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Mathematics

Unit Plan Template

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

Grade 5

Statistics and Probability

10 days

Rationale

This unit is designed to cover the 4 statistics and Probability SLOs

from the grade 5 Alberta program of studies. This unit is designed to

extend their understanding from what was learned in prior grades, as

well as add new concepts such as probability. In prior grades students

learned how to graph data on bar-graphs. In the first half of the unit

students will extend their learning by learning how to graph and

interpret double-bar graphs. Students will learn different types of data

such as first-hand and second-hand data and how each type of data is

used. The next half will be an introduction of what probability, and how

to describe/compare one or more events using words such as certain,

possible, impossible, most likely, least likely, and equally likely. These

skills are critical for students to learn as they are the bases for more

difficult statistics and probability. Another reason they are so important

is that they can easily be transferable to the real world, students when

finished school might have to represent data using a bar graph, or find

out the chances that a certain event will happen. In this unit, many

concepts will be covered through discussion, the teacher will lead the

discussion, and help students come to a conclusion. Another thing that

will be happening during this unit is the integration of hands on work

where students will have a chance to show their understandings

through projects, centers, and worksheets.

As noted before students have an understanding of data analysis

from prior grades. They have seen bar-graphs before. They have

interpreted bar-graphs, and should have the ability to construct and

draw conclusions from them. They will grow their understandings by

constructing and interpreting double-bar graphs. Probability however

will be a new concept for many of the students as they have not seen it

in prior grades.

Mathematical processes:

Communication will be used throughout the unit as students are asked

to participate in class discussions on the concepts at hand. They will be

asked to reason and justify their answers to questions asked as well.

Technology will be integrated through the unit to show many of the

concepts as well as show how technology can be used.

Problem solving questions will be integrated into each lesson where

they will have to solve a problem using what has been learned so far.

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Instruction for Majors:

Mathematics

Unit Plan Template

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

Grade 5

Statistics and Probability

10 days

visualize the concepts at hand (spinners, dice, Etc.)

Finally students will make connections with real world situations in the

questions asked

Established Goals:

Statistics and Probability (Data Analysis)

GLO: Collect, display and analyze data to solve problems.

Statistics and probability (Chance and Uncertainty)

GLO: Use experimental or theoretical probabilities to represent and solve problems

involving uncertainty.

Understandings:

Essential Questions:

Students will understand that...

What is first-hand and second-data and

There are two types of data and

how do we interpret and represent it?

they come from different

When given one or more outcomes,

sources

what are ways in which we can

Certain data can be represented

describe/compare them?

and interpreted using a double

bar graph

An outcome may be possible,

impossible, or certain

When comparing outcomes one

may be more or less likely than

the other

Adapted from Wiggins and McTighe (2005)

Instruction for Majors:

Mathematics

Unit Plan Template

Students will know

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

Grade 5

Statistics and Probability

10 days

SLO 1: Differentiate between first-hand and

second-hand data.

[C, R, T, V]

[ICT: C1-2.2, P5-2.3]

SLO 2: Construct and interpret double bar

graphs to draw conclusions

[C, PS, R, T, V]

[ICT: C6-2.2, P5-2.3]

SLO 3: Describe the likelihood of a single

outcome occurring, using words such as:

Impossible

Possible

Certain

[C, CN, PS, R]

SLO 4: Compare the likelihood of two possible

outcomes occurring, using words such as:

Less likely

Equally likely

More likely

[C, CN, PS, R]

Adapted from Wiggins and McTighe (2005)

Instruction for Majors:

Mathematics

Unit Plan Template

Subject Area

Grade Level

Topic

Length of Unit

(days)

Resources Needed:

Math focus 5 by Nelson

Maximizing math 5 by Edmonton public schools

Maximizing math workstations

Spinners

Dice

Quizzes data analysis/probability

Data analysis project

Worksheets

Graphing whiteboards

Whiteboard markers

Whiteboard erasers

Exit slips

Problem of the day

Checklist

Resources Consulted:

Alberta program of studies

Alberta Mathematics achievement indicators

Maximizing math 5 Edmonton public schools

Math focus 5 by nelson

Learn Alberta

Adapted from Wiggins and McTighe (2005)

Mathematics

Grade 5

Statistics and Probability

10 days

Instruction for Majors:

Mathematics

Unit Plan Template

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

Grade 5

Statistics and Probability

10 days

Assessments

Learning

Outcome

Title

Type

(Formative/

Summative)

Exit slips

Problem

of the day

Worksheets

/ textbook

questions

Observati

on

Workstatio

n

worksheets

Data

analysis

project

Outcome

quiz (X2)

Formativ

e

Formative

Formative

Formative

Summative

Summative

Summative

Weighting

SLO 1: Differentiate

between first-hand and

second-hand data.

[C, R, T, V]

[ICT: C1-2.2, P5-2.3]

SLO 2: Construct and

interpret double bar

graphs to draw

conclusions

[C, PS, R, T, V]

[ICT: C6-2.2, P5-2.3]

SLO 3: Describe the

likelihood of a single

outcome occurring,

using words such as:

Impossible

Possible

Certain

[C, CN, PS, R]

Adapted from Wiggins and McTighe (2005)

Instruction for Majors:

Mathematics

Unit Plan Template

Subject Area

Grade Level

Topic

Length of Unit

(days)

likelihood of two

possible outcomes

occurring, using words

such as:

Less likely

Equally likely

More likely

[C, CN, PS, R]

Adapted from Wiggins and McTighe (2005)

Mathematics

Grade 5

Statistics and Probability

10 days

Instruction for Majors:

Mathematics

Unit Plan Template

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

Grade 5

Statistics and Probability

10 days

Assessment

Tool Title

Outcomes

Exit Slips

SLO 1,3,4

Problem of the

day

SLO: 1,2,3,4

Worksheets/

textbook

questions

SLO: 1,2,3,4

Brief Description

This is an assessment for and as learning.

Exit slips will be distributed to the class at

the end of a set of chosen lessons.

Questions on the exit slip will relate to

what the students had been working on

that day. This assessment is to help me

as a teacher see where each student is,

and whether or not they are

understanding the concepts taught that

day. One exit slip will give the students a

chance to reflect on their learning. They

will have the opportunity to reflect on

their strengths and weaknesses of

concepts learned in the unit.

This is an assessment for learning. Before

the start of some lessons students will

work on a problem of the day. This is to

review what was taught last class. This

helps show me the students struggling,

and the students who understand the

concepts. Also shows me any

misunderstandings that the students may

have before moving on to other concepts.

Tells me whether or not I need to

review/reteach concepts already covered

This is an assessment for learning.

Throughout the lesson students will be

required to practice the concepts via

worksheets or textbook questions.

Worksheets help me see where the

students are in there understanding.

Some questions will be more complex

than others. This will show me which

students are able to apply concepts, and

which students understand the concrete

processes.

Adapted from Wiggins and McTighe (2005)

Fo

r

AS

OF

Instruction for Majors:

Mathematics

Unit Plan Template

Observation

SLO:1,2,3,4

Workstation

worksheets

SLO: 3,4

Data analysis

project

SLO:1,2

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

Grade 5

Statistics and Probability

10 days

the activities that will be happening in

class I as the teacher will have the

opportunity to observe the students.

Making sure they are on task, as well as

understanding the instructions, and

concepts at hand. If something is

confusing students I can catch this during

my observations and clarify it before they

do something wrong. This is an

assessment for learning as it shows me

which students are understanding. To be

able to remember everything a checklist

will be used where notes will be written

for each student.

In groups students will move through a

series of probability centers. Each center

will have a corresponding worksheet that

will need to be completed and handed in.

These centers will be used as a review for

the students on the concepts that was

covered during the probability portion of

the unit. During the duration of the center

students will be able to reflect on their

strengths and weaknesses, and know

what they will need to study/practice

more (assessment as learning). This

assessment will be summative, as the

worksheets will be handed in and I will

check for understanding. During the

centers the teacher will be assisting, and

observing (formative)

This project will be taken in for grades,

therefore it is an assessment of learning.

At the end of the data analysis portion of

the unit students will have a chance to

show their understandings via an

experiment project. The students will be

given a set of data and a question. They

will be required to properly represent the

data, as well as come to a conclusion for

the question at hand. Students will be

required to write a short response as to

how and why they got the conclusion

Adapted from Wiggins and McTighe (2005)

Instruction for Majors:

Mathematics

Unit Plan Template

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

Grade 5

Statistics and Probability

10 days

have a chance to peer review each

others graphs, and explain where

improvement can be made. The students

will then have a chance to change, and

fix anything that they need. The teacher

will be assisting, and observing

throughout the project.

Outcome quiz

SLO: 1,2,3,4

summativly assessed using a quiz. These

quizzes will be short (2-3 questions).

Adapted from Wiggins and McTighe (2005)

Instruction for Majors:

Mathematics

Unit Plan Template

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

Grade 5

Statistics and Probability

10 days

Time: 60 minutes

Outcome:

SLO 1: Differentiate between first-hand and second-hand data.

[C, R, T, V]

[ICT: C1-2.2, P5-2.3]

Intro:

1. Review the methods and strategies used for collecting and representing data

using a brainstorm activity. This was learned in past grades.

Body:

1. Direct teaching of what first-hand and second-hand data is (shown with

examples for each)

2. Students will use white boards to answer question, on whether something is

first or second hand data and when we would use first or second hand data to

answer a question. Discussion will happen after each one as why students pick

the answer they did. (Example: would you use first-hand or second-hand data

to answer this question, and why?)

Conclusion:

1. Exit slip, assessing whether students understood the concept taught during

class

Assessments:

Exit slips, Observations, student/teacher dialogue

Day 2: Interpreting double bar graphs Time: 60 minutes

Outcome:

SLO 2: Construct and interpret double bar graphs to draw conclusions

[C, PS, R, T, V]

[ICT: C6-2.2, P5-2.3]

Intro:

1. Problem of the day reading a bar graph (title, labels, scale, interpreting the

information)

Body:

1. Show a double-bar graph with similar data, discuss the difference between bar

graph and a double bar graph

a. How a bar graph and a double-bar are graph the same? How are they

different?

b. What does this graph tell us?

2. Have groups works on checking exercise in the math focus 5 textbook.

3. Class discussion on solutions to checking exercise.

Closure:

1. Exit Slip students will have to read a double-bar graph (title, labels, scale,

legend, interpreting the information)

2. Homework practice interpreting double-bar graphs (just a couple questions)

Assessments:

Problem of the day, Exit Slips, observations, students/teacher dialogue

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Instruction for Majors:

Mathematics

Unit Plan Template

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

Grade 5

Statistics and Probability

10 days

Time: 60 Minutes

graphs

Outcome:

SLO 2: Construct and interpret double bar graphs to draw conclusions

[C, PS, R, T, V]

[ICT: C6-2.2, P5-2.3]

Intro:

1. Homework check ensuring students have done the practice from last class

concepts

2. Answer any questions the student have about the homework or the topics

covered so far

Body:

1. Class discussion, show them a set of data and ask them how they would

represent it. (one for a single bar graph and one for a double-bar graph

a. Walk through the steps reminding them that to find the scale is the

same way as finding it for a bar graph. Also remind them that they

need a legend, title, and axis titles

2. Graphing white boards. Data will be given to the students and they will be

asked to represent it using a double-bar graph. Always remind them that they

need a legend title, and axis.

3. Students will work on a worksheet that covers concepts covered in class

Closure:

1. Exit slip place the information for the graph where it fits (fill in the blank)

Assessments:

Homework check, student/teacher dialogue, whiteboard activity, worksheets, exit

slips

Day 4: Solving problems using double Time: 60 minutes

bar graphs

Outcome:

SLO 2: Construct and interpret double bar graphs to draw conclusions

[C, PS, R, T, V]

[ICT: C6-2.2, P5-2.3]

Intro:

1. Review from the last 2 classes (interpreting and constructing double-bar

graphs).

2. Give them a problem with some data, ask them how they would solve it

Body:

1. Explain data analysis project, they will be given data and a problem and have to

come to a conclusion. They also will write a paragraph explaining how they

came to that conclusion

2. Work time students will have time to work on the project

Closure:

1. Reminder that the quiz on the topics covered this week will be next class

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Instruction for Majors:

Mathematics

Unit Plan Template

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

Grade 5

Statistics and Probability

10 days

Assessments:

Data analysis project, student/teacher dialogue

Day 5: quiz/work period

Time: 60 minutes

Outcome:

SLO 1: Differentiate between first-hand and second-hand data.

[C, R, T, V]

[ICT: C1-2.2, P5-2.3]

SLO 2: Construct and interpret double bar graphs to draw conclusions

[C, PS, R, T, V]

[ICT: C6-2.2, P5-2.3]

Intro:

1. Students will have the opportunity to ask questions about concepts on the

project/quiz

Body:

1. Work time to finish up experiment project

2. Quiz covering SLO 1, and SLO 2

Closure:

1. Remind students Project now will be for homework

Assessments:

Quiz, student/teacher dialogue, project

Day 6: What is

Time: 60 minutes

probability/probability lines?

Outcome:

SLO 3: Describe the likelihood of a single outcome occurring, using words such as:

Impossible

Possible

Certain

[C, CN, PS, R]

Intro:

1. Hand quizzes back, review where students went wrong. Students will have a

chance to rewrite

2. What is Probability? Class discussion

a. If something is probable what does that mean?

Body:

1. Learn Alberta gizmo spin the big wheel (probability)

2. Explain what probability is and that an event can possible, impossible, or

certain to happen (probability lines). Examples will be used to explain the

concept.

3. Work through some examples as a class

Closure:

1. Whiteboard activity place the event on the probability line

Assessments:

Student/teacher dialogue, whiteboard activity

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Instruction for Majors:

Mathematics

Unit Plan Template

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

Grade 5

Statistics and Probability

10 days

Time: 60 minutes

Outcome:

SLO 3: Describe the likelihood of a single outcome occurring, using words such as:

Impossible

Possible

Certain

[C, CN, PS, R]

SLO 4: Compare the likelihood of two possible outcomes occurring, using words

such as:

Less likely

Equally likely

More likely

[C, CN, PS, R]

Intro:

1. Problem of the day reviewing concepts taught last class (probability lines)

Body:

1. Class discussion give the class a spinner, ask them what are we most likely to

spin? What are we less likely to spin? Is there any two that are equally likely?

a. Show how to place them on a probability line

2. White board activity. Give students an example where they will have to tell me

whether something is less/more/equally likely.

3. Textbook/worksheet questions

Closure:

1. Exit Slip what is more likely/less likely/equally likely

2. Explain that next class we will practice what has been learned by doing hands

on experiments

Assessments:

Problem of the day, exit slips, observations, students/teacher dialogue,

worksheet/textbook questions

Day 8: Experimenting with

Time: 60 minutes

spinners/die

Outcome:

SLO 3: Describe the likelihood of a single outcome occurring, using words such as:

Impossible

Possible

Certain

[C, CN, PS, R]

SLO 4: Compare the likelihood of two possible outcomes occurring, using words

such as:

Less likely

Equally likely

More likely

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Instruction for Majors:

Mathematics

Unit Plan Template

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

Grade 5

Statistics and Probability

10 days

Intro:

1. Problem of the day reviewing concepts taught last 2 classes

Body:

1. Explain the probability centers that will be completed. Students will be expected

to use what was learned last class to describe the probability of different events.

a. Using Spinners

b. Using Dice

Closure:

1. Discussion of the activities, talk about the experiments can be conducted with

other things then dice and spinners.

2. Explain to students that next class will be used to review topics using centers

Assessments:

Problem of the day, observations, students/teacher dialogue

Day 9: Workstations

Time: 60 minutes

Outcome:

SLO 3: Describe the likelihood of a single outcome occurring, using words such as:

Impossible

Possible

Certain

[C, CN, PS, R]

SLO 4: Compare the likelihood of two possible outcomes occurring, using words

such as:

Less likely

Equally likely

More likely

[C, CN, PS, R]

Intro:

1. Teacher will explain each center and split class into groups

Body:

1. Maximizing math workstations. Students will go to centers in groups. They must

do the task at hand and fill out the worksheet for each center

Closure:

1. Remind students about the quiz on the last two outcomes covered

a. Describing one event

b. Comparing events

2. Exit slip reflecting on topics they need to focus their studying on. What did

they struggle with

Assessments:

Workstation worksheets, student/teacher dialogue, observation, exit slip

Day 10: Quiz day

Time: 60 Minutes

Outcome:

Intro:

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Instruction for Majors:

Mathematics

Unit Plan Template

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

Grade 5

Statistics and Probability

10 days

1. Students will have the opportunity to ask questions about concepts on the quiz

Body:

1. Quiz covering SLO 3, and SLO 4

2. Spinner creation, students will be given a statement where they will have to

create a spinner that fits that statement

a. Example: 2 colors- one color is more likely than the other color

Closure:

1. Exit slip- about what was covered in the unit

a. What they learned

b. What they are still confused about

Assessments:

Student/teacher dialogue, quiz, spinner creation, exit slip

Lesson Plan 1

Unit: Statistics and

Probability

Topic: First-hand and Second-hand data

Date: March 7,

2015

Length of Lesson: 60 Minutes

General

Collect, display and analyze data to solve problems.

Learning

Outcomes

(P.O.S.)

Specific

SLO 1: Differentiate between first-hand and second-hand data.

Leaning

[C, R, T, V]

Outcomes

[ICT: C1-2.2, P5-2.3]

(P.O.S.)

Learning

Students will

Objectives

1. Differentiate between first-hand and second-hand data

2. Explain when first-hand and second hand data is used

Materials

White board markers

whiteboards

white board erasers

exit slips

Procedure

Assessment

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Instruction for Majors:

Mathematics

Unit Plan Template

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

Grade 5

Statistics and Probability

10 days

Methods

Introductio

n (10-15

min.)

and strategies used for collecting and

representing

a. This was learned in past grades

b. Ask questions like

i. In past grades what are some

ways in which we can represent

data?

ii. In past grades what are some

ways in which we can collect

data?

c. Teacher will write ideas on the

whiteboard

i. Section for collecting data

ii. Section for representing data

Body of

1. Teacher will explain to the class what firstLesson (30 hand data is

35 min.)

a. First hand data: Information that

you collect

i. Can be gathered by

experimenting, surveying,

observing

b. Examples: eye color in the

classroom/school

c. Ask students for examples

i. Can someone give me another

example of first-hand data

2. Teacher will explain to the class what

second-hand data is

a. Second hand data: information

that others have collected

i. Can be looked up online, in

the paper, an encyclopedia

b. Examples: The number of people in

each household in Alberta/Canada

c. Show the students stats Canada or

Calgary flames statistics

i. Ask students why this would be

second had data

d. Ask students for other examples

i. Can someone give me another

example of second-hand data

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Preassessment:

answers to

questions

Brainstorm

activity

Formative

assessment:

answers to

questions

checking for

understanding

Formative

assessment:

answers to

questions

checking for

understanding

Instruction for Majors:

Mathematics

Unit Plan Template

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

Grade 5

Statistics and Probability

10 days

a. Students will use white boards to

answer questions, on whether

something is first-hand or secondhand data, and when we would use

first-hand or second-hand data to

answer a question. Examples:

i. Would you use first-hand or

second-hand data to answer

this question?

How many students in your

class have a younger sister?

ii. Would you use first-hand or

second-hand data to answer

this question?

How many books do people

borrow from the Lethbridge

public library each year?

b. Discuss after each question why each

student picked what they did, and

how they would find that answer?

i. Those who pick firsthand data

why did you pick it?

ii. How would you find the

answer/data needed?

iii. Those who pick second-hand

data why did you pick it?

iv. How would you find the

answer/data needed?

4. Worksheet first-hand verses second-hand

data

a. First-hand verses second-hand data

b. Explain your answer

1. Exit slip assess what was taught during

class.

a. Given these 2 questions, which

question will you use first-hand data?

Which question will you use secondhand data? Why?

1. How many people per household in

Lethbridge?

2. How many students in your class

play video games?

Adapted from Wiggins and McTighe (2005)

Formative

assessment:

white board

responses

checking for

understanding

Formative

assessment

answers to

discussion

questions

Formative

assessment

answers to

questions

Formative

assessment:

responses to

exit slips

shows

students level

of

understanding

Instruction for Majors:

Mathematics

Unit Plan Template

Sponge

Activity

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

Grade 5

Statistics and Probability

10 days

questions

a. Page 124-125: questions 2, 3, 8

b. Page 127-128: questions 2, 3

Formative

assessment:

stud

Resources

Alberta Education mathematics program of studies

Alberta Education mathematics achievement indicators

Nelson - Math focus 5

Maximizing math 5 Edmonton public schools

Reflection

Lesson Plan 2

Grade/Subject: Grade 5 Mathematics

Unit: Statistics and

Probability

Topic: Interpreting Double-Bar Graphs

Date: March 8,

2016

Length of Lesson: 60 Minutes

General

Collect, display and analyze data to solve problems.

Learning

Outcomes

(P.O.S.)

Specific

SLO 2: Construct and interpret double bar graphs to draw

Leaning

conclusions

Outcomes

[C, PS, R, T, V]

(P.O.S.)

[ICT: C6-2.2, P5-2.3]

Learning

Students will

Objectives

3. Interpret double bar graphs to draw conclusions

Materials

Procedure

Introductio

n (10-15

min.)

Whiteboard markers/eraser

Maximizing math workstation making conclusions

Exit slips

Assessment

Methods

2. Problem of the day

a. Reading a bar graph

Preb. This was learned in prior grades. This

assessment:

includes:

problem of

i. Title

the day

ii. Scale

Questions

iii. Labels

being

iv. Interpreting the information

answered

Adapted from Wiggins and McTighe (2005)

Instruction for Majors:

Mathematics

Unit Plan Template

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

Grade 5

Statistics and Probability

10 days

class for review. Asking students to answer

questions along the way

Body of

5. Show a double bar graph with similar data

Lesson (30 from the problem of the day.

35 min.)

a. Ask students: How a bar graph and

a double-bar are graph the same?

How are they different? What can

we conclude from this graph?

4. Show another example of a double-bar

graph. Ask students questions that help

them interpret the information

a. Example: what is the least..?

What is the most.?

5. Pair-share

a. In pairs the students will work on

the checking exercise from the

math focus 5 textbook

b. during this time the teacher can

walk around ensure students are

understanding what each question

is asking

c. After groups finish up you can have

a class discussion about the

process in which each question is

answered, and how to get to the

solution

Closure (510 min.)

Sponge

Activity

class.

a. Give them a double-bar graph and

have the students answer a series of

questions that involves interpreting

the information on the graph

i. Title

ii. Labels

iii. Ledged

iv. Scale

v. Interpreting the information

2. Students will work on selected text book

questions

3. Maximizing math workstation

a. Making conclusions

Adapted from Wiggins and McTighe (2005)

Formative

assessment:

answers to

questions

checking for

understanding

Formative

assessment:

observations

class

discussion

Formative

assessment:

responses to

exit slips

shows

students level

of

understanding

Formative

assessment:

practice

questions

Instruction for Majors:

Mathematics

Unit Plan Template

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

Grade 5

Statistics and Probability

10 days

listening and

observing

Resources

Alberta Education mathematics program of studies

Alberta Education mathematics achievement indicators

Nelson - Math focus 5

Maximizing math 5 Edmonton public schools

Reflection

Lesson Plan 3

Grade/Subject: Grade 5 Mathematics

Unit: Statistics and

Probability

Topic: Constructing double-bar graphs

Date:

March 7, 2015

Length of Lesson: 60 Minutes

General

Collect, display and analyze data to solve problems.

Learning

Outcomes

(P.O.S.)

Specific

SLO 2: Construct and interpret double bar graphs to draw

Leaning

conclusions

Outcomes

[C, PS, R, T, V]

(P.O.S.)

[ICT: C6-2.2, P5-2.3]

Learning

Students will

Objectives

4. Construct double-bar graphs to draw conclusions

Materials

graphing whiteboards

white board erasers

exit slips

worksheets

Procedure

Introductio

n (10-13

min.)

Assessment

Methods

4. Problem of the day give them a set of data

they can represent using a bar graph

a. They have learned this before

b. Discussion of how they constructed it

5. Homework/worksheet check

a. If students have it done their group

can win points

b. Type of token economy

6. Give time for students to ask questions

Adapted from Wiggins and McTighe (2005)

Preassessment:

Problem of

the day

homework

check

questions

being asked

Instruction for Majors:

Mathematics

Unit Plan Template

Body of

6.

Lesson (30 35 min.)

7.

8.

9.

Subject Area

Grade Level

Topic

Length of Unit

(days)

Mathematics

Grade 5

Statistics and Probability

10 days

covered

Show another set of data that can be

represented using a double-bar graph.

a. Ask students how they would

represent this set of data

b. Ask what is the important parts of the

graph that we need

i. Title

ii. Legend

iii. Labels

iv. Scale

Teacher will show how to represent the data

Graphing white boards

a. Each student will be given a graphing

white board and the same set of data

b. They will be asked to correctly

represent the data

c. Always remind them to have a title,

labels, scale, and legend

Worksheet covering concept covered in

todays class

a. Constructing double bar graphs to

solve and interpret information

Exit slip assess what was taught during

class.

a. Fill in the blanks

b. Place the information on the graph

where it belongs

3.

Sponge

Activity

puzzles

Resources

Alberta Education mathematics program of studies

Alberta Education mathematics achievement indicators

Nelson - Math focus 5

Maximizing math 5 Edmonton public schools

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Formative

assessment:

answers to

questions

checking for

understanding

Formative

assessment:

answers to

whiteboard

questions

checking for

understanding

Formative

assessment:

Worksheets

Formative

assessment:

responses to

exit slips

shows

students level

of

understanding

Formative

assessment:

observing

and listening

Instruction for Majors:

Mathematics

Unit Plan Template

Subject Area

Grade Level

Topic

Length of Unit

(days)

Reflection

Adapted from Wiggins and McTighe (2005)

Mathematics

Grade 5

Statistics and Probability

10 days

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