Garner March 23 Lesson Plan

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Intern Name: Skye Garner

LESSON PLAN TEMPLATE


Bar Graphs and Line Graphs
Mathematics, Grade 4
Lesson Title Probability and Statistics
(Subject, Grade Level, Topic, Analyzing, interpreting, and comparing data presented in charts and bar
Length of Lesson)
graphs

4.14 The student will


a) collect, organize, and represent data in bar graphs and line
graphs;
Standards of b) interpret data represented in bar graphs and line graphs; and
Learning c) compare two different representations of the same data (e.g., a
set of data displayed on a chart and bar graph, a chart and a line
graph, or a pictograph and a bar graph).

-I can talk about the difference between bar graphs and line graphs
-I can identify when to use a bar graph or line graph based on the data
Learning Targets -I can create my own bar graph by collecting data and accurately
displaying the data in a table and a graph
-I can create and answer questions based on bar graphs

-What is the function of a graph?


Necessary Prior -Parts of a graph: title, x-axis, y-axis
Knowledge -Analyzing data from a table
-Why graphs are used in Science

-Pencil
-Markers
-Math notebook
Student Materials -Table partners
-Graph Final Draft

-Bar Graph Worksheet


Bar Graph
Teacher Materials -Google Slides to activate prior knowledge
-VDOE Quick Check: SOL 4.14B- Just in Time Quick Check

Whole class discussion: Google Slides


Graphing Lesson Plan March 23
-Why are graphs used?
Activate Prior -What is a bar graph?
Knowledge -What is a line graph?
-What is the same/different about bar graphs/line graphs?
-What are parts of a graph? (Title, X-axis, Y-axis, intervals, units)

Introduction/Hook Graphing Lesson Plan March 23


-Table groups decide on a topic for their bar graph
-Ms. Virtue and Ms. Garner guide groups with questions and approve
topics groups decide on

4.14 The student will a) collect, organize, and represent data in bar
graphs and line graphs; b) interpret data represented in bar graphs and
line graphs; and c) compare two different representations of the same
data (e.g., a set of data displayed on a chart and a bar graph, a chart and
a line graph, or a pictograph and a bar graph).

Create Your Own Bar Graph With Table Groups!


Decide on a topic with your table (remember bar graphs are used to
Instructional compare different categories!)
Activities & Strategies Have Ms. Virtue or Ms. Garner approve your topic
10 minutes to collect data from your classmates
Create a table in math notebook to organize your data
Once data is collected and table approved by Ms. Virtue or Ms. Garner
decide on:
● Title
● What will go on the X-axis? What will go on the Y-axis
● What intervals will you use?

-Bar Graph
-Line Graph
-Function of Bar graph/line graph
Key Vocabulary or -Intervals
Concepts -Units
-Creating a table with data
-Analyzing a bar graph

Closure SOL 4.14b- Just in Time Quick Check


Activity/Assessments
● Read directions aloud
● Whole group discussion allows all students to be engaged and
involved
● Work in groups to help eachother with collecting data, creating a
Accommodations table and the bar graph
● More time given at each step of lesson if needed
● Teachers circulating room to help guide learning and help with
any misunderstanding

VDOE Resources:
MA.4.5.1, MA.4.5.2, MA.4.5.3 VDOE Lesson_ Bar Graphs and Lin…
Resources used while MA.4.5.2 Sample Bar Graphs
planning this lesson Lesson Plan Slideshow:
Graphing Lesson Plan March 23
Reflection on a Lesson Plan Taught
Virginia Teachers for Tomorrow
Intern Name: Skye Garner

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?

In order to create this lesson, I first talked with my teacher about possible standards of learning topics I could
cover in a 60 minute lesson. Mrs. Virtue gave me a few options and I agreed to base my lesson on graphing. She
gave me VDOE materials to get inspiration from and utilize to help organize my own lesson in the most
effective manner. After creating my lesson, which most of my information was on a Google Slides presentation,
Mrs. Virtue gave me feedback on things to add and clarify to my lesson plan.

2. What parts of the instructional plan worked as you anticipated?

The introduction of my lesson plan worked as I anticipated. I did a whole class discussion about graphing- why
graphs are used, types of graphs, and asked questions about example graphs to get their minds engaged. The
students made valuable contributions to the discussion, adding in any of their prior knowledge to new
information being taught.

3. What, if any, adjustments needed to be made once you began?

Once beginning, I did need to clarify certain steps of the directions. It is always easy to forget how much
explanation elementary school students need in order to understand a task and what is asked of them. Because
the lesson was group-based, they needed to collaborate with each other, and fully understand the directions to
work with each other.

4. How well did you anticipate the materials needed? Did you realize you needed more or less as you taught
your lesson?

I had all the materials needed to teach my lesson. Mrs. Virtue printed class copies of both worksheets needed,
so we had the proper amount for each student. As well, they used their math notebooks to write a page of
notes about graphing. They already use these notebooks on a daily basis to take math notes when Mrs. Virtue is
teaching.

5. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)

Based on the assessments they took at the end of the lesson to test their understanding, they comprehended
the material and learning targets of the lesson. Their assessments reflected that they knew how to interpret
data on bar graphs and answer questions based on the graph. As well, creating their own graph with the
guidelines given allowed them to put the material learned to the test and understand all the parts of a graph.

6. If you could do this lesson again with the same students, would you do anything differently? If so, what?
I probably would have had them use a different way to collect their data from classmates, like maybe some kind
of poll on the chromebooks they could send eachother on SeeSaw. I liked that they got to get up and move
around the room, but it was quite chaotic and challenging to get them to stay on task and understand what to
do.

7. Any last comments/reflections about your lesson?

I still think more practice is needed to get better at teaching the entire class, but I think it flowed a lot better
than my first lesson. My lesson plan was more streamlined than the first one and simpler for me to be able to
teach from the board. One thing I am going to try to improve is giving very clear directions, as well as being
firmer with the students when I am teaching.

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