Direct Instruction Lesson Plan Template

General Information
Lesson Title: Skittles Color Graph

Subject(s): Math

Grade/Level/Setting:2nd grade in a classroom

Prerequisite Skills/Prior Knowledge:

What do your students already know or what do they need to know about the selected topic to successfully
participate in the lesson?

Students should already know how to sort objects of the same colors into a category and record the
results.

Standards and Objectives

State/National Academic Standard(s):

2.MD.D.10- Draw a Pictograph and a bar graph (with intervals of one) to represent a data set with up to
four categories. Solve Addition and Subtraction problems related to the data in a graph.

https://www.tn.gov/content/dam/tn/education/standards/math/stds_math.pdf

Learning Objective(s):
Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State
Standards and needs to be measurable (condition, behavior, and criterion).

Students will be able draw a pictograph and bar graph to represent the five different colors of skittles that come in
individual small bags of the candy. They will then be able to answer the addition and subtraction questions given that
relates to the data they record in the graph with 80 percent accuracy.

Materials Technology
What materials will the teacher and the students need in How will you use technology to enhance teaching and
order to complete the lesson? learning? (Optional: Use the SAMR model to explain the
technology integration strategies you plan to use.)
Bar and Pictograph Worksheet
The teacher will utilize the smart board to model
Pencil what the pictograph and bar graph will look like so
Individual Skittles packets students will understand the lesson.

Napkin

Language Demands
Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate
in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function(s):
The content and language focus of the learning task represented by the active verbs within the learning outcomes.
Common language functions include identifying main ideas and details; analyzing and interpreting characters or
events; arguing a position or point of view; or predicting, recording, and evaluating data. Common language
functions in math include predicting from models and data, recording multiple ways to solve problems, justifying
conclusions, evaluating data and explaining how or why certain strategies work.

Students will be evaluating data from their skittles packet and recording the results in the graph they are making.

Vocabulary:
Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific
meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across
disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.

Vocabulary words include; graph, data, tally marks, pictograph, key, bar graph.

Discourse and/or Syntax:

Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write,
and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and
phrases together into structures (e.g., sentences, graphs, tables).

Students will create a key on their bar and pictograph and record the results of their individual skittles
bag on it. They will also solve math problems using this data.

Planned Language Supports:

The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand
and use the concepts of language they need to learn within disciplines.

The teacher will model what is to be expected during the lesson on the smart board as an
example. This will ensure students understand the task given. The vocabulary words will have visual aids
along with them as well to ensure all students’ understanding.

Instructional Strategies and Learning Tasks

Anticipatory Set:

Activity Description/Teacher Student Actions

Ask students an open ended Students should think critically of the
question such as “What are graphs question and answer what they think
and why do we use them?” it is.

Presentation Procedures for New Information and/or Modeling:

Activity Description/Teacher Student Actions

Teacher should show students a Students should listen quietly to the

pictograph and a bar graph on the instruction.
smart board.Teacher will explain to
students that graphs are a way to
organize data collected. The
teacher will tell students
pictographs uses pictures to help
organize information used to
graph, and a bar graph uses
rectangular bars to graph data, that
are compared to each other so we
can easily see which set of data is
the most or least. Explain the
vocabulary terms and show the
data recorded. The teacher will
then show students how to record
data onto each graph briefly before
introducing them to the lesson
with skittles and demonstrating
graphing the candy with them.

Guided Practice:

Activity Description/Teacher Student Actions

Teacher models to the class the Students should observe what the
lesson with skittles. Teacher takes teacher is modeling on the board and
out an individual packet and shows ask any questions if they have any.
on the board how to graph the Then student is to open their packet of
different colors of the skittles using skittles and pour them on their napkin
the graph handout that will be to observe what colors they received
given. Teacher will ask if there are in their bag.
any questions. Teacher will pass
out the handout, skittles, and
napkin and instruct students to
begin opening their packet to
observe what colors they got in it.
They will be instructed not to eat
any until they are told.

Independent Student Practice:

Activity Description/Teacher Student Actions

Teacher will have students work Students will work on recording their
individually on recording their data on their graph, answer the math
results on their graph problems, and compare what their
worksheet .The teacher will have results are with a neighbor that sits
an addition and a subtraction near them.
problem written on the board that
students are to use their data for
such as “ What would you get if
you took two orange skittles away
from your packet?” or “what would
you have if a friend gave you four
red skittles?”Students are then told
to compare their graph to a nearby
neighbor.

Culminating or Closing Procedure/Activity:

Activity Description/Teacher Student Actions

Teacher allows students to eat their skittles Students can eat their skittles while
 while showing a video on graphing data. watching the video.
https://youtu.be/_H0M0XzjmIA

Differentiated Instruction
Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific
accommodations that help to meet a variety of learning needs.

Gifted and Talented: When students are sharing their graphs with a neighbor ask gifted and talented
students a question that allows them to think critically about the graph such as, “Which color showed
up the most in your packet and which showed up the least?”

EL: teacher will have a visual vocabulary board for the class to refer to during instruction. These
students will be given a worksheet that already has the labels on where each color should go in order
to fill in the graph.

Students with Other Special Needs: The teacher will model the steps to complete the lesson and walk
around during independent practice to ensure students understand how to graph their colors. These
students will be given a worksheet that already has the labels on where each color should go in order
to fill in the graph.

Assessment
Formative
Describe how you will monitor, support, and extend student thinking.

Students will show they understand how to graph data on a pictograph and bar graph by completing their worksheet. They will
answer addition and subtraction problem in relation to the graph to show understanding as well.

Summative
(Quizzes, Tests, products)

A quiz can be given that has students first identify a pictograph or bar graph and then have problems to solve using data from a
graph.

Part Three: Reflection

D. Explain how the tool from part C will enhance student learning during the lesson.
- Using candy objects can get the students excited to be able to eat the candy once they are finished
with collecting the data. The students will be engaged and look forward to completing the graph
and it will be a motivation. Using an object such as candy to learn how to collect data and graph,
can enhance the student’s learning as it teaches real world skills. It teaches that data can be
collected from everyday sources, like opening a bag of candy and used to record results on a graph.
Using manipulatives such as candy, is a great way to teach abstract reasoning to students
(Hand2Mind, 2012)

E. Explain how your lesson plan incorporates each of the following components:
1. conceptual understanding-The lesson opens by asking the students what graphs are and why
they are important. Through discussing the importance of graphs and how they are used in the
real world, students can begin to understand the why behind what they are learning in this
lesson.
2. problem-solving- Students are asked to solve problems of ““what would you have if a friend
gave you four red Skittles?” and to solve subtraction questions as well. Students will have
varying answers since they all have a random amount of each color of Skittle. They will
have to problem-solve to determine what would happen to their graph and can’t rely on
their neighbor’s answer since all of them will have different amounts.
3. procedural fluency- Modeling the step-by-step instruction of the assignment will improve
procedural fluency for the students. Being able to see what procedures to apply to the
lesson accurately and efficiently is what students need to succeed in mastering the
standards (Van de Walle et al, 2019).

F. Explain how one instructional strategy in your lesson plan (e.g., collaborative learning, modeling,
discovery learning) supports learning outcomes.
As mentioned above, I believe the modeling of what is expected in the lesson supports learning
outcomes. There are so many individual learning needs in a classroom and modeling what is expected of
students will allow them to know what to do, feel confident working independently, and feel pride in a
job well done once they are finished. I want my students to have as many victories as they can have and
if modeling what is expected will help them achieve a personal victory no matter their learning needs,
then I will do it every time.

Reference

Hand2Mind. (March, 2012). Benefits of Math Manipulatives: ETA Hand2mind. hand2mind.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). Elementary and middle school mathematics:
Teaching developmentally (10th ed.). Pearson.