Rochester College

Lesson Plan Template

9/7/2016
Lesson Title Teacher Candidate Name Date
Taste the Rainbow/ M&Ms Breanna Bianchi February 24, 2017

Lesson Summary
In this lesson, students will be able to create their own bar graphs and pictographs using manipulatives.
The students will be able to answer questions pertaining to their own graphs, and they will also be able to
interpret information given to them in a graph.
Subject Area
Math

Grade Level
3rd

Higher Order Thinking Skills (Revised Blooms)

Create: students will create their own key, bar graph, and pictograph using their candy.
Evaluating:
Analyzing: students will have to analyze how many of each color they have, as well as make
comparisons; students will also have to analyze graphs already given to them
Applying: students will have to apply the knowledge learned to participate in whole class discussions and
sketch their own graphs
Understanding: students will have to understand and explain why counting, skip counting, and performing
standard addition is important
Remembering: students will need to remember how to count, skip count, and perform standard addition
Approximate Time Needed for Lesson
Two 60 minute periods

Common Core Standards and/or State of Michigan GLCEs and/or HSCEs

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.
Student Objectives/Learning Outcomes
The students will be able to fill in a bar graph to represent the amount of each skittle
color they received in their bag.
The students will be able to create their own pictograph to represent the amount of each
M&M color they received in their bag.
The students will be able to answer how many more and how many less questions
regarding the whole class results from the Skittle and M&M lesson, as well as the
questions prompted on their worksheets.
The students will be able to interpret information from a scaled bar graph and answer
questions about the graph with accuracy.
Curriculum-Framing Questions
Essential Question When might we use, read, or create a graph in our lives? When do we add and
skip count in our lives?

Unit Questions What is a bar graph? What is a pictograph? What is a key? How would knowing
how to read and create these graphs help us solve math problems or problems
in our daily lives?
Content Questions Why is it important to know how to collect data and create graphs?

Assessment Summary
Formative assessment: During each lesson, the formative assessment will include how
well the students answer classroom questions during the lesson, as well as how they
answer prompted questions during the work with their pairs. The students will also be
assessed on how accurately they fill out their bar/pictograph.

Summative assessment: At the end of the lesson, the students will be assessed at how
accurately they complete the Getting to School worksheet and the Say Cheese!
worksheet.

Lesson Timeline

Start of the Lesson Mid-Lesson Activities End of Lesson Activities

Day one: Introduce
objective/activate background
knowledge. I do it Explain bar
graphs and model how to
read/solve/fill out.
Day two: Introduce
objective/activate background
knowledge. I do it Explain
pictographs and model how to
read/solve/fill out.
Day one: We Create bar graph
as a class.
With you Students complete
skittles worksheet; discuss whole
class results
Day two: We Create pictograph
as a class. Review key terms.
With you Students complete
m&m worksheet; discuss whole
class results.
Day one: By you Students
complete Getting to School
worksheet.
Day two: By you Students
complete Say Cheese!
Worksheet.

Prerequisite Skills
The students will have to be able to count, skip count, and perform standard addition. The students will
have to recall tally marks and their use as well.
Instructional Procedures
Day One
1) Introduce the objective of the lesson. Today, we are going to be drawing our own
graphs to represent the data that weve collected. Has anyone here ever heard of
graphs or data before? [discuss] Has anyone here ever made a graph or collected
data before? [discuss] Why might collecting data and making graphs be
important?
2) Collecting data and making graphs are important because graphs help show a lot
of information in a clear, organized way. Its very easy to look at graphs and get
the details of the survey or study that happened! Instead of reading all about the
study, we could just look at a graph to get the results of the data that was
collected.
3) For example, if I surveyed this whole class and asked each of you your favorite
color, I would be able to look at the graph and know which colors were more and
less popular. This would be easier than reading all about it!
4) Pull up the smart board lesson.
5) Slide one. This is what a bar graph looks like. The data this person collected was
everyones favorite color. He/she may have only given the audience these four
choices just to make the graph smaller; otherwise, there may have been too many
choices for them to choose from! The bottom axis of the graph shows the color.
The side axis has the numbers in even intervals. When we want to know how
many people chose a certain color as their favorite, we can pick the color on the
bottom and go all the way up to the top. Wherever the bar graph stops is the
number of people that picked that color as their favorite. On the side, we can look
at the key. The key will tell us what each color stands for. Keys are helpful,
especially when the bottom may not be labeled. Model with the questions on this
slide.
6) Slide two. As a class, we are going to create our own bar graph! Draw ten sticks-
ask each student their favorite fruit given the four choices. Tally them on the
 board with each answer.
7) I have six tally marks for students like apples the most. Ill let each interval on
the side axis be one. That means I should color in six boxes on this graph. [color
in]
8) If I have 3 tally marks for bananas, how many boxes should I color in? repeat
for the other two fruits, coloring them in as necessary.
9) Discuss which fruit occurred the most and the least.
10) Hand every student a mini bag of skittles.
11) Explain to the students that they are going to be working in pairs to create their
own bar graph [by counting how many of each color they have].
12) The students will be separating their skittles by color and filling in their bar graph
accordingly.
13) Walk around the room, prompting the students with questions and guiding them
with any issues they may have.
14) Pull up a large blank bar graph, asking the students to label bottom x axis
(colors). Ask each group for their results, filling in the bar graph accordingly.
15) What color occurred the most? The least? [ask various of:] How many more
____ ones were there than ____ ones?
16) Have students complete Getting to School worksheet and turn it in. [Link is
attached for printing]
Day Two
1) Reintroduce the objective/activate prior knowledge about yesterdays lesson.
2) Today, we are going to be working with pictographs instead of bar graphs!
Discuss the differences between pictographs and bar graphs.
3) Pull up the smart board lesson to slide three. Discuss pictographs, the key, and
how the pictures on the graphs stand for a certain number.
4) Model analyzing a pictograph by thinking aloud and answering the three
questions from slide three.
5) Make a pictograph with the class, asking each of them what their favorite thing to
do when they get home is. Tally their results and draw the symbols on the graph.
6) Discuss the four questions on the slide with the students, calling on them for
their input.
7) Review the key terms on the final slide.
8) Give each student a packet of M&Ms; have them work in pairs to complete their
pictograph worksheet.
9) Walk around the room, prompting the students with questions and guiding them.
10) Pull up a copy of the m&m worksheet. First tally each groups results, and then
discuss with the class what key we should use before we draw the graph.
11) What color occurred the most? The least? How many more ____ ones were
there than ____ ones?
12) Have students complete Say Cheese! worksheet and turn it in. [Link is attached
for printing].
Accommodations for Differentiated Instruction
Day one accommodations- Give the student a fixed amount of colors of
skittles to work with/ give them fewer skittles to count and plot. Work with
Special Needs Student them more if needed.
Day two accommodations- Give students fixed amount of colors to work
with and fewer m&ms to count and draw. Work with them more if needed.
Day one accommodations- Ask the students critical thinking questions in
regards to the results of their bar graphs.
Day two accommodations- Have the students compare their skittles
Gifted/Talented Student
results with that of the m&m results. i.e. Did you have more orange
skittles or more orange m&ms? How many more of ___ did you have
than ____?
Technology Hardware (Check off all equipment needed)
Camera Laser Disk VCR
Computer (s) Printer Video Camera
Digital Camera Projection System Video Conferencing Equipment
DVD Player Scanner Interactive Responders
Internet Connection Television Other - Click here to enter text.
Technology Software (Check off all software needed)
Database/Spreadsheet Image Processing Web Page Development
Desktop Publishing Internet Web Browser Word Processing
E-mail Software Multimedia Smart notebook software
Encyclopedia on CD-ROM Other - Click here to enter text.

Skittles worksheet, m&m worksheet, Say Cheese! worksheet, Getting to

Printed Materials
School worksheet
Supplies Skittles, m&ms, pencils
http://exchange.smarttech.com/details.html?id=8e16783c-ec69-4fcf-
87b0-6b1c4bb66efd [Smart board lesson]

https://content.lessonplanet.com/resources/previews/original/skittle-
math-lesson-plan.jpg?1395261105 [Skittles worksheet]

https://www.education.com/download/worksheet/29859/getting-to-
school-bar-graph-third.pdf
[Getting to School worksheet]
Internet Resources
https://s-media-cache-
ak0.pinimg.com/564x/c6/63/b9/c663b919f171252b152ffca799963f02.jpg
[M&M worksheet]

https://www.education.com/download/worksheet/37340/pictograph-
intermediate-cheese.pdf
[Say Cheese! worksheet]

Other Resources N/a

Additional Information N/a

required by individual course
instructor
Draw your key! _______ = _______

Which color m&m do you have the most of? _____________________

Which color m&m do you have the least of? _____________________

Do you have more orange m&ms or more blue m&ms? _____________

What is the difference between how many yellow m&ms you have and how
many brown m&ms you have? Show your work below.

Do you have less green m&ms or less red m&ms? _________________

Do you have the same amount of any color of m&ms? ______________