Lesson Plan 2 Submission: Please complete this form and submit it instead of a formal plan for

preview on the due date. After receiving feedback you will write the formal lesson plan and
submit it along with this form on the second due date.
Name: Richard Stubbs
Grade Level: 5th
Lesson Topic: Bar Graphs (specifically)
SSS: MA.5.S.7.1- Construct and analyze line graphs and double bar graphs.
Materials:
Go Math! Florida Textbook.
Teacher-made booklet for each student with vocabulary, examples, problems to graph,
and a blank graph for students to develop their own data and graph.
Colored markers
Doc camera to model a bar graph to students.
Write on board where I will draw a large graph and we will use data derived from the
classroom; ex. Boys vs. girls, favorite sports teams, foods, music, etc. I will use large
colored magnetic strips to reflect the data, thus serving my ESOL and ESE students well.

This reflects the type of visual graph I will use on the board!


Sources: (Must provide at least one alternate to teachers manual) The Go Math Florida
textbook will be used to be consistent with the teacher method already being used. I will
develop and make individual booklets that will motivate the students to take ownership in this
lesson, and to integrate the arts in this lesson. The students will be given colored markers to
use on the graphs in their booklets. The students can then save this booklet and use it for
other assignments and/or to study with. I will use bar graph activities from Edhelper.com and
Mathmasters.com as an alternative to the textbook.
Manipulatives: How will students be engaged to help them develop an understanding of the
mathematics concepts? First, I will write the vocabulary on the board and we will discuss the
meanings and relate it to subjects that my students know. I will activate their prior knowledge
to this material, and show how it relates to the terms. Secondly, the students will see a visual
representation on the board and the students will use magnetic strips to chart the data on the
graph. This will be an interactive, manipulating activity that will engage the students and make it
fun too. The students then will use their booklets with graphs to manipulate information to
the graph; learning how to write the title, axis names, and then graphing the data with colored
markers. We will do this several times to reinforce the lesson content.
What higher level and/or open ended questions will you ask students during the lesson? I
will ask higher order thinking from the students in terms of the various types of data that can
be graphed. We will discuss applications of graphs in the marketplace, of which I will ask and
illicit responses from the students for this. Examples:
How can data on a bar graph affect our decisions about people or things?
What types of companies might use bar graphs?
What types of products might be graphed and for what purpose would a graph serve to
direct a company in the marketplace?

How will you assess student understanding of the concepts? (Be specific) How will you
record? I will assess the students comprehension of this lesson by having them construct
three graphs based on prearranged information given to them in their booklets. I also will have
the students make their own graph with data and ideas they have appropriate for graphing. This
work will serve as an informal assessment.
How will you meet the needs of diverse students? (Be specific) My lesson will be embedded
with modifications that meet the needs of my diverse student population. I will use visuals and
model the graphing process to my students. I will use data that the students relate to and will
engage the classroom in discussions about this data. I will integrate the arts that appeals to all
students. They will have their own booklets that will motivate and inspire them to engage and
take ownership of this learning experience. By using materials other than the textbook will
appeal to my more challenged students. I will write the vocabulary on the board and we will
discuss whole group, the different terms and their meanings. I will make sure my instruction is
accurate, logical, and delivered with enthusiasm. I will ask both higher and lower order
questions to show relevance. I will provide specific praise to my students for their participation,
great attitudes, involvement, and work in this lesson. I will circulate and make sure all students
have clear understanding of the expectations.