Вы находитесь на странице: 1из 2

Flipped Classroom Lesson Plan

I. Goals/Objectives/Standard(s)
B. Objective: At the end of this lesson, students should be able to look at a graph of up to three
choices and be able to ask and answer questions about it. Students should be able to
compare the three choices, knowing which one has more, which one has the least, and
compare the choices to each other.

C. Standard(s):
IAS: Mathematics, First Grade, Data analysis, 1.DA.1
ISTE: 5.c. Computational Thinker. B. Collect data or identify relevant data sets,
use digital tools to analyze them, and represent data in various ways to facilitate
problem solving and decision-making.

II. Home Based Study DAY 1

Students will view the video explaining how to analyze a bar graph and tell which choice has
more and compare each choice to the others.
Students should then answer three simple questions about the information given to them in
the video. They will be told where to find these questions and that they should be answered
on a separate piece of paper and bring it to class.
III. In-Class Lesson Study DAY 2
Anticipatory Set
The teacher should collect the questions they answered on a piece of paper to
make sure that each student watched the video and attempted to understand it.
Do a practice problem with students walking them through it again but prompting
them to give you the answers instead of you giving them the answers. Ask if there
are still any questions.
Put the students into groups for station work. Stations will include making their
own graphs as well as analyzing them the way they have now learned how to do.

IV. Purpose:
The purpose of this lesson is so that students can learn how to read data about things like
what is most popular among their classmates and what is not as popular.

V. Lesson Presentation (Input/Output) (40 minutes)

Activity: The teacher will make a bar graph with a quick survey on the students
favorite fruit- apple, banana, or orange.
After making a bar graph, ask the students which ne has the most- which one is most popular.
Ask the students which fruit has the least amount of votes. Ask which one is in the middle. Are
there any ties?
Allow the students to come to these conclusions on their own.
Give each student a handout and have them answer the same questions in small groups.
Come back together as a large group and make sure everybody agrees and has the same
Allow them to continue with station work, making the graphs gradually harder to read. Go
around to each group and individual making sure everyone understands it fully.

VII. Closure/ Conclusion/Review Learning Outcomes
Formative: Ask students questions throughout the lesson and their group work to make sure they
understand the concept of analyzing data

Summative: Give a small quiz at the end of the unit with a couple of graphs asking the questions
they have been answering. Have each student do it individually.


1. How many students achieved the lesson objective(s)? For those who did not, why not?

2. What were my strengths and weaknesses?

3. How should I alter this lesson?

4. How would I pace it differently?

5. Were all students actively participating? If not, why not?

6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences