1 st GRADE MATH LESSON PLAN

MATH FIVE-STEP LESSON PLAN

PRE-PLANNING: KNOW, SO, SHOW

OBJECTIVE. CONNECTION TO THE SUMMER (BIG) GOAL.

What will your students be able to do?
o SWBAT create a bar graph.
How does the objective connect to the summer (big) goal?
Bar graphs and other graphical representations help students with
data analysis. Students analyze the graphs and use graphs to talk
about quantity. Graphs indicate numeric relationships of more,
less, difference, and relative magnitude. By learning to accurately
create bar graphs, students will be able to translate more difficult
word problems, which will move them toward their summer goal of
completing a group of data-centered problems.

ASSESSMENT.
How will you know whether your students have made progress toward the objective? How and when will you assess mastery?

o Students will create their own bar graph during independent practice.

KEY POINTS.
What three-five key points will you emphasize?

o Bar graphs must have a title, the groups of data being graphed, and a number scale.
o Bar graphs are another way to communicate more, less than, and equal to
LESSON CYCLE: GO

OPENING. (5 min.) MATERIALS.

How will you communicate what is about to happen? How will you communicate how it will happen?

How will you communicate its importance? How will you communicate connections to previous
lessons?
How will you engage students and capture their interest?
Skittles – large and single
o I am going to give each of you a bag of Skittles and a white square of paper. bags
When I do I want you to just leave the bag on your desk without touching it and
put the square of paper in the corner of your desk. White square of paper
o When I tell you, we are going to open our bags of Skittles and try one of each large enough to be
color – red, orange, yellow, green, and purple. Then we are each going to seen on a graph
decide which color was our favorite.
o After we have all decided which color we like the most, we are going to make a -chart paper with graph
(title and graph lines
bar graph to show the information to anyone who comes into our classroom.
already written…choices
That way, a visitor will be able to “read” this information about our entire class.
not written along bottom
o Making a bar graph is another way we can show numbers and talk about more,
yet)
less, and equal to – just like we have been learning this summer.

INTRODUCTION TO NEW MATERIAL. (15 min.)

What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
 Skittles – either individual
o Make sure you follow the directions carefully so we can have fun enjoying our bags or large bag
Skittles. divided up into Ziploc
o First, open the bag carefully and take out one red Skittle. Okay, great! Now eat bags, cupcake liners,
the red Skittle and think about how it tastes. coffee filters, Dixie
cups, etc.
Repeat with orange, yellow, green, and purple.
White square of paper
o Now that we have tried one of each color, I want you to think about which large enough to be
one was your favorite. seen on a graph
o Take out a crayon that is the same color as your favorite Skittle and color
your white square of paper the same color as your favorite Skittle. Then write Crayons
your name on the back.
o When you have finished bring your square of paper to me and then sit on Chart paper
the carpet. Leave your bag of Skittles at your desk.
Markers
Allow time.
Tape or glue stick
o Now that I have everyone’s paper showing their favorite Skittle color, I can make
a bar graph showing the information or data that I collected.
o First, I need a title for our graph. Just like a book, the title tells whoever looks at
our graph information the graph is showing.
o I am going to write Room 23’s Favorite Skittles Colors at the top for the title.
o Next I am going to write the colors that we had to choose from along the bottom
of the graph. We had red, orange, yellow, green, and purple. Were there any
blue Skittles? No! So we won’t include blue as a choice.
o Then I will write numbers along the side of the graph showing that each square
counts for one person who liked that color.
o Great! Now we can put the squares on and see which color was the class
favorite.

Tape or glue all of the squares on pointing out how many total of each color by both
counting each square and by using the numbers on the side.

o Now we have a bar graph showing our favorite Skittles Colors and we can use it
to answer more, less than, and equal to and other math questions.

Ask students to answer the following questions based on what they see on the
graph:
• Which color did more of the class choose?
• Which color did less of the class choose?
• Did our class like red more or less than orange? Did our class like
green more or less than purple?
• Did our class have any two colors equal to each other?

GUIDED PRACTICE. (10 min.)

How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
 Blank chart paper for
o Now we will return to our seats and graph how many Skittles of each color I each student (like at
have in my bag. Do not touch your bag now - you will need it to make another end of lesson) – copy
graph. double-sided
o When I call your favorite color Skittle, take a piece of graph paper and sit at your
seat with your hands folded. Crayons
o Let’s work together to make a graph of my Skittles. What do I need to do first?
o That’s correct! I need a title for my graph. Who has a good idea? Transparency of chart
o Good thinking. Let’s write Ms. Han’s Skittles at the top. paper or hand-copied
onto chart paper
o What do we need to write next?
o Yes, let’s write the colors along the bottom. I can look at the graph we made or Skittles individual bag
my crayons to spell each color correctly. I am going to use my red to write r-e-d,
orange to write orange, yellow to write yellow, green to write green, and purple
to write purple.
o Now that we have the title and colors, what is the last thing we need to write
before we begin graphing?
o Wow, I can tell you were really paying attention. The numbers along the side
that show that each square stands for one Skittle.
o Now we can begin showing the information or data on the graph.

Pull out the Skittles one by one and color in a square for each one. You can – and
probably should – put fewer Skittles in your bag if there are too many to do this
quickly.

When the graph is complete, ask the class a few questions about what they have
discovered. You should limit the amount of time spent on this activity, though;
remember that the objective at this point is for students to create the graph.
(Remind students that they will soon learn how to read graphs really well –
motivating, as well as connecting to their Big Goal!)

INDEPENDENT PRACTICE. (20 min.)

How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
o When I bought these Skittles, I was wondering if every package has the exact Skittles – either individual
same number of Skittles and the same number of each color in them. I had bags or large bag
eight red Skittles. I wonder if each of you has eight red Skittles? divided up into Ziploc
o So now you will each create your own graph on the back of this paper. bags, cupcake liners,
o Don’t forget that you need 3 things on your graph before you begin – title, coffee filters, Dixie
colors, and numbers. cups, etc.
o Show me on your fingers how many things you need to write before you begin.
o After you finish graphing your Skittles, raise your hand and I will come and take Blank chart paper for
each student (like at
a look at your hard work. When I give you the thumbs-up, you may eat your
end of lesson) – copy
Skittles.
double-sided
Allow students time to graph. Walk around checking their progress.
Crayons

CLOSING. (5 min.)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress toward) the
objective?
 o You all did a great job on your graphs!
o How many people had the most red Skittles? Orange? Yellow? Green?
Purple?
o Interesting. Now I know that not all the bags are the same.
o Show me on your fingers how many things you need to include on your graph
before you begin graphing the information or data. (3)
o Who can tell me one?
o Yes, the title.
o What’s the second?
o That’s right. The colors or if we were graphing favorite books the titles. This
part of the graph tells what you are graphing,
o And what is the third thing?
o Correct, the numbers showing how many each square stands for.
o Now I want you to Think-Pair-Share what the last thing you do is to make a bar
graph.

Allow time. Call on 2-3 students to explain the graphing process.

o I am so excited that we learned to create bar graphs today. Now we know

another way to show information and we can use these graphs tomorrow to
answer some questions about Skittles.
REINFORCEMENT

HOMEWORK (if appropriate). How will students practice what they learned?