Math Class Lesson Plan

I.

Describe the Class

Grade: 4
The class consist of 30 children, 8 English language learners, 3 learning
disabled students and 1 gifted student. The lesson will be completed by using
the student teams-achievement divisions(STAD) cooperative learning method.

II.

Subject/Skill:
Time Frame: 1 hour a day
Grade: 4

III.

Objective(s)
The student will collect, organize, and display data in line and bar graphs with
scale increments of one or greater than one and use the display to interpret the
results, draw conclusions, and make predictions.

IV.

Procedures:
Rationale: The purpose of this lesson is to work with a small group to collect
information from your classmates and then organize that information and
display it as a bar graph. You will then be using that bar graph to draw
conclusions about your classmates tomorrow. Creating and using graphs are
very useful to everyday life as they help you keep track of information, such
as video game scores, money earned doing chores, or the number of minutes
read for school.
Students will be able to: (SWBAT)
collect data about their classmates on a topic that has 4-5 answer options using
a table with tally marks.
Using their table data, SWBAT create a bar graph that contains scale
increments of 1, labeled x and y axes, a title and bars that accurately show
their data.
analyze graph data by answering questions as a group about their graph and
data.

V.

Materials
Materials
Group Role Cards1 set for class
Rubric for grading1 per student
Graph Paper for final graph1 per student
Creating Tables and Bar Graphs worksheet1 per group
Rulers for graph1 per student
Crayons or colored pencils for graphaccess for all students
Preparation
Make copies
Cut apart group role cards
Determine groups of 3-4
Determine roles within group
Communicate with ELL/SPED teachers about vocabulary for preteaching

VI.

Grouping Structures
Purpose of Cooperative Learning Experience
Data collecting works well in small groups, as there are a number of roles
needed when collecting and using data. Having several opinions about how to
go about collecting data and creating the graph can help students decide on the
best method. Having multiple groups allows each group to gather data from
the other groups. A whole class effort would either be less interactive if all
students were simply stating their own preference to the teacher or would be
chaos if every student were creating their own questionnaire and trying to ask
every other student their question. Cooperative learning groups for graphing
allows all students to practice collecting data in a table and creating a bar
graph with the assistance of group members who can help those who struggle
more with the concept.
Teacher Roles
Mini lesson at beginning to demonstrate how to collect data
Going between groups to approve their question and answer choices
Monitoring data collection time to ensure appropriate volume and
productivity (everyone participating)
Mini lesson after data collection on creating a graph
Going between groups to offer guidance on graphing
Remind students of assigned roles as needed
Ensure all students participate and Grading
Group Roles

Each student will be assigned a role to play in the group. They are in charge
of that aspect of the project, and should assign jobs during that stage.
Role 1-Planner-This person organizes the creation of the question and the 4-5
choices and writes down anything necessary during this stage
Role 2-Table Creator-This person is in charge of making the table with the
tally marks from information gathered during the data collection
Role 3-Graph Expert-This person is in charge of making sure all group
members graphs have labeled x and y axes, the appropriate scale, a title and
that the bars are accurate. This student should be capable of creating graphs
and assisting others.
Role 4 (if 4 members)- Question Answerer-At the end, leads the group in
discussing and answering the questions and writes the answers on the back of
the planning sheet.
If only 3 group members, the Planner takes over this role.
Grading-Students will be graded with a rubric that grades both group effort
and individual contributions. The table and data collection is a group grade.
Graphs are graded on an individual basis. Students earn one grade based on
both parts.
VII.

Modifications
Accommodations/Modifications
Partner students with IEPs with strong students
Activities allow for movement, which is beneficial to students
with ADHD and with maintaining focus goals
Read Aloud the role cards and check for understanding
Assist students as needed with making their graph (especially
drawing the axes and dividing up the axes for the scale)
Other:
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Other:
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Goals:
Peer communication goalworking with others and discussing
a common topic
Learning Content Vocabulary goals
Maintaining focus and work completion goals
Following oral directions goals

Other:
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Other:
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VIII. Assessment
HW checkhow did they do on it? Any question that a lot of them
missed? Any particular student misses several questions?
Class discussions
Group discussions
Table that each group makescorrect format? Collected data from
every student?
Graph that each student makescorrect format? Contains labeled
axes, title, scale of 1 and data inputted correctly?