Standard II Unit Plan

DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION UNIT PLAN TEMPLATEElementary Semesters 3 & 4
Teacher Candidate Leslie Vasquez-Hunt Grade Level 2nd/3rd Content Area Math/Data
Step 1 DESIRED RESULTS

A. Contextual Factors
Contextual Factors: 8 students 5 girls, 3 boys 3 Hispanic, 5 Caucasian Vision: Student #1 wears glasses Left-handed: Student #2 Reading: Red: Student #5, Student #6 Yellow: Student #7 Green: Student #1, Student #2, Student #3, Student #4, Student #8 ELL: Student #4 and Student #5 (Both students speak English fluently). Student #5 is within Intensive reading level due to comprehension, fluency is on level. Other contextual factors: Student #5 and Student #6 need Tier 2 instruction throughout most lessons due to comprehension skills. Student #8 is a high level learner and needs enrichment. Student #3 has a hard time sitting still and needs opportunities to move around and joke with his peers or he shuts down. Student #7 is very sensitive, yet honest with her feelings. She will tell you she does not understand, and at times will be hard on herself and cry. Student #5 does not like a lot of noise or distractions when he is trying to focus. When this happens he shuts down and will become the student who will tell on other students. Student #1 needs glasses; she has a tendency to forget them at home and will need to sit close to the board to see. She also loses focus easily and needs to be pushed to stay on task. She will also say she is done with an assignment in order to talk to peers. Student #6 will rush through assignments to get them done. She says she understands but her work proves otherwise. Classroom environment: The classroom is set up in tables with groups of 4-5 students at each table. The class is broken up from grade 2 and grade 3 during math instruction. The classroom has 8 computers set up in the back of the room. The classroom has 10 iPads for student use. The classroom has a whiteboard that has the ability to be used as a Smartboard. There is an Image Mate (Elmo) to use for overhead purposes, DVD and VHS player as well. The classroom has access to the Internet and a teacher computer. There are vocabulary and other language material all over the classroom. Students have a shelf at the end of their tables with school supplies, and cubbies by the front door for backpacks and coats.

B. Utah State Core or Common Core Curriculum Standard

Measurement and Data 2.MD Represent and Interpret Data 2.MD.9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

C. Enduring Understanding/Big Idea

How can I record and analyze data?

D. Essential Questions/Guiding Questions

How do tally marks help you organize data? How are picture graphs different from tally charts? How would you count the votes for bike riding if each picture stood for 2 votes? How are bar graphs different from picture graphs? How can graphs help a teacher plan a class party? How are line plots similar to tally charts? How are line plots the same or different than bar graphs or picture graphs?

E. Concepts
C1. Understand how to take a survey and record the data on a tally chart. C2. Understand how to make and analyze picture graphs. C3. Understand how to make and analyze bar graphs. C4. Understand how make and analyze line plots.

F. Skills
S1. Organize data using tally marks. S2. Read data to create picture graphs. S3. Discuss, read, and analyze data on picture graphs. S4. Create and discuss bar graphs to show data. S5. Draw conclusions and answer questions based on bar graphs. S6. Create a table to solve problems. S7. Reason, explore, and share data to create line plots. S8. Analyze the data contained in line plots. Step 2 ASSESSMENT EVIDENCE

1. Pre-Assessments Students will complete the pre-assessment found in the My Math workbook found under the Am I Ready section of the book, and a Pre-Test found on ConnectED under Chapter 9 Pre-Test. The following is the Pre-Assessment rubric: 1-2 question correct/ 3 questions 4 questions 5-6 questions showing work correct/showing correct/showing correct/showing work work work Doesnt meet the Meets 50% objective Meets 66% objective Meets 83-100% objective of the task. of the task. of the task. objective of the task. Demonstrates Demonstrates the Demonstrates a Demonstrates a high poor/incorrect beginning level of general understanding. understanding with understanding. understanding with gaps in gap closure in comprehension. comprehension.

2. Formative Assessments/Evidence

Think/Pair/Share: Students will be given the opportunity to think about a question posed to the class. After they have thought about how to answer the question, they will share their thoughts and results with another student in the class. Ticket Out: Students will be given a question aligned with the objective for the day. As the students prepare to leave they will be required to give their answer to the question using the information they have learned. Response Cards: Students will be given index cards to write their response to the question written on the board. Response Boards: Students will be given white boards to write answers to questions to show their understanding. Daily Homework: Students will complete homework from the My Math workbook daily to check for understanding. 3. Summative Assessments/Evidence Students will be given a Post-Assessment from the My Math program. They will be given test 2A from Chapter 9 printed from ConnectED. Once they have completed the written portion, they will login to ConnectED and take the same test on the computer. This gives the students the opportunity to check their work, and enter in their results on the computer. The following is a Summative Assessment Rubric 1-2questions 3-4 questions 5-7 questions 8-10 questions correct/ showing correct/showing correct/showing correct/showing work work work work Doesnt meet the Meets 30-40% Meets 50-70% Meets 80-100% objective of the task. objective of the task. objective of the task. objective of the task. Demonstrates Demonstrates the Demonstrates a high Demonstrates a poor/incorrect beginning level of general understanding. understanding with understanding. understanding with gaps in gap closure in comprehension. comprehension.
Step 3 Lesson Objectives with Instructional Strategies Lesson 1: Take a Survey Common Core Standards: 2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. Mathematical Practices/My Math Program Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Use appropriate tools strategically. Attend to precision. Look for and express regularity in repeated reasoning. Vocabulary Data Survey Tally Marks Objective I will take a survey and organize data using tally marks. Lesson 2: Make Picture Graphs

Common Core Standards: 2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. Mathematical Practices/My Math Program Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Use appropriate tools strategically. Attend to precision. Look for and express regularity in repeated reasoning. Vocabulary Picture Graph Symbol Objective I will use read data to create picture graphs. Lesson 3: Analyze Picture Graphs Common Core Standards: 2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. Mathematical Practices/My Math Program Make sense of problems and persevere in solving them. Construct viable arguments and critique the reasoning of others. Model with mathematics. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Vocabulary Review Objective I will read and analyze data on picture graphs. Lesson 4: Make Bar Graphs Common Core Standards: 2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. Mathematical Practices/My Math Program Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Attend to precision. Look for and express regularity in repeated reasoning. Vocabulary Bar Graph Objective I will make bar graphs to show data. Lesson 5: Analyze Bar Graphs Common Core Standards: 2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. Mathematical Practices/My Math Program

 Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Model with mathematics Use appropriate tools strategically. Attend to precision. Vocabulary Review Objective I will draw conclusions and answer questions based on bar graphs. Lesson 6: Problem-Solving Strategy: Make a Table Common Core Standards: 2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. Mathematical Practices/My Math Program Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Look for and make use of structure. Look for and express regularity in repeated reasoning. Vocabulary Review Objective I will read, write and discuss information in order to make a table to solve problems.