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    Essential Elements of A Lesson Plan

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    api-534408850
    The document outlines the essential elements of a sample lesson plan for a 2nd grade bar graphs lesson. It includes details about the standards, objectives, materials, procedures, activities, assessment, and a sample exit ticket. The lesson uses class surveys and jelly bean tasting to gather data for the students to organize into bar graphs, with the goal of teaching students how to represent and interpret data in bar graph form.

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    Essential Elements of A Lesson Plan

    Uploaded by

    api-534408850
    40 views4 pages
    The document outlines the essential elements of a sample lesson plan for a 2nd grade bar graphs lesson. It includes details about the standards, objectives, materials, procedures, activities, assessment, and a sample exit ticket. The lesson uses class surveys and jelly bean tasting to gather data for the students to organize into bar graphs, with the goal of teaching students how to represent and interpret data in bar graph form.

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    guitrau math lesson plan 1

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    The document outlines the essential elements of a sample lesson plan for a 2nd grade bar graphs lesson. It includes details about the standards, objectives, materials, procedures, activities, assessment, and a sample exit ticket. The lesson uses class surveys and jelly bean tasting to gather data for the students to organize into bar graphs, with the goal of teaching students how to represent and interpret data in bar graph form.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    40 views4 pages

    Essential Elements of A Lesson Plan

    Uploaded by

    api-534408850
    The document outlines the essential elements of a sample lesson plan for a 2nd grade bar graphs lesson. It includes details about the standards, objectives, materials, procedures, activities, assessment, and a sample exit ticket. The lesson uses class surveys and jelly bean tasting to gather data for the students to organize into bar graphs, with the goal of teaching students how to represent and interpret data in bar graph form.

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    Essential Elements of a Lesson Plan

    ______Carsyn Guitrau_________________ _______3/31/21___ ____2nd______


    Student Teacher Date Grade Level

    ____20_____ _________1 hour______________ ______________________________


    Group Size Estimated Time for Lesson Mentor Teacher’s Signature

    Lesson Title: ______Bar Graphs_________________________

    Standards (CCSS if applicable or Louisiana Standards): 2.MD.D.10. Draw a picture and a bar graph (with
    single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and
    compare problems using information presented in a bar graph.

    Objectives (TLW): The students will draw a bar graph to represent a given data set.

    Teacher Materials/Resources: Horizontal bar graphs, 2 pieces of chart paper, colored pencils or crayons

    Student Materials/Resources: Horizontal bar graphs, 2 pieces of chart paper, colored pencils or crayons

    Technology Integration: Conduct class surveys by getting the students to take polls on their laptops. We will
    discuss the results on the board.

    Lesson Procedure and Activities: (This should include direct instruction, guided practice, independent practice,
    any grouping strategies you plan to use, a plan for early finishers, and a plan for homework. Please label these
    parts of your lesson plan.)

    A. Introduction:
    a. TTW explain that she has a VERY important survey for them to take. TSW take a class survey by
    filling out a their answer to a question on the Google Form. The question will be “Would you rather eat
    a handful of live spiders, a live scorpion, poison ivy, or a cactus.”
    b. TTW ask students to reflect on their silly choices, and ask them to explain their reasoning.

    B. Application Problems:
    a. TTW ask the students to help her record the results of their data in a table.
    b. TTS “We are going to use this data to create a BAR GRAPH. For our graph to make sense to
    someone reading it we will need a title. What title should the graph have? How many categories
    does the graph have? What should our scale be? How do you know? Is it reasonable?
    c. TTWA: “Which category had the most votes? How do you know? Which category had the least
    amount of votes? How do you know?
    d. TCW finish the example bar graph before breaking into groups.

    C. Fluency Practice: Skip counting by 5’s by using coins. This fluency lesson was assigned digitally on
    Zearn.

    D. Concept Development:

    a. TTW give each student 6 jelly beans to try. TTWATS to vote for their favorite flavor.
    b. TTWA “How can we organize our new data into a bar graph? What is the first step? What is the
    next step How did you determine the scale?”
    c. TSW help to create a new bar graph with TT.
    d. TSW answer questions using the data represented by the bar graph.
    E. Student Debrief: TTW invite TS to review their answers to the questions asked about their bar graph.
    TSW discuss any misconceptions or misunderstandings and guide TS to make meaning of their data.
    a. TTWA:
    i. “ Explain to your partner the labels that you wrote on your graph before you recorded the
    data.
    ii. Is it important to label data before you start graphing? Why or why not?
    iii. How can someone decide whether to use a bar graph or picture graph?

    F. Exit Ticket:
    TSW create a bar graph based on a set of data.

    G. Closure
    TTW select graphs completed by multiple students and show them on the board to review the parts.
    TTWA:Why do you think that people use bar graphs to show information to others?
    How can you tell what the bar graph is about?
    When might you use a bar graph in your life?
    Bar graphs are helpful because you can show data efficiently!

    Assessment/Evaluation: TSW fill in a blank bar graph using the data provided on the sheet.TTW collect these for
    assessment of the objective.
    Name: ________________________ Date: _____________

    Module 7 Bar Graph --------


    Complete the bar graph using the data provided in the table. 8 pts
    (5pts. for the graph, 1 pt. for each question below

    Directions: Answer the questions using the data.

    How many fewer bananas are there than apples? _______________


    How many more oranges are there than kiwis? _________________
    How much fruit was in the basket altogether? __________________

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