5 # of 8
Level: Students:
Date & Time of November 6, 2012 Length of 45 minutes
Lesson: Lesson:
Topic of Lesson: Bar Graphs Content Area: Mathematics
Materials:Include all Whiteboard, large graphing paper, black marker, color
materials including pencils, shells collected on the beach, pencils, rulers, assorted
technology colored M&Ms

Standard: 3.MD.4
Methodology: Direct Instruction, Cooperative Learning
Learning Constructivist
Theory

STAGE ONE STAGE TWO:

Objective(s):
With assistance students draw a bar
graph to represent data they’ve collected
and solve one-step and two-step
mathematical operations using
information presented in a bar graph.
Student Assessment:
Observation of student understanding.
Student is able to draw a complete bar graph with
little assistance.
MATH STATEMENT 4

With very little assistance students are
able to draw a bar graph to represent data
they’ve collected and solve one-step
mathematical operations using
information in a bar graph.
Student is able to solve one-step or two-step
mathematical operations using information in a bar
graph by completing worksheet with little
assistance.

STAGE THREE: Learning Plan

Activities: What will the teacher and children do to address the objectives?

Introduction
Discuss with students the trip to the beach we took the previous day in search for “solids”
for Science class. Ask students about what materials they collected and whether they fit the
class’ definition of a solid. Then ask students to count only the number of shells they
collected on the beach and one by one have them write their name and number of shells on
the whiteboard.

Learning Activities Differentiation

As a group we created the bar graph of shells Key vocabulary introduced and reviewed
collected and discussed information we could including the parts of a simple bar graph.
deduce from the completed graph. “How
many more” and “How many less” questions
were a main focus.

Students were then placed in multi-grade
groups provided with a small cup of multi-
colored M&Ms and asked to graph how many
of each color they had.
Having first bar graph available to consult for
components necessary to complete second bar
graph. Students were asked to work in groups
that allowed them to use their strengths. The
younger ones were responsible for separating
and counting the M&Ms. The older students
were responsible for the reading and writing.

Editing checklist available for needed parts of

Students were given a worksheet asking them
to complete one-step and two-step
mathematical operations based on the data of
their bar graph.
the bar graph, including title and x and y axis
labels.
Students were able to work together to solve
problems and the younger ones were expected
to lead the discussions on solving the one-step
problems and the older students were
expected to lead the work on the two-step
problems.
MATH STATEMENT 5

Examples of problems solved with first graph

available.

Closure
To end the lesson we had a group discussion about the results of group’s bar graphs and
comparisons of their data. But the ultimate reward? Sharing their data (M&Ms) with the class.

How is this lesson sensitive to cultural and language issues?

Visual examples provided, as well as key vocabulary, so students may focus on
completing the bar graph and not on things like spelling. Lesson allows students to utilize their
strengths such as math skills, artistic ability, or verbal skills.
Students were able to use products from their community. They gathered data from their
island.

Profile of Students
The students in this lesson are four one first grader, four second graders, and three third
graders. Two of the students are ELL students with strong math skills and two students with
strong verbal skills but struggle with math. Our current math texts do not cover graphing skills
and so this lesson was a supplement to help better prepare students for what is expected of them
on the standardized tests they will take later in the school year and as an introduction for the
younger students. Each student showed improvement and a developing proficiency in creating
and analyzing data in a bar graph.

Examples of questions for prior to the lesson:

 What is the objective of the lesson? How will you know if the students have met the
objective?
The basic objective of this lesson was to, introduce some students and continue
the proficiency of others, create and analyze data on a bar graph. I will know students
have met this objective when they are able to produce a bar graph and complete one and
two step mathematical problems based on the data from the graph with little assistance.

 What provisions are you making for faster and slower learners?
Pairing students based on familiarity with bar graphs. It is my hope that slower
learners will benefit from the knowledge of the faster learners and the faster learners will
benefit from the ability to teach slower students through demonstration.

 How does this lesson fit into the overall curriculum?

It is a requirement within our curriculum that students have a working knowledge
of bar graphs by third grade but in our current math program it is not a skill taught until
students are at the fourth grade level. This lesson was created to help students not only
become familiar but comfortable with analyzing data on a bar graph, so that by the time
they are required to answer such questions on standardized tests they will have all the
tools they need to succeed.
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 Have you changed the lesson plan at all?

Last year I introduced the concept through worksheets and only with third
graders. While they performed at an average level on the standardized tests, I didn’t feel
as if I had made the connection to understanding for them and knew I wanted to find a
way to engage them more. So, I kept it in the back of mind and when we had a
surprisingly warm day and looked for an excuse to take a field trip to the beach, I
improvised by asking students to collect solids they found, as that is what we were
discussing in science class and it was the subject we were missing due to our walk! Once
collected I noticed the large amount of shells the kids had found and the idea to use them
for a bar graph was born.

Examples of questions for reflection after the lesson:

 How did the lesson go?

I think the lesson went well. The fact their first graph was created by data they
themselves collected gave them a sense of ownership that seemed to really keep them
engaged. Last year I taught a similar lesson using worksheets from the internet and while
I think it prepared students for what they would see on a standardized test, I’m not sure
they had real knowledge or understanding of bar graphs and with this particular lesson
I’m far more confident that they do. I do believe I will follow up this lesson with those
previous worksheets just to give them the exposure to questions similar to the format they
will see on the standardized test.

 Did the students meet the objective? How do you know?

I believe so. The graphs created by the students were all accurate and the
worksheets completed were not all perfect but the ones that were incorrect were due to
mathematical error and not because of the operations chosen to find the answer.

 Were there any unexpected events? How effectively did you respond?
Two of my students are on the Autism Spectrum and so there are always
unexpected events (bless their hearts)! I tried to be proactive when creating their pairings
and was sure their partner was not only proficient in bar graphing but patience as well.
There were also a few attempts to eat the data prior to collection! This was something I
should have been more prepared for but I simply asked for everyone’s attention and
explained that until the assignment was complete they should not eat the M&Ms as it
would skew our results and that they would be rewarded for their sacrifice with M&Ms
after the lesson was completed.

 Comment on one student who did particularly well and one who did not meet your
expectations. Why did this happen? What can you do to follow up with the student who
did not do well?
One of my third graders is simply the most patient soul. He was paired with my
first grader who is Autistic and who tends to need frequent breaks from lessons. A break
was almost immediately needed and the data collection was not complete, he simply
MATH STATEMENT 7

finished separated and counted the M&Ms so he could begin the graphing and then
immediately put them back as the younger student had left them so she could still finish
her role in the group. It was just so thoughtful. He is a strong math student, already in
the fifth grade book for our program and more than capable with bar graphs. I asked him
to monitor progress of other groups and offer any advice he might have for them. I didn’t
want to add to his work load simply because he completed his work but didn’t want him
to sit and become bored. He did a great job of helping younger students read their word
problems and even took to comparing his graph with the others prior to the conclusion of
the lesson.
I was fortunate to not have any students who did not meet my expectations. In
fact, I would say they all exceeded them in some way. Of my students who may have
needed more assistance than others, I felt they still made progress and showed a
developing skill in bar graphing.

 Are there any changes you would make in this lesson if you could do it again? Why?
I think if I when I use this lesson in the future I will try and eliminate M&Ms. I
don’t especially like to reward students with sweets and it was a bit distracting to begin
with. It was simply the only thing I could think of with as being random (the number of
each color) and post Halloween prevalent.

Attachments: 3 artifacts of student work

Example of student’s completed bar graph on M&Ms.

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Students working on bar graph.

Completed worksheet using M&M bar graph data.

References

Benders, D., & Craft, T. (2016). The Effect of Flexible Small Groups on Math Achievement.

Networks: An Online Journal for Teacher Research.

Demme, S. P. (2009). Math U See Teacher's Guide. Lancaster: Math U See.

Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible. San Francisco:

Jossey-Bass.

Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All

Learners. Alexandria: ACSD.