Duthie Lesson Plan

Grade/Level: 3
Date: April 1
Time Frame: 1 hour (approx. 10-15 minutes/center)
Subject: Mathematics
Topic: Double Bar Graphs
Objectives/Learning Outcomes:
Students will be able to create a double bar graph using information from a table
Students will be able to answer questions about the double bar graph.
Standards:
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. For example, draw a bar graph in which
each square in the bar graph might represent 5 pets.
Prerequisite Skills:
Creating/completing tables
Creating bar graphs
Student Materials:
Pencil
Colored pencils
Attachments: double bar graph worksheet.docx
Sequence of Instruction:
Hook/Activating Prior Knowledge:
o For the focus lesson, show students the table and bar graph our class made the day
before and ask for volunteers to remind us how we went about making it. Next, show
students the table and partially completed double bar graph. Explain that a double bar
graph uses bars to compare two sets of similar data instead of just one set. Call
individual students to the board to help complete the double bar graph.
o Review the 4 centers with the students (teacher center, game center, independent work
center, and iPad/computer center). When students hear the timer, they will know it is
time to rotate. Before starting centers, I will remind students of their responsibilities and
that they are expected to do their best work.
Groups One and Two:
o Ask students to turn and talk to a partner about what kind of new graph we learned
about today. Hand out the double bar graph worksheet and pencils. Ask for a student
to read the first set of directions out loud. Students fill in the table independently.
Review together. Ask for another student to read the next set of directions. As a group,
label the graph and complete the key. Students create the bars independently. Review
together. If time, students answer the questions on the back. If not, this can be
completed independently. Collect any completed worksheets.
Group Three:
o Direct students attention to the double bar graph we just completed. Have students
turn and talk to a partner about what kind of graph we learned about today. Hand out

Duthie Lesson Plan

the double bar graph worksheet and pencils. Read directions out loud. Work as a
group to fill in the table. Have math tools available if students need them for adding.
Read next set of directions out loud. Work as a group to label the graph and complete
the key. Next, create the bars on the graph. Remind students that, when making bars,
we count up, make a line, and then color. Students will most likely not have time to
answer questions on the back. Go over the questions before sending students off to
answer independently. Collect any completed worksheets.
Group Four:
o Direct students attention to the double bar graph we just completed. Have students
turn and talk to a partner about what kind of graph we learned about today. As a group,
discuss the ways it is similar to and different than a regular bar graph. Hand out the
double bar graph worksheet and pencils. Read directions out loud. Demonstrate filling
in the table. Have students fill in the table. Read next set of direction out loud.
Demonstrate labeling the graph and completing the key. Have students do the same.
Demonstrate creating the bars on the graph. Have students create their bars. If we do
not have time to answer the questions on the back, we will do this the following day.
Collect all worksheets.
Closure:
o Once students have visited all 4 centers, have students clean up and return to carpet.
Sing the graphing song to remind students that different graphs can be used to organize
different sets of data.

Independent Practice/Assessment of Student Learning:

Students will be assessed formatively while at the teacher center and after completing differentiated
double bar graph worksheets at the independent center. The end-of-unit test will serve as the
summative assessment.
Differentiated Instruction:
Adaptations/Extensions: Worksheets at independent center are differentiated. For higher
ability students (groups one and two), have challenging questions ready: How many more
slides are there at Sunny Park than Rocky Park? (3) There are ___ times as many swings at
Rocky Park than sunny park. (4) There are twice as many _______ (slides) at Sunny Park
compared to Rocky Park. How many more pieces of equipment does Rocky Park have than
Sunny Park? (3 more pieces)
Auditory Learners: Students will sing a song about graphing.
Kinesthetic Learners: During the focus lesson, students will have the opportunity to move to
and from the board. During the game center, students will play a graphing game.
Interpersonal Learners: During the teacher center, students will have opportunities to interact
through turn and talk and conversation around the worksheet.
Visual Learners: The double bar graph that the students helped complete during the focus
lesson will be on display for students to refer to.

Duthie Lesson Plan

Duthie Lesson Plan