Teacher: Sarah McHugh Date: 4/11/18

School: Werner Elementary School Grade Level: 2nd grade Mathematics

Title: Line Plots Lesson #: 6 of 8

Lesson Idea/Topic and Rational/Relevance:

This lesson will teach students how to measure objects and organize the data on a line plot.
This will introduce students to the concepts of measurement as well as plotting different
forms of data.
Student Profile:
The class is made up of 25 students, all of varying levels of ability in mathematics. Two
students leave the classroom after whole group instruction to attend Math Workshop, or an
intervention group that assists them with one-on-one support in order to address math skills
that are still developing. Two other students in the class show above grade level math
understanding, so they require extension activities in order to them in the material of the
lesson. One student has a significant hearing impairment and frequently presents challenging
behaviors. The district has provided this student with a full-time paraprofessional, and he is
frequently brought to a room with a less stimulating environment when the classroom
structure becomes too overwhelming for him. Several other students need support
maintaining engagement, understanding directions, and staying on task.

Content Standard(s) addressed by this lesson:

Standard 3: Data Analysis, Statistics, and Probability
Students can:
a. Represent and interpret data. (CCSS: 2.MD)
i. 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. (CCSS: 2.MD.9)

Understandings:
Data can be organized in different ways. One way can be to visually represent data in the form
of graphs such as line plots.

Inquiry Questions:
 1. What are the ways data can be displayed?
2. What can data tell you about the people (or objects) you survey?

Evidence Outcomes:
Every student will be able to:

Given various objects, students will be able to accurately measure different lengths and will
organize at least three pieces of data successfully in the form of a line plot.

List of Assessments:

 Students can use a ruler appropriately and accurately to measure objects.

 Students understand the use of line plots and can summarize the data shown on them.
 Students can plot collected data on a line plot successfully.

Each of these assessments will be shown based on data collected from the students’
workbook pages, their extension activities, and from their exit ticket. The assessment
data will be documented on a checklist sheet with student’s names and their
understanding displayed from the three main content problems and the summarizing
exit slip problem.

Planned Lesson Activities

Name and Line Plots!
Purpose of This lesson will introduce students to measurement and how to organize data
Lesson into different formats such as line plots.

Co-Teaching Which model(s) will be used?

Will co-teaching One teach, one assist
models be utilized Alternative/differentiated teaching if necessary
in this lesson? Why did you choose this model(s) and what are the teachers’ roles?
Yes_X_ No ___ This model was chosen because the Pearson Realize curriculum has child
centered and engaging lessons, so presenting these topics whole group provides
opportunities for critical thinking questioning, modelling, guided practice, and
assessing for student understanding. However, the one assist will be helpful
during the independent practice portion of the lesson in order to assist, guide,
model, or differentiate the lesson’s content based on students’ needs. If a group
of students are showing a need for further intervention, the
alternative/differentiated small group instruction would be helpful.
Approx. Time 60 minutes
and Materials
Anticipatory Set The strategy I intend to use is: Solve and Share
I am using this strategy here because:
At the beginning of each lesson in the Pearson Realize curriculum, there is an
introductory problem which has shown my mentor teacher and I to be a very
informative pre-assessment of students’ prior knowledge and allows students to
collaborate, brainstorm, and problem solve with their peers in order to engage
them with the days’ lesson. The Solve and Share for this lesson will ask
students to find four objects close to them that are shorter than 9 inches,
measure them, and plot them on a line plot. Most students have never seen line
plots before, so this activity helps to excite students with their investigation but
also allows for the teachers to see student misconceptions or understanding
before the lesson instruction.
Procedures The strategy I intend to use is: Presentation model
I am using this strategy here because:
The Pearson Realize curriculum is structured around multimedia resources that
teach the topic, guide further questioning, and provide opportunities to extend
and apply concepts. These videos present the lesson to students, but the teacher
plays an important role in noticing areas that students do not understand, asking
deeper meaning questions, and allowing for ample time for practice and
application.

Teacher Actions Student Actions Data Collected

-The teacher will begin by -Students will work with a -From the Solve
introducing the Solve and partner to measure four and Share portion
Share problem to students. different classroom objects of the lesson, data
They will model the and to plot their data found in will be collected to
measurement of one object a line plot. determine
in order to remind students -Students will come to the students’ prior
of where to line up the ruler carpet to begin the whole understanding of
in order to properly measure group portion of the lesson. measurement and
the object. Rather than -Students will be invited to utilizing graphs
explaining how to plot the actively participate in the such as line plots.
data, the teacher will lesson by sharing ideas, -The student
observe how students answering critical thinking participation
organize the data on the plot questions, and displaying during the group
provided in order to assess their understanding through instruction time
student understanding before sample problems. will show whether
the lesson’s instruction. -Students will stay engaged in or not students are
the lesson’s video, answering beginning to
-The teacher will call questions prompted understand the
students back to the whole throughout the video and skills necessary for
group and will invite two therefore showing their the lesson
pairs of students to share understanding of the lesson. (measuring,
their work that they created -Students will observe the plotting data).
and to explain their thinking. guided practice problems -The guided
-The teacher will begin the modeled by the teacher on the practice will show
curriculum video for the Smartboard. They will be data of students
days’ lesson, stopping at invited to come up to assist that are able to
various points to answer with solving the problems on independently
questions, increase student the Smartboard. apply their
participation, and enhance -Students will return to their understanding.
engagement. This student desks in order to complete -The independent
participation will be their independent practice practice problems
increased by pulling students problems listed on the board. will show the
names on popsicle sticks in They will have both of their class-wide level of
order to ensure that all teachers walking around in understanding of
students get a chance to order to assist them in their the lesson’s
share their thinking. independent practice as content.
-The teacher will lead the needed. If students are -The exit slip
students in the guided displaying a significant need closure activity
practice problems on the for further re-teaching, they will show the
Smartboard, or two will join a small intervention conclusive level of
problems that are similar in group with a teacher and understanding of
content to the problems they other students that need more the class. This data
will complete independently. support. and the data from
Students will be invited to -When students complete three assessment
come up to the board to their work, they will raise problems from the
assist with solving the their hand in order for a independent
problems of the lesson. teacher to come review their practice will be
-The teacher will dismiss work with them. When they documented for
students to their desks in have shown that they have each student on a
order to complete their successfully understood the checklist that
independent practice content, they will choose one shows math
problems. During this of three options listed on their understanding in
portion of the lesson, both tables with activities for Math each of these four
teachers will be walking Choice Menu in order to areas (3 skills and
around assisting, supporting, extend the day’s lesson or to summary exit slip
and scaffolding student problem). This
 learning as needed. Based on engage students’ interests data will inform
students’ needs, they may with important math concepts. instruction
pull a group to reteach the -After every student has regarding
lesson’s content or to completed the independent necessary re-
differentiate the instruction. practice problems, students teaching in further
-As students begin to will complete the exit slip lessons or the
complete their work, the problem on a notecard which formation of a
teachers will look over the will show students’ overall specialized
student’s completed level of understanding from intervention group
problems and, upon the lesson. to provide some
successfully answering the students with
problems, they will be extended support.
invited to move to Math
Choice Menu, or a series of
math-related activities for
students to engage with after
completing their work.
-After every student has
completed the problems, the
teacher will prompt students
to participate in the exit slip
closure activity written on
the board.

Closure The strategy I intend to use is:

Exit ticket
I am using this strategy here because the
varying levels of math abilities are so
extensive in this class, so students move
through their math problems at different
speeds. The Math Choice Menu is useful
because it allows students to stay engaged in
math-related activities while their peers
finish their own work. An exit ticket
problem is valuable because it presents a
problem that summarizes the learning of the
lesson, shows the level of understanding of
each student, and brings the class back to a
 whole group to improve the smoothness of
the transition to a new subject area.

Differentiation Content Process Product Environment

Modifications: Measurement The teacher Students will Co-teaching
Simplified line and data will create a be able to get models of one-
plot and guided plotting. simpler line a more solid teach one-assist
measurements plot (ex: data understanding will be able to
points only of how to help teachers
1-5) and will measure recognize students
model the objects and that need more
measurement where each direct support with
process more corresponding these skills and
directly with measurement with how to apply
a ruler. should be these skills in their
plotted on a independent
line plot. practice. The
classroom
environment
includes a back
table where an
intervention group
could be
facilitated as
needed.
Extensions:
Math Choice Plotting more The teacher This extended The classroom
Menu pieces of data will have a practice and environment will
on a more collection of investigation provide tools
extensive line random will increase needed like
plot objects that student pencils, rulers, and
students will practice, paper. Students
measure, extend their will be allowed to
record, and learning, and collaborate in this
plot which will give them project and will be
will produce more allowed to engage
a much larger opportunities in this while other
data set. to practice students are
thee skills. finishing their
 independent
practice problems.
Assessment -Students can use a ruler appropriately Each of these The Topic 14
and accurately to measure objects. skills will be assessment will
-Students understand the use of line plots determined by show data
and can summarize the data shown on assessment regarding students’
them. data shown by retention of the
-Students can plot collected data on a line independent learning from this
plot successfully. practice lesson. This data
problems and will help to inform
the exit ticket further practice, re-
problem. teaching, or
necessary
intervention. The
data from student
work will be
documented on a
checklist that
shows math
understanding in
each of these four
areas (3 skills and
summary exit slip
problem) for each
student.
 Post Lesson Reflection
1. To what extent were lesson objectives achieved?

According to the data collected from the assessment checklist and based on the observations
of student work, the lesson objectives were achieved for each student. For the three
assessment problems from the independent practice workbook and from the exit ticket, each
student successfully demonstrated their ability to measure objects, plot the data on both charts
and line plots, and to summarize the data displayed on the line plots (ex. which one is longest,
which one is shortest), therefore accomplishing the lesson’s objectives.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

If I were to change anything about the lesson, it would be to count the rulers before getting
them out for the class to use for their independent practice. I incorrectly assumed that there
was a class set of rulers, but unfortunately, there were not enough rulers for each student to
use one. Since there is a class set of small tape measures in the classroom, I allowed some
students to use the tape measures for their independent practice problems. However, this
complicated the guided practice portion of the lesson because I needed to model both the use
of a ruler and the use of a tape measure. The tape measures showed to be increasingly difficult
for students to get accurate measurements from and proved to be a tool that provided many
opportunities for distraction. If I were to teach this lesson again, I would want to ensure that I
had enough rulers for each student so that every student could be on the same page with their
measurements and that the modelling would translate smoothly into independent practice.
3. What do you envision for the next lesson?

For the next lesson, the assessment data showed that re-teaching will not be necessary for this
lesson’s content. However, students clearly need continued practice with measuring different
objects, especially since so many showed such an interest in using these tools. In the next
lesson, we will continue to practice measuring and organizing more data into line plots, but
students will begin to be encouraged to think about other formats that data can be displayed
(ex. Bar graphs).

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.
In this lesson, I listed one teach, one assist and differentiated instruction for my co-teaching
strategies. However, most students showed an understanding of the content right away, so it
was not necessary to have a smaller, alternative instruction group to reteach the lesson.
However, the one teach, one assist was immensely successful because it gave both teachers
the opportunity to observe students more closely. When some students began using tape
measures, the two teachers assisting after the whole group instruction helped to identify
students that were measuring incorrectly, whether that was not aligning the front of the tape
measure correctly with the front of the object or using the centimeters side instead of the
inches side. This co-teaching strategy assisted the teachers with redirecting student behavior,
correcting misconceptions, and supporting students who were making errors by giving more
one-on-one modelling.