ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Sung Ji Choi Date: March 19, 2018

Grade Level: 2nd Grade Subject/ Topic: Math / Bar Graph lesson 8
Approx. time spent planning this lesson: 30 min
DOMAIN 1: PLANNING & PREPARATION
Main Focus: The main focus of this lesson is to use the Common Content Standards and Practices in a variety of real
world problem solving situations.

Brief Context: 18 students. Students have learned about bar graphs and how to convert (change) a picture graph into a bar
graph. Students are practicing how to use information in a bar graph as well as information in a word problem to solve
problems. Now, most of the students are familiar with bar graphs.
Prerequisite Knowledge/Skills: Students need to know how to draw and read a bar graph. Students need to know what
data and scale mean. Students need to distinguish a vertical bar graph and a horizontal bar graph. Students need to know
how to make a data table.

Objectives:
 Students will be able to use their mathematical knowledge of bar graphs when they solve real world problems.

CCSS.MATH.CONTENT.2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories.
Solve simple put-together, take-apart, and compare problems1using information presented in a bar graph.
CCSS.MATH.CONTENT.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding
to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem.1
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of
two one-digit numbers.

Assessment:
Formative: The teacher will ask several questions to check students’ understanding of content. The teacher will monitor
each student’s work during the lesson. The teacher will walk around, check each student’s work, and record them on a
sticky note.
Summative: The teacher will check each student’s answers on p.249-250 and a worksheet.
Worldview Integration: God created this world. For us, it is important to be aware of the world that we’re living in.
Learning about graphs will help our students to learn more about the world. It will help them to understand the world in
better ways.
Instructional Resources:
Textbook
Graphing worksheet

Universal Design for Learning Networks/Domains (see UDL Guidelines )

RECOGNITION
Multiple Means of Representation
Options for Perception
-describe verbally & demonstrate it
-overhead projector
STRATEGIC
Multiple Means of Expression
Options for action/interaction
AFFECTIVE
Multiple Means of Engagement
Options for recruiting interest
Students will make a bar graph using
crayons that they like.
Students will take a survey about
their favorite dog.
Options for Language/Symbols
-describe key vocabularies with
motions.
-Vertical, horizontal, scale
-Definitions are written on the board
-using pictures
Options for Comprehension
-connect students’ background
knowledge with the content.
Options for Expression
-Give various opportunities to express
their thoughts. (verbal discussion,
writing, draw graphs)
Options for Executive Function
Options for Sustaining Effort &
Persistence
-Students will work individually and
as a whole group.
-Give feedbacks in multiple ways
during the lesson
-Foster collaboration with peers and
promote active discussions
Options for Self-Regulation

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building

-The teacher will work with whole class. Students will interact with each other and with the teacher while they learn about
bar graphs.

CONDUCT MANAGEMENT:
Identify at least 2 ways you will gain whole group attention:
-Students will raise their hand if they want to say something or have questions.
-The students will remain in their seats during the lesson.
-The teacher will ask questions to the students to keep their attention.
-The teacher will demonstrate expected behaviors to the students.
Strategies you intend to use to redirect individual students:
The teacher will ask questions to each student so that they can have an equal opportunity to talk.

PHYSICAL ENVIRONMENT:
The students will sit at their desks. They will work individually and face the white board to follow teacher’s instruction.
The middle lights should be turned off so that the students can easily see the screen.
DOMAIN 3: INSTRUCTION

CONTENT MANAGEMENT: THE LESSON

Motivation/Opening/Intro:
1. Review the previous lesson
“We have learned about so many things about bar graphs. We learned there are two types of bar graphs,

Development:
2. Ask students to turn to p. 249. (use an overhead projector)
- Graphs are used in many ways in our life. When we take a survey about something, we can organize the data
using a graph. Look at this page. Children took a survey about the cutest cat. How many children chose ______? (fluffy,
mink, odin, simba)
-Ask students to write down the number next to each row in a picture graph.
-Is this a horizontal bar graph? Or a vertical bar graph?
-Let’s fill out this bar graph.
-Walk around and check students’ math book.
3. Ask students to turn to p.250.
-“We’re going to take a survey about which puppy do we think is the cutest?
-First, we need to take a survey. There are four puppies (Romy, Parker, Domino, Bernie) Raise your hand if you
think Romy is the cutest puppy.
-Write down the result on the board.
-“Now we have data, so we can make a picture graph. Draw paws in each row.”
-Give graphing sheet to students.
-“Now change a picture graph to a bar graph. You choose to draw either a horizontal bar graph or a vertical bar
graph.”
 -Walk around and check students’ graphs.
-Ask students to create a 2-step word problem. “2-step problem is more complicate to solve.”
-“Once you have your problem, trade it with your cube activity partner, and solve.

Closure:
4. Give minute math if have time.
-clean up the desk
-Transition to lunch time

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

CANDIDATE NOTED EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a
professional.
Check common core standards for math
Check textbooks, objectives, and expectations
Using various technologies in the lesson
Use various ways to increase students’ participation
I consider students’ interests. They love sports. Also, they love to talk about their birthday.