Lesson Plan Form - LBS 400

Revised 09/09/14 JC

Candidate:

Subject:

Grade

Date:

Brianda Garcia

Math

level(s): 1

May 2, 2016

Standard:
CCSS.MATH.CONTENT.1.MD.C.4
Organize, represent and interpret data with up to three categories; ask and answer
questions about the total numbers of data points, how many in each category, and how
many more or less are in one category than in another.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure,
Concept, or Principle):
Concept - Students need to understand how the data relates to the bar graph and how to
transfer the data to the bar graph.
II. LEARNING OUTCOME (Objective):
Given paper, marker, and a box with bears, students will analyze the data they have
collected by making a bar graph with three categories with 100% accuracy.
DOK Level: 3 - Skills and Concepts: Students will learn how to collect data and how to
represent that data in the form of a bar graph.
Language Demands
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Graphing Data Unit:
Preceding lesson - different types of graphs
Following lesson - graphing data with more than three categories

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Okay guys, I am going to pass out a piece of paper with a logo of three different shows that I
know you watch. I am going to give you 1 minute to decide which one of those shows you like
the most. Now that you have your favorite show in mind, I want you to post your piece of paper
on the graph next to the logo of the show you like the most. Lets count the number of
students who like Paw Patrol. Lets count the number of people who like Peppa Pig. Lets count
the number of students who like Sponge Bob. How many more students like Sponge Bob than
Peppa Pig? How many less students like Paw Patrol than Sponge Bob.
By the end of our lesson you will know how to collect data by counting the numbers of bears in
a box and you will know how to represent that data in the form of a bar graph.
Purpose: You will see that data is collected and then used to create a bar graph.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student

Activities):
STEPS:
1) As a class, count the number of red bears in the box.
T: Teacher will take out all of the red bears from the box and post them on the board.
T: In your head, count the number of red bears on the board. Tell the person next to you how
many bears you counted and make sure you both counted the same amount. Thumbs up if
you and your partner counted the same amount of bears.
S: Students will count the red bears and tell their partner how many they counted.
2) As a class, count the number of blue bears in the box.
T: Teacher will take out all of the blue bears from the box and post them on the board.
T: In your head, count the number of red bears on the board. Tell the person next to you how
many bears you counted. Make sure you both have the same number. Thumbs up if you
and your partner counted the same amount of bears.
S: Students will count the blue bears and share with their partner the number of bears they
counted.
3) As a class, count the number of yellow bears in the box.
T: Teacher will take out all of the yellow bears from the box and post them on the board.
T: In your head, count the number of yellow bears on the board. Tell the person next to you
how many yellow bears you counted. Make sure that you and your partner counted the same
amount of bears. Thumbs up if you and your partner counted the same amount of bears.
S: Students will count the yellow bears and share with their partners the number of bears they
counted.
4) Graph the data.
T: Teacher will start with the red bears and color in the bar that corresponds to the number of
red bears the class counted. Teacher will then proceed to the blue bears and color in the bar to
the number of blue bears the class counted. Teacher will finish with the yellow bears and color
in the bar to the number of yellow bears the class counted.
T: How many red bears do we have? If I have 6 red bears, to what number should I color in
my graph? How many blue bears do we have? To what number should I color the graph?
How many yellow bears do we have? To what number do I color the last bar on the graph?
S: Students will give coral responses to the teachers questions.
5) Count how many more and less bears there are in each bar.
T: Teacher will ask students how many more or less bears are in each category.

T: How many more red bears than blue bears do we have? How many less yellow bears than
blue bears do we have? How many less yellow bears than red bears do we have? How
many more blue bears than yellow bears do we have? How many more red bears than yellow
bears do we have?
S: Students will give coral responses to the questions the teacher asks.

C. APPLICATION ACTIVITY (Practice and/or Reflection):

Students will make a bar graph that represents the data they have collected.
D. MATERIALS & RESOURCES:
paper with blank bar graph
crayons
boxes of bears
cards with cartoon pictures

V. Assessment strategies (methods for obtaining evidence of learning):

Formative: During steps 1, 2, and 3, I will ask students to pair share while I walk
around and listen for their understanding. I will also ask for a thumbs up to see if the
students agree with their partners. During parts 4 and 5, I will ask students for a coral
response for the questions I ask.
Summative: I will collect papers with students graphs.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL

LEARNERS (Content, Instruction, Practice):
Accommodations
Level of Support - Students will be assigned peer buddies to keep them on task.
Modifications
Alternate Goals - Allow students to give verbal explanation of data rather than graphing
it.
VII. HOMEWORK (if appropriate):