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# Hannah Beachy

## Teaching: October 25, 2016

Indiana Wesleyan University
Elementary Education Lesson Plan Template
Mathematics
2007 ACEI Standards
I.

II.

Goals/Objectives/Standard(s)
A.

Goal(s)Students will understand how to graph a group of objects and how the data
correlates.

B.

Objective(s) After completing the fruit loop graphing activity, students will be able to
record data about a given graph on a worksheet provided.

C.

Standard(s): 1.DA.1: Organize and interpret data with up to three choices (What is your
of data points, how many in each choice, and how many more or less in one choice
compared to another.
Materials
-

III.

IV.

## Fruit loops for each student

Foam rectangle for each student
Four coffee stirrer sticks for each student
Construction paper with pictures of animals to make bar graph on poster board

## Show students a jar of m&ms.

Ask students What color do you think there is the most of in this jar?
Let students guess
It would be pretty hard to tell just by looking at this jar right? Do you think there is a way that would
be easier to tell which color has the most?
Was there maybe a strategy Miss Z. taught you the other day? What about graphing the m&ms you
wouldnt have to count them, you could just line them up next to each other and see which color has the
most.
Show students a picture of the m&ms lined up in graph form to see which color there was the most of

Purpose: Today we are going to practice graphing together so you will be able to use it in
the future when you have to compare groups of objects.

V.

## Adaptation to Diverse Students (ACEI 3.2)

Hannah Beachy
Teaching: October 25, 2016
Since over half of my students are diagnosed as ADD or ADHD, I will use mainly hands-on
activities for the lesson. Students will be able to be kinesthetic and have their own set of
manipulatives to keep them on task.
If RyMar is in the classroom and having a tough day, I will have him work with me on the
graphing activity, or I will have Miss Z take him to the New Beginnings room.
Group of lower ability student will work with me on the fruit loop graph at the kidney table
(Noah, Gezelle, Keelan, Samuell, and Levi)
VI.

## Lesson Presentation (Input/Output) (20 minutes) (ACEI 2.3) (ACEI 3.3)

Yesterday Miss Z. started to talk to you about graphing. She taught you how to
group different objects together and make a picture to see how they line up. That
way you can see in a graph which has the most and which has the least.
Today, we are going to make some graphs together.
Here I have pictures of five different animals: tigers, elephants, monkeys, and
cobras. Each of you has one of these animals on your desk as well.
Now I have a chart up here so we can see how many different animals we have in
the class. When I call up your table, you are going to bring your animal up and
stick it on the chart in the place where the animal goes. You can see here at the
bottom which row is for which animal.
Now if I am the first person with my type of animal, where do I put it? Do I put it
here at the top, or at the bottom?
We start at the bottom, and the next person puts theirs on top of that one and so
on.
After you put your animal on the graph, I want you to sit on the carpet, but leave
enough room so your other classmates can walk up and put their animals on the
poster.
Call students up by tables
After students are sitting on the carpet Lets take a look at our graph. What is something you can tell
Let students respond. Probe students to talk about which animal has the most and which has the least,
and so on.
I am going to call on whoever is sitting quietly to go back to your seat. I want you to walk quietly back
to your seats and my helpers are going to pass out a few more things for you after my directions.
Have model in front of class. all of you are going to get a graph like this and four different colored
fruit loops. I am going to put some numbers on the board, and I want you to put that number of colored
fruit loops on each stick. So if I say I want 3 greens first, you will put three green fruit loops on the first
stick, and then you will move on to the next one.
After you are done putting all your colors on the graph, you will take the worksheet that you will get
and you are going to use crayons to color in the squares for how many fruit loops you used. You are then
going to right a number on the side that shows how many you used of each color.
When the teachers in the back start passing out your materials, I want Noah, Gezelle, Samuell, Keelan,
and Levi to meet me at the table in the back.
Have Miss Z or observing classmates pass out a Styrofoam board with four wooden sticks, a cup of fruit
loops (10 of each color), and a recording sheet to each student.
Let the students start working on their graphs with more directions on the
overhead. Work with students at the back table.
After students are finished, go back to the front of the room and discuss the graph

Hannah Beachy
Teaching: October 25, 2016

you notice? Can you tell me which color has the most? How can you tell? Which
one has the least? How can you tell?
Finish your worksheet if you havent done that yet and turn it into the turn it in
box.

## VII. Check for understanding.

Observe student behavior during the modeling activity. Make sure all students are following
along and seem confident in their abilities to make graphs with me.

## VIII. Review learning outcomes / Closure (5 minutes)

Dont clear your sticks yet. I want you to get your crayons out and color the graph
on your worksheet to match the graph with your fruit loops. Then I want you to
write the number of fruit loops or boxes colored on the line under the row. After
you are finished coloring and writing your numbers turn it in to the turn it in box. If
you turn your paper in and you have extra time, you can keep making graphs with
your fruit loops, or you can eat them.

## PLAN FOR ASSESSMENT

For my formative assessment I will watch the students while they are making their fruit loop
graphs. I will make sure that all of the students are staying on task and are following along with me as I
model for them in front of the class.
For summative assessment, I will have the students write on a sheet of paper what they are
doing with the fruit loops. I will have a paper graph that they can color, along with blanks where they
can put the number of fruit loops from each category. I will collect the papers at the end of the lesson.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1.

How many students achieved the lesson objective(s)? For those who did not, why not?

2.

3.

4.

5.

## Were all students actively participating? If not, why not?

6.

What adjustments did I make to reach varied learning styles and ability levels?
a.

Blooms Taxonomy

Hannah Beachy
Teaching: October 25, 2016
b.

## Gardners Multiple Intelligences

7.

Did this lesson help scaffold the concept of graphing for my students?

8.

Did my lesson follow up Miss Zs initial graphing lesson in a logical and easy-flowing

way?

## Fruit Loop Recording Sheet

NAME___________________________________________
Numbers

RED
YELLOW

BLUE

PURPLE

Hannah Beachy
Teaching: October 25, 2016