Design for Learning

Instructor: Lauren Hughes

Lesson Title: Graphing Hearts
Curriculum Area: Math

Grade Level/Cooperating Teacher: 1st/McInvale

Date: February 11, 2016
Estimated Time: 1-2 days

Standards Connection:
18.) Organize, represent, and interpret data with up to three categories; ask and answer questions about
the total number of data points, how many in each category, and how many more or less are in one
category than in another. [1-MD4]
Learning Objective(s):
When given a worksheet, students will analyze data from a bar graph with 75% accuracy.
Learning Objective(s) stated in kid-friendly language:
You will learn how to study data from a bar graph.
Evaluation of Learning Objective(s):
The teacher will present the students with a Valentine Questions worksheet. It will have 8 total questions.
The students will work independently to answer each question using their bar graphs that were created
during the practice portion. All students must correctly answer at least 6 out of the 8 questions which is
75% accuracy. The students who do this will be considered proficient and in the green range. The
students who correctly answer 5 out of the 8 questions will be considered in the yellow range and will
receive additional practice. Those who correctly answer less than 5 out of the 8 questions will be
considered in the red range and will need further remediation.
Engagement:
The teacher will complete a number talk centered on three number addition problems. The students are
working on grouping numbers to make ten in order to solve problems more efficiently, so this 5-10
minute number talk will be beneficial. She will write a problem on the chart paper. She will then ask the
students to solve the addition problem that is written on the chart paper and share how they came to their
answer. Okay class, when I call your table please come to the carpet quickly and quietly. Remember to
be respectful of everyones personal space and sit near an elbow partner. The teacher will call students
by table to the carpet. Is everyone ready to start the number talk for today? Do I have all eyes on me and
all ears listening? Today we are going to work on some addition problems. You have been working
combining numbers in a way to make ten, so I want you to focus on that today as well. You will answer
just like you have always done. Are there any questions? Teacher waits for student response. Okay, lets
get started. Remember to put a thumbs-up on your chest when you know the answer. We are not going to
blurt the answer out. That way everyone has thinking time. Teacher writes the first addition problem on
the chart paper: 6 + 2 + 4 = and waits for students to put their thumbs up. Student M, what answer did
you get? Did anybody get a different answer? Okay, Student M, how did you know that the answer was
12? Okay, you automatically knew that 6 + 4 = 10, so you just had to add 2 to get 12. Very good! Did
anyone solve it a different way? Okay, Student K, how did you solve it? So you knew that 4 + 2 was 6
and then you just added the 6 + 6 to get 12. Okay, lets try this one. Teacher writes the second addition
problem on the chart paper: 5 + 3 + 7 = and waits for the students to put their thumbs up. Turn and talk
with your elbow partner and tell them how you got your answer. Teacher gives time for students to talk
while actively listening. Okay, eyes on me. Who can tell me their answer? Okay, Student L, says the
answer is 14. Show me with your hand signals if you agree or disagree. Teacher observes the students as
they use their hand signals. Student A, since you disagree, what answer did you get? Okay, 15. Why do

you say that it is 15? You saw that 7 + 3 made a 10, so you just had to add 5 to get 15. Great job boys
and girls! Now I have some questions for you. You have been talking about data and bar graphs in class.
Who can tell me what a bar graph is? Youre right. It is a way to organize data. What is data? Yes, it is
a collection of facts. It can be numbers, words, measurements, or observations. Today you will learn
how to analyze, or study data from a bar graph.
Learning Design:

I. Teaching:
The teacher will explain the objective to the students again. She will use literature, Lemonade
for Sale, written by Stuart J. Murphy as well as a bar graph and markers. The teacher will use
Lemonade for Sale to discuss bar graphs with the students. As the characters in the book sale
lemonade, one of the girls keeps track of the sales using a bar graph. This will allow the teacher
to model how to correctly fill in a bar graph with data. This will also allow the students a chance
to help her make decisions on how many boxes to fill in on the bar graph. If students are
behaving, they will receive the opportunity to color in the boxes on the large bar graph. We just
discussed what data and bar graphs are. Now I want you to turn and tell your neighbor what
these two things are. Give me a thumbs-up when you are finished. The teacher allows time for
students to talk while actively listening. Thank you! I heard some great answers. You can put
your thumbs down. Today, you will learn how to analyze, or study data from a bar graph. The
teacher transitions into reading the story. Today, I am going to read you this book called
Lemonade for Sale. This story is by Stuart J. Murphy. Look at this cover. What do you notice
about the title and pictures? What can you predict this story will be about based on what you
see on the cover page? Teacher allows wait time for students to think. Okay, eyes on me. Who
would like to share their prediction? Student S, what do you think the story will be about?
Okay, maybe the character will buy lemonade. Student B, what do you think will happen in this
story? Maybe the children will sale lemonade. Lets hear one more. Student K, what was your
prediction? Okay, the children are learning how to make lemonade. Those are all great
predictions! Well see which ones are correct in a minute, but first let me show you this bar
graph that I have. The teacher will show the students the large bar graph drawn on the chart
paper. As we read this story, we are going to fill in the bar graph together. This will help us
keep track of the information in the book. The teacher will start reading Lemonade for Sale. She
will ask questions throughout the reading and fill in the bar graph. She will ask students how
many boxes she should fill in on the bar graph after she reads that the children sold 30 cups.
How many cups of lemonade have the children sold so far? Thats right! They have sold 30
cups, so where do we need to fill in on the chart? Youre right! We need to fill up to the 30 line
above Monday. The teacher fills in the bar graph above Monday and continues to read. She
stops after the second day when the children have sold 40 more cups. How many cups did the
children sale on Tuesday? Yes, they sold 40. How will we show that on our bar graph? Youre
right. Color the boxes to 40 above Tuesday. Will you come do that please, Student G? The
teacher waits for Student G to fill in the bar graph and continues reading. She stops after the
third day when the children have sold 56 cups. How many cups did the children sale on
Wednesday? Correct, they sold 56 cups of lemonade. Turn and talk with your elbow partner
about how we can show 56 on our bar graph. The teacher will wait for the students to discuss
while actively listening. Okay, eyes on me. Who can share how we can show 56 on our bar
graph? Very good! We have to color in the boxes above Wednesday all the way up to halfway
between 50 and 60. Awesome job! Will you help me fill in our bar graph? The teacher will wait

for the students to fill in the bar graph above Wednesday and continue reading. The pattern will
continue for Thursday and Friday. Thursday the children sold 24 cups of lemonade and Friday
their sales went over the top of the graph. The teacher will ask questions so that students have to
analyze the data on the bar graph. Now that we have filled out our bar graph, I have some
questions for you. Which day did the children sell the most cups of lemonade? Great job,
Friday. Which day did the children sale the least cups of lemonade? Yes, Thursday. How many
cups of lemonade did they sale on Monday and Tuesday combined? Youre right, 70. How many
more cups did they sale on Tuesday then Monday? Correct, they sold 10 more. Awesome job!
II. Opportunity for Practice:
The teacher transitions into the opportunity for practice part of the lesson plan. Alright, now you
are going to get a chance to create your own bar graph. Each one of you will get a Valentine
Graph and a bag of candy hearts. There are 7 columns on the bar graph. The first column has
the numbers listed. The next columns are where you will place your hearts: white, purple, green,
yellow, orange, and pink. Lets do one together. The teacher takes a yellow candy heart out of
her bag. Where will this heart go? Thats right. It will go in the yellow column on one. Now I
can color in that box. You will work at your table to place the candy hearts on the bar graph
and then color in the number of boxes that you have for each color. Does anyone have any
questions? Teacher waits for student questions. Okay, everyone go back to your table and I will
pass your supplies out. The teacher passes out the bar graphs and the candy hearts to the
students. Each student has one bar graph and a bag of 20 candy hearts. You may start once you
have your bar graph and candy hearts. Remember that this is not a race. Count the hearts
carefully and take your time. The teacher walks around the classroom observing how each group
is doing. The teacher assists when she sees that it is necessary. Everyone is doing such a great
job! Once you have finished, I want you to tell your table neighbors what color had the most
hearts on your graph and what color had the lest hearts on your graph.
III. Assessment
The teacher will present the students with a Valentine Questions worksheet. It will have 8 total questions.
The students will work independently to answer each question using their bar graphs that were created
during the practice portion. All students must correctly answer at least 6 out of the 8 questions which is
75% accuracy. The students who do this will be considered proficient and in the green range. The
students who correctly answer 5 out of the 8 questions will be considered in the yellow range and will
receive additional practice. Those who correctly answer less than 5 out of the 8 questions will be
considered in the red range and will need further remediation.

Okay, eyes on me. I am going to pass out a Valentine Questions worksheet to everyone. There
are 8 questions on this sheet. You will need your bar graph data for numbers 1-5, your candy
hearts for number 6, and number 7-8 are your opinion. Remember you talked about fact and
opinion last week, so you know what that is. Your job is to analyze the data in your bar graph
and use it to answer the questions on this sheet. For example, number 1 asks what color you
have the most of. You will look at your bar graph to see which color has the most hearts above
it. Make sure that you take your time and do this without talking to your neighbor. The teacher
will pass out the worksheet to each student. The students are sitting at their seats. When you are
finished, place your work in the complete work tray and work on your math menu for the day.
Once everyone is finished, the teacher will instruct them to come back to the carpet.
IV. Closure:

The teacher will instruct everyone to come back to the carpet. Okay, eyes on me. When I call
your table, I need you to bring your bar graphs and walk quietly to sit on the carpet in a circle
please. Now we are going to combine everyones data into one giant bar graph. The teacher
points to the bar graph on the board. We are going to go around the circle and let each one of
you share the number that you have. We will go color by color starting with the white. The
teacher listens to the students tell their data and fills in the large bar graph as they talk. The bar
graphs will fill in the following order: white, purple, green, yellow, orange, and pink. Turn to
your elbow partner and tell them what you learned today in one sentence. The teacher allows for
student discussion while actively listening. Wow! I am hearing some great responses. Who
wants to share? Okay, Student J. What is one thing that you learned today? Awesome! Student
J learned that bar graphs are an efficient way to organize data. Who agrees with this? The
teacher will observe the students hand signals to indicate that agree. Who else wants to share
what they learned today? Great job! Student A learned that we can answer questions by
studying data. Awesome job today!
Materials and Resources:
Lemonade for Sale by Stuart J. Murphy
Large bar graph
Markers
Valentine Bar Graph
Valentine Questions
Conversation Hearts
Differentiation Strategies (including plans for individual learners):
High End Learners They will have a Math Menu where they can choose other ways to analyze data that
will challenge them further.
Low End Learners They will complete the bar graph using 10 hearts instead of 20 hearts so that they
can better analyze the data.
Data Analysis:
Sixteen students were assessed after this lesson was taught. Four of the students got 8 out of the 8
questions correct placing them in the green range. Three of the students got 6 out of the 8 questions
correct placing them in the green range as well. Six of the students got 5 out of the 8 questions correct
placing them in the yellow range. Three of the students got 4 out of the 8 questions correct placing them
in the red range. The students had various scores on the assessment and the scores stretched across a wide
range. Since this is the case, students falling in the yellow range will receive more practice using bar
graphs with different manipulatives other than candy hearts. Students in the red range will work with the
teacher during small group math centers to increase their understanding. The students in the red range
were ELL students, so the teacher will seek further assistance from the ELL teacher.
Reflection:
As a result of this lesson, my students learned how to analyze data using a bar graph. They learned how
to answer questions where they had to find the greatest amount or least amount. They enjoyed the
interactive part where we created a class bar graph while reading literature related to math. It would
probably be beneficial to have each student create their own bar graph as we create the class one next
time. This might keep them more engaged, although the students were engaged through the whole lesson.
The lesson went as planned and I personally enjoyed seeing the students excited to create the huge
Valentine graph at the end of the lesson to combine all the data. They worked well at their tables, had

great carpet manners, and were respectful listeners. We did some turn and talks throughout so they could
discuss with their elbow partner. I had all of my materials and resources for this lesson. After looking at
the assessments, I realized that the students were represected across the board concerning bar graph data.
Some students really grasped the concept with no problem, others need some more practice, and some are
struggling to understand. I need to provide more differentiated instruction for the students. The high end
learners need to move on with this concept while I need to make sure the low end learners are doing
things to continually build their knowledge on bar graph data.

Samford University
Design for Learning

Video Link: https://youtu.be/_pvgqoL5gNA

Candidate Self-Assessment
o

o
o
o
o

I establish good eye contact with my

class. I do not talk over their heads,
to the blackboard or to just one
individual.
If I tend to teach predominantly to
one area of the classroom, I am aware
of this.
I make a conscious effort at all times
to pay attention to all students
equally.
I divide my students into small
groups in an organized and principled
manner.
I recognize that these groups should
differ in size and composition, varying
with the

Teaching/Learning
B. The Classroom
o
o
o

I arrange the seating in my class to

suit the class activity for the day.
I consider the physical comfort of the
room such as heat and light.
When I need special materials or
equipment, I have them set up before
the class begins.

Literacy
C. Presentation
o

o
o
o
o

My handwriting on the blackboard

and /or charts is legible from all
locations in the classroom. It is large
enough to accommodate students
with vision impairments.
I speak loudly enough to be heard in
all parts of the classroom and I
enunciate clearly.
I vary the exercises in class,
alternating rapid and slow paced
activities to keep up maximum
interest level in the class.
I am prepared to give a variety of
explanations, models or descriptions,
understanding that

Notes:
I do establish good eye contact with
my class. I look at them when I am
asking them a question or listening to
their answer.
I tend to teach to the left side of the
room, but this has improved from my
last lesson. I will continue to work on
it.
I do make a conscious effort to pay
equal attention to all students.
When dividing students into small
group, I try to divide the groups prior
to the lesson.
The groups vary based on tiers.

Notes:
The students sat on the carpet for the
number talk and teaching, at their
seat to do the practice, and then in a
circle on the carpet to close.
The temperature was comfortable
and lights were on so students could
see.
The candy hearts were separated into
zip lock bags for each student prior to
the class.

Notes:
I used a yellow marker at one point
on a graph to represent lemonade. I
should have used a darker color so
that people far away could see.
I do speak loudly enough to be heard
by all. I could speak a little clearer at
some parts.
The interest level was maintained due
to the variety of activities: number
talk, read aloud, class bar graph,
individual bar graph, putting data
together in a large bar graph
I did not have an alternative way to
explain bar graphs and I should have.
I do help the students form working
principles and generalizations.

o
o

one explanation may not be sufficient

for all students.
I help the students form working
principles and generalizations.
Students use new skills or concepts
long enough so that they are retained
and thus future
application is possible.
I plan for "thinking time for my
students so they can organize their
thoughts and plan what
they are going to say or do.

Diversity
D. Culture and Adjustment
o I am aware that cultural differences
affect the learning situation.
o I keep the cultural background(s) of
my students in mind when planning
daily activities and am aware of
culture misunderstandings which
might arise from the activities I
choose.
o I work for an atmosphere of
understanding and mutual respect.
o I tell students when they have done
well, but I don't let praise become
mechanical.
o My activites are varied, some more
visual, aural, oral and kinesthetic. I
provide models, examples, and
experiences to maximize learning in
each of these areas.

Professionalism
B. Self-concepts
I treat my students with the same respect
that I expect them to show me.
I plan "one-centred" activities which give
all students an opportunity at some point to
feel
important and accepted.
C. Aptitude and Perception
I am aware that my students learn
differently.
My exercises are varied, some ore visual,
aural, oral and kinesthetic. I provide models,
examples, and experiences to maximize
learning in each of these areas.
I finish my class period in a way which will

They used these new skills during

teaching, practice, assessment, and
closure in a variety of ways to
encourage future application.
Students have time to think by not
blurting aloud, but using their hand
signals. They also have time to turn
and talk.

Notes:

I am aware that cultural differences

affect the learning situation.
I keep these cultural backgrounds in
my mind when planning activities.
For this lesson, the ELL students who
had a slight language barrier had a
differentiated practice opportunity.
I do work for an atmosphere of
understanding and mutual respect.
Praise does not become mechanical.
Students have to work hard and high
expectations are held, but they are
told when they have done well.
Activities are varied, but I could
better maximize learning in each of
the areas.

Yes, I do treat my students with the

same respect that I expect them to
show me.
Students have the opportunity to
practice and participate in teaching. I
could improve in this area for sure.

Yes, I am aware that my students

learn differently.
The experiences are varied, but I
could better maximize learning in
each area.
The closure of the lesson is intended

review the new concepts presented during

the class period. My students can
immediately evaluate their understanding of
those concepts.
III. The Activity
A. Interaction
The activities maximize student
involvement.
The activities are organized to insure a
high success rate, leaving enough room for
error tomake the activity challenging.
The activity is focused.
The activity is geared to the proficiency
level of my class or slightly beyond.
I make the content of the activity relevant
and meaningful to my students' world.

to review the new concepts. I do not

explicitly tell students that this is a
way to evaluate their understanding,
but asking questions to review gives
them this opportunity.

The students were involved in

teaching by creating a bar graph as a
class, creating their own bar graph
with candy hearts, during practice,
and then combining these graphs in a
huge bar graph for the class (sharing
data).
The activities are intended for high
success, but are still challenging.
The activity is focused bar graphs.
The activity level is on the proficiency
level of the class.
The content was relevant and
meaningful to my students world
candy hearts for Valentines.

Video Observation
Notetaking Tool
Observers name___Annie Walker__ Lesson observed______Lauren Hughes___________
Purpose: To provide a framework for reflection and collaborative conversations about teaching
and learning.
Directions: Read over the guiding questions below. As you view the video, jot down notes about
what you see and hear. Note any examples or evidence to support answers to the questions.
Student Engagement/Classroom Involvement
1. How are students involved in the lesson?
What is the extent of student involvement?

Notes
In the engagement, the students are participating
solving the problem and answering it. Then, the s
listening as Lauren reads the story. She calls on st
bar graph as they are reading. At one point, the s
to each other, as well. Once they have finished the
then get to practice on their own with candy hear

2. Were there opportunities for students to

ask questions? What kinds of questions
were they asking?
How did the teacher help students make connections to what
they were learning?

There were many opportunities for the students t

Lauren always asked if they had any questions, a
students with raised hands. One student asked fo
practice. They also asked questions about the stor
smart and did not call on them while they were re

3. Describe the interaction in the classroom.

Student Learning
1. What evidence do you see that indicates student
learning?
2. Was the learning outcome explicitly conveyed to the
students?

There was lots of interaction between students an

students participated in the Number Talk, and La
of including all the students. The students also int
other, turning and talking frequently. Lauren did
story, but they were filling out a bar graph and di
went along. It was a positive interaction and the s
and actively participating.
Notes
1. The students got the correct answer in
They also were getting the correct ans
asked them about the bar graphs duri
asked if the graph would get bigger or
students answered correctly. They als
understanding the practice sheet, whi
learning. When the individual student
out the bar graph, they got the right a
2. Yes, Lauren specifically told the stude
learn how to interpret data.

3. What evidence did you see that the learning goals were
achieved?
4. How did the teacher monitor student progress?

Instruction
1. What is the teacher doing? (Facilitating, lecturing, colearning, etc.)
2. How was content/concepts presented to students? Was
there adequate explanation of the concepts to ensure
student learning?

3.

What kinds of questions did the teacher ask?

What questions provided opportunities for
students to explain, defend, compare, evaluate?
Did the teacher wait for responses? Probe for
deeper understanding?

4. What tasks are students doing? Did the students have

the opportunity to practice their new knowledge or
skill? Did the practice help support the learning
outcome?
5. How did the teacher manage the learning environment?
(Procedures, securing attention, time on task, etc)

3. The students were answering the ques

the data correctly. They did well with
They understood the concept of the ba
different numbers affect the outcome
4. Lauren made sure all the students wer
and actively engaged. She also used he
her instruction, and see how the stude
used it to see if there were any miscon
it to help individual students.

1. Lauren is talking with the students, no

is facilitating quality conversations by
presenting problems. She is guiding th
also lets the students participate. She
mind at all times.
2. The concept was presented in a very n
a book, and based off of the facts in th
filled out the bar graph. However, bef
book, she told them what a bar graph
works. There was explicit instruction
was, and then the students got to do o

3. Lauren asked thought-provoking questions tha

to delve deeper into the topic. She asked them que
and how to fill out the bar graph, but she also ask
about what would happen if something different o
how the results would affect the bar graph, and th
to evaluate and analyze information. Lauren also
give her a thumbs up when they had an answer, a
out the answer. She asked follow up questions as w

4.The students started with a Number Talk, then

filling out the bar graph while Lauren was readin
they had a chance to practice on their own. The p
teaching and the learning outcome, and the stude
about it.
5. Lauren did not let the students talk unless they
questions or talking to their neighbor. She told se
because they were not sitting in a good spot. She c
with her calm demeanor. She did a great job of en
and holding their attention. Each task that she di

learning goal, but was short and efficient. She did

Feedback
3-2-1
3 Affirmations based on the observations and evidences above
1. I loved the way you incorporated reading into the math lesson and used the book
information for the bar graph.
2. I loved the way you opened with a Number Talk, and how you managed the Number Talk. It
was very successful.
3. You explain things in a way that is easy to understand but also efficient. Your time
management for this lesson was great!

2 Questions for Consideration

1. Were the students graphing the number of hearts that they had? I could not see the practice sheet
but I was a little confused.
2. Should the engagement relate to the lesson? So maybe do a Number Talk about bar graphs?

1 Recommendation
1. Have the students fill out a bar graph while you are reading too, so it is not just eh one on the
board.