Maddie Silber Caronline Ebby Math Methods Lesson Plan Template Goals/Objectives Students will make a line plot

using data about their siblings. They will review the vocabulary words range, scale, mode, and median. Standards CCSS.Math.Content.3.MD.B.3 Draw a scaledbar graph to represent a data set with several categories. Solve one- and two-step how many more and how many less problems using information presented in scaled bar graphs. Materials and Preparation white paper pencils white board easel and marker magnetic clip pictures of my 2 siblings Classroom Arrangement and Management Issues I plan to perform this lesson in the third grade pod outside my classroom. I will use 3 tables set up so all students are facing me. In order to best manage my group, I will be sure to make my expectations as clear as possible. I will acknowledge our setting and the fact that there is an observer by saying, I know this is a different space than some of you may be used to working in, and there may be distractions of other classes walking by, but we need to stay focused on this lesson. Even if there are people walking by, I always know you are paying attention when your eyes are on me or on the task you are working on. The person sitting behind you is (Hope/Jake/Renata) and they are just here to observe me. Plan [5 minutes to get settled in the pod and pack up] Introduction: [1 minute] Today we are going to continue working with line plots and bar graphs, but we are going to be graphing and plotting data about our siblings. I know from your interest sheets that you filled out for me a few weeks ago that all of you have at least one sibling. We are going to compile the data from all our families and create charts to see if we can find any trends across our group. Guided Practice:[18 minutes total] RANGE & DATA GATHERING: [10 minutes] We are going to start by making a line plot of the ages of our siblings. Im going to start by drawing a line. How Now Im going to write the numbers on the bottom. Wait! I dont know what number to start or even end with! Who can tell me what the first piece of information is that we need before we start to make our line plot? (All the siblings and their ages.) I will start by showing pictures of my 2 siblings and beginning the list with their names and ages. Then I will ask each student one-by-one to say the name of their siblings and their age and I will record the list on the whiteboard. (From their interest sheets I think there are about 19 siblings.) Who can tell me how I can find the range of these numbers? (The greatest value the least value.) So what is our equation? So what is Term III Plan Ms. Settles Third Grade Class at Penn Alexander

Comment [C1]: In addition to making a line plot, don't you want them to be able to interpret it? Comment [C2]: Is your lesson really only about reviewing vocabulary? What do you want them to learn about these statistics? Comment [C3]: There is a standard on line plots for 3rd grade in the CCSS. Although it focuses on fractional measurements, your lesson could be seen as leading up to that skill.

Comment [C4]: You might pose a question here, e.g., I was wondering if most of you have older or younger siblings or what the typical age of your siblings is... Comment [C5]: In this section, there is too much moving back and forth between whole group and independent work, and students really aren't working independently at any point since its so structured. Can you organize this so that you preview some important points and then let them work on a real problem for a longer period of time?

Comment [C6]: Can you phrase this as a question about the data, rather than an exercise. For example, what can you say about the range of the ages of our siblings?

our range? (Have them solve the math on their own.) Ask a student to tell their answer and how they got it. Thumbs up if you agree. (If thumbs down, explain how you got your answer.) What if everyones siblings were 4 and 5. What would our range be then? (1). What if all of our siblings were only 6? What would our range be then? (0). What would our line plot look like if all our siblings were 6? (All Xs over one number.) What would our line plot look like if everyones siblings were 4 and 5? (All Xs would be over only 4 and 5.) How will our line plot look different than the previous 2 examples? (More numbers to put the Xs over.) What does this tell us about the range? (It shows how spread out the data will be.) (Chapin and Johnson, 304). SCALE: [3 minutes] Does anyone remember what the scale of a graph is? (The interval the numbers go up by.) Weve been working on line plots in class of how far someone could blow a pattern block. The scale for those is of an inch. Why is that? (Because the numbers on the bottom increase by .) So what should be our scale here? (All numbers are whole so the scale is 1). Independent Practice: [5 minutes] SET UP LINE PLOT: So we know our minimum number is _____? And our maximum number is _______? And our scale is _____ (1)? And is our data going to be pretty spread out or pretty close together? (Spread out.) So I want you to take this information and set up your line plot without adding the data or Xs yet. I will walk around and make sure everyone is doing it correctly. Guided Practice: [3 minutes] Who can tell me how to set up my line plot? (I will write while a student tells me what to do.) Does everyone have this on their paper? If you have something different, can you explain what you did? Independent Practice: [3 minutes] We are going to now take the data from the board and transfer it onto our line plots. Lets do one together. Isaac is 20 so Im going to put my first X over 20. Emily is 26 so Im going to put my second X over 26. It is important to remember to make your Xs the same size. If I write x for Isaac and X for Emily, when I look glance across the plot to spot trends, it will look like there are more people over 26 than 20, when really the X is just bigger over one than the other. So you can all now go through the rest of the data, being mindful of the size of your Xs. Guided Practice/Discussion: [5 minutes] COMPARE PLOTS: [2 minutes] Turn to the person next to you take a minute to compare your line plots with each other. Do they look the same? Do you have the same number of Xs over each number? (A minute later) Did anyone find that their partners graph looked different than their own? Any discrepancies? (Make sure all line plots look the same). MEDIAN: [1 minutes] Who can tell me what the median of a set of numbers is? (The number in the middle of the data.) What does the median tell us? (The most typical response.) So what is the median of our data? What does it mean? (It shows a good indication of the general age of our siblings.)

Comment [C7]: These are nice questions to get at the meaning of range

Comment [C8]: Make sure they include all the numbers. A common mistake is to put only the numbers that one has data for.

Comment [C9]: I'm not sure this is worthwhile at this point. You've already walked around while they were doing it.

Comment [C10]: You could pose this as a question

Comment [C11]: Before you structure this for them, how about asking them to interpret the line plot. What can you tell about the ages of our siblings from this line plot? Who has an observation? Then you can introduce and reinforce these terms as they come up. Comment [C12]: Also, the median tells you that half of the data is above and below that point. So if the median is 12, then half of our siblings are older than 12 and the other half is younger.

MODE: [1 minute] What is the mode of a set of data? (The response given most often.) What is our mode? What does that tell us? (That most of our siblings are _____ years old.) OUTLIER: [1 minute] What is an outlier? (Numbers that vary drastically from the rest of the data.) Do we have any outliers? (My siblings. They are much older.) Independent Practice/Assessment: [5 minutes] Worksheet with questions about the data (attached) Final question: Would you have been able to answer those questions if the only representation of the data you had was the list on the board? (No, the line plot was necessary to see trends and relationships.) Assessment of the Goals/Objectives Listed Above The worksheet will be the formal and final assessment of each students understanding of the lesson. Throughout the lesson I will ask for feedback like, Thumbs up if you agree. I will also be walking around to make sure everyone is understanding. Anticipating Students Responses and Your Possible Responses Management Issues If students lose focus I will use what we say in our classroom already. One, two, three, eyes on me. I will also try and make my expectations clear along the way so they know what they should be doing. Response to Content of Lesson I think students will be excited to share information about their siblings with myself and their classmates. I think it will make the math more fun and relatable. These are concepts they have seen before so I predict that students will be successful, but I think going over the concepts and what they really mean again will be helpful for these particular students. Accommodations Accommodations for students who may find the material too challenging I might ask students who are struggling to work with someone who might need a greater challenge so that the low student can learn it better and the higher student can challenge themselves to see if they can explain their work. Accommodations for students who may need greater challenge and/or finish early If a student finishes early they can work in their grey math books until everyone else finishes. I dont anticipate this being too much of an issue, as most of the activity we are working together.

Comment [C13]: This is a nice question that would be good to discuss at the end.

Comment [C14]: Or how about asking them to

This is a very good lesson in terms of the content and the kinds of questions you are asking them about the data. A couple of suggestions: Clarify your goals in both the what section and in your statement of the goals in your plan. These should match your assessment checklist. You have a lot of the important ideas in here about interpreting data, but it isn't in your goals or your what section.

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Restructure the main part of the lesson so that there is an introduction or launch, and then time for them to really work on something more independently. It's hard to keep pulling them back together for discussion and you could never do this with a whole class. Think about what information they need and then how to let them grapple with the ideas so that the cognitive demand of the task remains high. As you have it right now, you are almost spoonfeeding them by going through step by step. For example, you could have them make the plot and then list 3 observations about the data--in terms of both what they see and what it means about the data set/context. This is not the first time they've seen line plots, so they should be able to come up with a lot on their own. Then you can build off their responses to reinforce the definitions and equations of the different measures. Another way to do this would be to make and interpret the line plot together and then give them a different set of data (perhaps ages of siblings from another class or group of students) to do on their own. You need an assessment checklist that includes subskills and concepts, such as "represents the data accurately in a line plot, describes the shape of the data, finds the median, mode and range, interprets the median, model and range in relation to the what it says about the set of data .

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