UNIVERSITY OF LA VERNE

SPECIAL EDUCATION LESSON PLAN

TEACHER Randy Raymond SDC/RSP/Inclusion SUBJECT: Math Date: 3/19/2013 School: Todd Elementary Site Support Provider: Rebecca Wilson GRADE: 4th Grade LESSON TITLE Solving Problems Using Bar Graphs LENGTH OF LESSON: 35-45 minutes

CONTENT STANDARDS AND CONTENT OBJECTIVES

STATE STANDARD : CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step how many more and how many less problems using information presented in scaled bar graphs. INSTRUCTIONAL STRATEGIES: (minimum of 4) Review prior knowledge Direct instruction Think-aloud Guided practice Independent practice Model desired skills and outcomes Collaborative learning IEP GOAL: Using collected data, the student will be able to display and interpret data in a variety of graphs and tables with 75% accuracy by the end of the year. INSTRUCTIONAL OBJECTIVE: Students will solve problems using the information from a bar graph.

PRE-REQUISITE SKILLS: Students will need to know the basic parts of a bar graph Students will need to know the math operations associated with word problems. For example, how many more, how many less, and what it the difference

ASSESSMENT
PRE ASSESSMENT: (Prior knowledge, interest, experiences, etc.) Review of parts of a bar graph using a Mimio activity CFU: (minimum of 3) Teacher observation Oral questioning Random student whiteboard interaction FINAL ASSESSMENT: (traditional paper pencil, alternative, curriculum based, etc.) Pencil and paper activity involving five opportunities to show what the students have learned and their level of understanding

LEARNING ENHANCEMENTS

Strategies for Universal Access and Differentiated Instruction: (adaptive and modifying)
Clarification of vocabulary Providing interactive whiteboard activities to engage students Providing interactive whiteboard activities to help lower affective filters Use of graphing paper to create independent bar graphs Engagement of students through kinesthetic activities which involves them

MATERIALS, EQUIPMENT, and (ADAPTIVE) TECHNOLOGY NEEDED: (as needed to promote access) Computer, whiteboard, projection system, digicor.com activity

STEPS THROUGH THE LESSON

INTO: (engaging students, activate prior knowledge, state objective and standard) Students will begin the lesson by completing a five minute multiplication quiz. The objective and standards are explained to the students Students will review what they know about bar graphs and the information within them. THROUGH (type of instruction, modeling, pacing, guided practice, questioning, CFU, etc.) I will work through the first activity while thinkingaloud the process behind solving problems using bar graphs. The class will then pair share the next activity and share their findings with the class. The students will then be chosen at random to complete the next activity on the interactive whiteboard RATIONALE:

This is an activity the students complete each day in order to help them learn their multiplication tables This helps to prepare the students for the lesson and prime their interest. Activating prior knowledge helps to engage the students and prepare them for the lesson. RATIONALE: By thinking aloud how an expert works through the problem, the students learn how to think about similar problems on their own. Pair share allow the students a forum that is not intimidating and lowers their affective filter. The students have been responsive to interactive whiteboard activities. This also provides an opportunity for them to get up and use the Mimio. If the students are engaged, they are more receptive to the lesson. RATIONALE:

BEYOND: (independent practice, application, assessment, transition, portfolio completion and projection) Students will independently complete the final five questions of the activity utilizing provided graph paper.

The final activity provides evidence that the students comprehend the lesson. In addition, I will be able to assess if the students need additional assistance and reteaching.

Instructional Aides Role:

(where is aide, what is s/he doing to assist you and students)

Mrs. Kelly will be working with her first grade reading intervention group during this time in their SRA book activities.

Reflection will be e-mailed tomorrow. (Absolutely, without excuse!)