Maria Villalvazo

Signature Assignment: 3rd Grade Math Lesson Plan

ITL 608: Design and Process of Teaching
John Gunderson
 STAGE 1: PLANNING INSTRUCTION
TARGET: Standards, Goals, and Outcomes
Teacher: Maria Villalvazo Grade: 3rd Subject: Mathematics Unit: Measurement & Data
Title: How many M&M’s?
Academic 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.

 ELD Gr.3.PI. A.1. : changing information and ideas with others through oral

collaborative discussions on a range of social and academic topics. Corresponding

CCSS for ELA/Literacy: SL.3.1, 6; L.3.1, 3, 6

 ELD Gr.3. PI. A.2: Interacting with others in written English in various

communicative forms (print, communicative technology, and multimedia.

Corresponding CCSS for ELA/Literacy: W.3.6; L.3.1, 3, 6

Big Question Knowledge Skills

(Questions framing student (Concepts to be understood
learning) and applied)
1. How can I show 1. Students will be
information through able to label the
a graph? title, x-axis, y-
2. Why is knowing how axis, key, and
to read and construct categories (bars)
a graph important? on a graph.
2. Students will
understand what
(What will be explicitly
taught)
1. Students will be able
to label the title, x-
axis, y-axis, key, and
categories (bars) on a
graph.
Method: During direct
instruction, teacher will
present an example of a
3. Where can I find data looks like graph and explain each
graphs outside the and how to property of the graph.
classroom? convert it into a 2. Students will
visual understand what data
representation looks like and how to
through a graph. convert it into a
3. Students will use visual representation
their knowledge through a graph.
on other graphs Method: During direct
(tally, pictograph, instruction, the teacher will
pie, etc.) to create take an informal survey
their own bar about favorite subjects in
graph. school and show how to
collect the data by creating a
tally graph.
3. Students will use
their knowledge on
other graphs (tally,
pictograph, pie, etc.)
to create their own
bar graph.
Method: During direct
instruction, the teacher will
use the website to show how
to place values in the
categories to create a bar
graph using the informal
survey about students’
favorite subjects used during
the direct instruction.
LEARNER
Student Learning Goal: I will be able to construct a bar graph using data I collected from
M&M’s along with answering data-based questions.
Student Socio-emotional Goal: I will be able to cooperate with others and discuss the
difference in data and bar graphs.
Barriers to learning (LEARNER): The teacher will have to make sure that none of the
students are allergic to peanuts or chocolate. Students needs to be able to have the basic
skills of addition and subtraction in place. Some students will probably have problem with
self-regulation and might need extra supervision to make sure they do not eat the candy or
open the pack before it is time to (classroom management and procedures must be in place).
If a student is not technology proficient, accommodations will have to be made.
Common Misconceptions (LEARNER & TARGET): English Language learners might
struggle with the vocabulary associated with the graphing components.
Classroom Composite: (TEACHER & LEARNER)
 24 Students: 13 boys, 11 girls
 Whole Group Needs: digital/technology fluency, language and literacy
 This group is very social and love to talk. Observers have said that this group is very
respectful. They participate and do not talk back or are directly defiant but are very
chatty. All the students get along with each other. Three students are SpEd and are
out class during math and ELA. Three students (two are some of the SpEd students)
go to speech therapy during class time. Two students are GATE students. All
students have basic technology skills. Only one student is currently having difficulty
managing themselves in class and has to be constantly motivated to produce work
(Parents of this student have been notified and kept up to date). Fifteen students are
either English Only or have been reclassified due to their score on SBAC and
CELDT.
Accommodations/ Adaptations/ Intervention
ELL: Colored Circles SpEd: Circles will be in the GATE: Higher level
Sorting handout will have ink color of the specific thinking questions will made
names of colors in both color. Large print Colored on test. Students will be
English and primary
language. Circles will be in
the ink color of the specific
color. Symbols will be added student struggles with
to Test along with some
blanks filled in. The labeled
pictures and anchor charts
will help ELLs to be
successful because they will
have several scaffolds to
promote success. It will help
to activate knowledge by
connecting the image with
the word. The strategic
grouping will also help
because the teacher will be
able to help this group of
students more because they
will all be in the same,
general area. A buddy
system will also greatly
benefit these students. They
will have someone to
collaborate with to correctly
graph their M&Ms.
TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT
Multiple Means of
Representation
(modeling and practice)
Circles Sorting Handout can allowed to do graph in
be available. Paper based another way of their choice
graphing can be done if (bar, tally, pictograph, etc.).
Being partnered with other
technology. Technology can students at their level will
be zoomed in in page if help these students to excel.
visual impairment is present. Also, the bonus question will
Difficulty of questions will provide a higher level of
be lessened in test. Symbols thinking to push these
will be added to test along students.
with some blanks filled in.
The manipulatives of using
M&Ms to gather data will
help to make the lesson more
hands-on. After the graph is
constructed, they will have
less rigorous questions to
answer. They will also be
seated near the teacher to
minimize distractions.
 A book will be read to them to gain interest. YouTube
video with audio and images
 Examples will be real-life, at the moment, relatable
 Anchor charts will be placed with labels
  Color coded materials will be used in various parts of the
lessons
Manipulatives will be used along with technology-based
examples
Multiple Means of  M&M candy
Engagement  Technology
 Group discussion
 Presentation of graphs
 Interesting book to introduce
 Topics of interest
Multiple Means of  Students will be able encouraged to use the technology
Expression (practice & to make a graph but if they are struggling, a paper-based
assessment) graph will be provided with arrows with the x-axis and
y-axis
 If students are not challenged, they can make the value
of each M&M be a different number (2 M&M’s = 1
Unit)
 Students can create their own survey to create their own
graph and present findings to class in oral, written, or
visual report

Managing the Classroom Direct directions will be given. Signal words will be used to
Environment inform student when they can move on to the next phase.
Materials will be passed out strategically, only when needed.
During direct instructions, questions will be asked to keep the
students focused on lesson. Teacher should have expectations in
place for lessons (during “I Do”, students are attentive, during
“We Do”, students are participating and contributing to class,
during “You Do”, students must be participating and asking
question if help is needed)
 STAGE 2: TEACHING
Materials - Read Aloud Book

https://www.youtube.com/watch?v=Tk9KWw4q9Fk

- Small packaged M&M’s

- Colored Circles Sorting handout

- Access to Computer and Internet for Graphing

https://nces.ed.gov/nceskids/graphing/classic/bar_pie_data.asp?Char

tType=bar

- Types of graphs anchor chart

 - Copies of assessments (3 types)
- White boards and white board markers
Vocabulary  x-axis

 y-axis

 bars

 Title

 categories

Instruction Introduction

Teacher tells students that they are going to listen to a story.

Teacher plays audio for Lemonade for Sale by Stuart J. Murphey.

“I am going to give you 10 seconds to think about whether you like math,

science, history, or ELA more. Which one is your favorite? Only choose
one. I want you to keep it in your mind and do not stop thinking about that

choice. What do you like about it?”

Teacher will have a list of the subjects already written on the board to

make a tally chart. Students will say their favorite subject in their line

order. Teacher will quickly make a tally chart.

Teacher will explain, “see how easy it is to collect data and make a visual

representation that shows information?’

Teacher will ask questions like, “How many students liked history? ELA?

Math? Etc.…”

“How many liked history and math together?”

Students will show answers on white boards.

I DO

Teacher will state the objectives and students will repeat the objective with

their elbow partner.

Teacher will explain how just how the characters in the story made a bar

graph to show lemonade sales, the class is going to create their own.
Teacher will review anchor chart on different types of graphs.

Teacher will explain how a title tells what the graph is going to be about,

just like the title of a book, or a sign outside a restroom door. Teacher will

ask students to think about what other things have a title and share with

their groups.

Using the favorite subject tally graph, the teacher will use the PowerPoint

explaining the vocabulary terms (components of a graph) to teach parts of

a graph.

Teacher will show x-axis by showing it on the PowerPoint on a graph and

by making hand signals to match it (stretching an arm out horizontally).

Teacher will show y-axis by showing it on the PowerPoint on a graph and

making hand signal to match it (stretching an arm out vertically)

Teacher will combine hand movements, showing x-axis with hand out

horizontally and showing the y-axis by extending hand out vertically.

Students will be standing and mimicking these movements. Students will

mirror the hand movements with heir partners.

Teacher will explain how categories and bars are related.

The teacher opens up the website that makes bar graph.

 https://nces.ed.gov/nceskids/graphing/classic/bar_pie_data.asp?Cha

rtType=bar

The teacher will use the information gathers from the tally chart in the

opening of the lesson and make a title and explains how the VALUE of the

category is how many people voted for that category. Teacher will model

how to enter the data and create a graph.

Teacher explains that today they are going to gather data from the

packages of M&M’s and be constructing their own bar graph on either a

paper or on the computer.

WE DO

Teacher explains the M&M rules:

1. I will not open the M&M’s until instructed.

2. I will not eat my data (M&M’s)

3. My data will remain on the Circle Sorts

As teacher passes out M&M’s and Sorting Circles, students will be

logging on computers, and teacher will be asking the students what the

rules are in a randomized order to keep students engaged to her. Teacher

will ask students between the difference between a tally chart and a bar

graph.

Teacher asks students:

“What could be a title for our graph?”

-Student answers could vary, most likely something along with “colors of

M&M’s”

-Students will label their graphs

“What will our categories be?”

-Student should respond with “M&M colors”

-Students should say “brown, red, yellow, blue, green, and orange”

-Teacher will show how to graph one color by counting the M&M’s of that

color and showing that the number of M&M’s must match and be as high

as our number of M&M’s.

I DO

Teacher will instruct students to open their M&M’s and start sorting

M&Ms in the Colored Circle Sorting Handout

-Students will generate graph

-Teacher will be walking around assisting students who need help and

making sure that students are understanding by asking questions like

 “Which one do you have of the most?” “Which one do you have of the

least?” “How many red and green do you have?” “How many more orange

do you have than brown?”

Students will finish up by completing a test as an exit slip.

Future Lessons Future lessons will focus on more in depth “how many more” questions
and use multi-digit numbers.

STAGE 3: ASSESSING STUDENT LEARNING

Assessments Formative:

Student’s graphs: Students will create a graph with the choice of constructing it

on paper or on the computer.

Quiz/Exit Slip: Questions regarding their graphs will be administered.

General Education Student Test:

1.) You are collecting data from your classmates to compare their

favorite sports. Five students said basketball was their favorite

sport, three students chose soccer, and eight of them chose football.

Construct a bar graph using the information provided.

English Language Learner and Special Education Student Test

1.) You are collecting data from your classmates to see what is their

favorite sport. Five (5) students said basketball was their

 favorite sport, three (3) students chose soccer , and eight (8) of

them chose football . Construct a bar graph using the data you

collected.

GATE/Advanced TEST

2.) You are collecting data from your classmates to compare their

favorite sports. Five students said basketball was their favorite

sport, three students chose soccer, and eight of them chose football.

Construct a bar graph with the data you collected.

**Bonus: 1.) Which was the favorite sport? _______________________

2.) Which was the least favorite sport? ______________________

3.) How many more students liked basketball more than soccer?

______________

STAGE 4: REFLECTION
Reflection About Feedback One of the individuals who looked over my learning plan
wrote:

“If i were a third grader again I would enjoy your

lesson, especially the m&m's. I also liked the way you were
addressing every type of learner. The only thing missing is in
stage four, the reflection portion.”
There was no tangible feedback to use to make changes to the
lesson plan from this feedback. I could not do the reflection
part of the lesson without conducting the lesson.

I really appreciated that a classmate who was not in my group

took the time to comment about my lesson. The following was
their feedback:

“I enjoyed reading the lesson plan that you set up for your 3rd
grade class. I really liked the fact that you added the specific
youtube links to the videos that you mentioned you were going
to use in your instruction. That will definitely help if you have
your lesson plan uploaded on your computer, that way all you
have to do is click on the links and you guys can start watching
your videos right away without wasting time looking them up. I
also liked the fact that you added pictures of the activities that
your students will be doing.

The only things I would suggest that would improve your

lesson plan is if you mentioned specifics as to the type of
students that you are working with. For example, do you have
any ELL or IEP students? How are you going to help them
meet their learning objectives? I would also mention some of
your own dispositions as to how you view teaching and what
approaches you think are best. Finally, I would also mention
some classroom management strategies that you would plan
on using. As for the reflection part that you included in your
lesson plan, I don't think you actually need to include that in
your lesson plan since you would actually have to implement
your lesson plan in order to later reflect on it. Other than that,
really cute lesson plan! I know your future students will love
it.”

One of the suggestions they made were to include what I

would do to specific types of students like EL’s or students
with IEP’s. I did write a section for each “special population”
group and how they would be accommodated and what
differentiated would be in place in STAGE 1. She also
mentioned to talk about my views of teaching and what
teaching styles I think work best. As can seen in my lesson
plan, I am a firm believer of direct instruction and modeling
what is expected for students. In this lesson, because the
students are not very technology savvy, I do feel like it is
essential for the teacher to model expectations with the
equipment and technology. I think, certain lessons lend
themselves to be more project based or other type of
approaches. In this specific lesson, students are conversing
and comparing data and graphs. Discussion over the content is
always welcome in the classroom. I believe that students
being able to converse about the academic topics that they are
learning is an essential and creative way for students to learn.
I have found that sometimes students learn more from each
other than the actual teacher.