LESSON PLAN

Name: Miesha Greenlee Grade Level: 3rd Subject(s): Math

School: Lone Oak Elementary Date: April 2, 2014

1. Contextual Factors - Description of learners: There are 22 Students in the classroom: 9 girls and 13 boys. Four African American, 6 White, and 12 Hispanic students. Thirteen students speak English as a second language. One student receives resource services in reading and math. Another student receives speech services. Five students receive ESOL services. One student is involved in Music Visions and two students are involved in Horizons.

2. Rationale/Purpose for Lesson: The purpose of this lesson is for students to solve one and two step problems involving graphs. Students will be able to interpret graphs and answering questions about graphs once they master one and two step problems involving graphs. 3. Standards: 3.MD.3 Draw a scaled picture graph and scaled bar graph to represent a data set with several categories. 3.MD.4. Generate measurement data be measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units. 4. Subject Integration: No other subjects were integrated into this lesson. 5. Performance Objectives written in 4-component format: (Audience, Behavior, Condition for Learning, Degree of Proficiency/Assessment) 6. Materials/Resources Needed: Promethean board Template of # of Minutes spent practicing piano Blank Graph Template Graph Worksheet Math Journal or additional blank notebook paper Colored Pencils or Crayons 7. Preparation: (State what you will do to prepare for this lesson.) To prepare for this lesson the graphs, charts, and questions will be on the Promethean Board prior to the start of the lesson. Students will be asked to have their math

journals on their desk, and will be given one sheet of graph paper that they are instructed not to touch, until told to do so. 8. Procedures: (Include both teacher and student steps, teacher questions, directions, etc.) Opening/focus/anticipatory set: Students will be shown a bar graph that shows the number of minutes spent practicing piano. Students will be asked to identify the Title of the graph, the axis or labels on the graph, the scale of the graph. These questions will be asked prior to answering questions in their math journal about the graph. Connections to previous learning and future content: Students will be reminded during the lesson what a variable is, and how a variable will be used to solve for the number of wing vibrations each second for the beetle and the mosquito. Teacher modeling/demonstration of learning: When students are shown the insect chart with the number of Wing Vibrations each second the teacher will demonstrate the first problem on the Promethean board. The teacher will then read problem (a. The beetles number of wing vibrations is the same as the difference between the fly and honeybees, find the beetles number of wing vibrations each second.) Students will be reminded what a variable is and will be shown a number sentence using a variable to answer the question. Check for understanding: The teacher will walk around the classroom checking each students answer for the questions that require students to show their work. The teacher will then provide students with another strategy to answer the question for the students that did not answer the question correctly. Guided practice or activity (Student performs along with teacher guidance): Students will be asked to look at the bar graph, Number of Minutes Spent Practicing Piano. Students will be asked the following questions Did Ryan spend more or less than 30 minutes? Did Ryan spend more or less than 40 minutes? What fraction of the time between 30 and 40 minutes did Ryan spend practicing piano? What is halfway between 30 and 40 minutes? How long did Kari spend practicing piano? Who practiced the longest? Who practiced the least amount of time? Students will then be asked to write a number sentence to show how much longer Brian practiced than Kari. The teacher will give the students time to answer the question while walking around the classroom to provide students with additional help. Students will be given the opportunity to go to the Promethean board and share how they completed the problem. Once the problem has been checked, students will then be asked to write a number sentence to show how many total minutes Kari and Liz spent practicing piano.

The teacher will guide students through the completion of question (b. The mosquitos number of wing vibrations is the same as 50 less than the beetle and flys combined. What is the mosquitos number of wing vibrations?) The teacher will then ask the students what one way we could solve this problem is. The teacher will use some of the suggested strategies from the students. The strategies that do not work, the teacher will show the students why it could not work, while also praising them for their hard work though the problem is wrong. Independent Practice (Student performs on own): Students will have to complete their own bar graph using the completed chart. Students will be allowed to use colored pencils or crayons to complete their graph. The teacher will ask the students prior to completing the graph, what would be a reasonable scale to use for the graph. Student will then be instructed to complete their own bar graph. While students are completing the chart, the teacher will walk around to help those that may need additional help. Class discussion and/or group activity, etc.: After students have completed their graph, the teacher will ask one student to come to the promethean board and graph the number of wing vibrations for each insect. Students will also be reminded to label the graph with a title, labels, and an appropriate scale. Closure of lesson that determines if goals/objectives(s) were met: Students will be given an additional worksheet that will be used as a summative assessment prior to completing the lesson. Students will be observed during the lesson, and will also be asked questions during discussion. The answers that the students provide, as well as the work in the students math journal will determine if the students have met the objectives. 9. Assessment of learners achievement related to goals/objectives: (Include authentic assessment, performance tasks, rubrics, tests, etc.): Performance tasks as well as a worksheet will be used throughout the lesson to assess the learners achievement.

10. Differentiation/Interventions/Adaptations/Modifications for special learners: The teacher will go to the desk of those students that may need additional instruction. Students that finish their graph before their classmates will be given the homework assignment. Students will be able to see the content on the promethean board as well as in their math journals.

 Did Ryan spend more or less than 30 minutes? Did Ryan spend more less than 40 minutes? What fraction of the time between 30 and 40 minutes did Ryan spend practicing piano? What is halfway between 30 and 40 minutes? How long did Kari spend practicing piano? Who practiced the longest? Who practiced the least amount of time? Write a number sentence to show how much longer Brian practiced than Kari. Write a number sentence to show how many total minutes Kari and Liz spent practicing piano.

The chart shows the number of times an insect's wings vibrate each second. Use the following clues to complete the unknowns in the chart.

a. The beetle's number of wing vibrations is the same as the difference between the fly and honeybee's.

b. The mosquito's number of wing vibrations is the same as 50 less than the beetle and fly's combined.

Now lets create a bar graph using the chart information. Insect Honeybee Beetle Fly Mosquito How can we shade in 350 and 550? Number of Wing Vibrations Each Second 350 200 550 700

Name__________________________________________ Date ___________________ Graph Worksheet 1. The chart below shows the number of magazines sold by each student. Student Ben Rachel Jeff Stanley Debbie Magazines 300 250 100 450 600 Sold a. Use the chart to draw a bar graph below. Create an appropriate scale for the graph.

b. Explain why you chose the scale for the graph.

c. How many fewer magazine did Debbie sell than Ben and Stanley combined?

d. How many more magazines did Debbie and Jeff sell than Ben and Rachel?

Adapted from engage NY (Lesson 4 Problem Set)

2. The bar graph shows the number of visitors to a carnival from Monday through Friday.

a. How many fewer visitors were there on the least busy day than on the busiest day?

b. How many more people attended the fair on Monday and Tuesday combined than on Thursday and Friday combined?

Adapted from engage NY (Lesson 4 Problem Set)