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1 st GRADE MATH LESSON PLAN
MATH FIVE-STEP LESSON PLAN
PRE-PLANNING: KNOW, SO, SHOW OBJECTIVE.
What will your students be able to do?
CONNECTION TO THE SUMMER (BIG) GOAL.
How does the objective connect to the summer (big) goal?
o SWBAT create a bar graph.
Bar graphs and other graphical representations help students with data analysis. Students analyze the graphs and use graphs to talk about quantity. Graphs indicate numeric relationships of more, less, difference, and relative magnitude. By l

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1
st
GRADE MATH LESSON PLAN
MATH FIVE-STEP LESSON PLAN
P R E - P L A N N I N G : K N O W , S O , S H O W
OBJECTIVE.
What will your students be able to do?
CONNECTION TO THE SUMMER (BIG) GOAL.
How does the objective connect to the summer (big) goal?
o
SWBAT create a bar graph.Bar graphs and other graphical representations help students withdata analysis. Students analyze the graphs and use graphs to talkabout quantity. Graphs indicate numeric relationships of more,less, difference, and relative magnitude. By learning to accuratelycreate bar graphs, students will be able to translate more difficultword problems, which will move them toward their summer goal of completing a group of data-centered problems.
ASSESSMENT.
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?
o
Students will create their own bar graph during independent practice.
KEY POINTS.
What three-five key points will you emphasize?
o
Bar graphs must have a title, the groups of data being graphed, and a number scale.
o
Bar graphs are another way to communicate more, less than, and equal to
L E S S O N C Y C L E : G O
OPENING.
(5 min.)
How will you communicate
what
is about to happen?
How will you communicate
how
it will happen?
How will you communicate its
importance
?
How will you communicate
connections
to previouslessons?
How will you engage students and capture their interest?
MATERIALS.
o
I am going to give each of you a bag of Skittles and a white square of paper.When I do I want you to just leave the bag on your desk without touching it andput the square of paper in the corner of your desk.
o
When I tell you, we are going to open our bags of Skittles and try one of eachcolor – red, orange, yellow, green, and purple. Then we are each going todecide which color was our favorite.
o
After we have all decided which color we like the most, we are going to make abar graph to show the information to anyone who comes into our classroom.That way, a visitor will be able to “read” this information about our entire class.
o
Making a bar graph is another way we can show numbers and talk about more,less, and equal to – just like we have been learning this summer.Skittles – large and singlebagsWhite square of paper large enough to beseen on a graph-chart paper with graph(title and graph linesalready written…choicesnot written along bottomyet)
INTRODUCTION TO NEW MATERIAL.
(15 min.)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
o
Make sure you follow the directions carefully so we can have fun enjoying our Skittles.
o
First, open the bag carefully and take out one red Skittle. Okay, great! Now eat the red Skittle and think about how it tastes.
Repeat with orange, yellow, green, and purple.
o
Now that we have tried one of each color, I want you to think about whichone was your favorite.
o
Take out a crayon that is the same color as your favorite Skittle and color your white square of paper the same color as your favorite Skittle. Then writeyour name on the back.
o
When you have finished bring your square of paper to me and then sit onthe carpet. Leave your bag of Skittles at your desk.
Allow time.
o
Now that I have everyone’s paper showing their favorite Skittle color, I can makea bar graph showing the information or data that I collected.
o
First, I need a title for our graph. Just like a book, the title tells whoever looks at our graph information the graph is showing.
o
I am going to write
Room 23’s Favorite Skittles Colors
at the top for the title.
o
Next I am going to write the colors that we had to choose from along the bottomof the graph. We had red, orange, yellow, green, and purple. Were there any blue Skittles? No! So we won’t include blue as a choice.
o
Then I will write numbers along the side of the graph showing that each squarecounts for one person who liked that color.
o
Great! Now we can put the squares on and see which color was the classfavorite.
Tape or glue all of the squares on pointing out how many total of each color by bothcounting each square and by using the numbers on the side.
o
Now we have a bar graph showing our favorite Skittles Colors and we can use it to answer more, less than, and equal to and other math questions.
Ask students to answer the following questions based on what they see on thegraph:
ã
Which color did more of the class choose?
ã
Which color did less of the class choose?
ã
Did our class like red more or less than orange? Did our class likegreen more or less than purple?
ã
Did our class have any two colors equal to each other?Skittles – either individualbags or large bagdivided up into Ziplocbags, cupcake liners,coffee filters, Dixiecups, etc.White square of paper large enough to beseen on a graphCrayonsChart paper MarkersTape or glue stick
GUIDED PRACTICE.
(10 min.)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
o
Now we will return to our seats and graph how many Skittles of each color I have in my bag. Do not touch your bag now - you will need it to make another graph.
o
When I call your favorite color Skittle, take a piece of graph paper and sit at your seat with your hands folded.
o
Let’s work together to make a graph of my Skittles. What do I need to do first?
o
That’s correct! I need a title for my graph. Who has a good idea?
o
Good thinking. Let’s write
Ms. Han’s Skittles
at the top.
o
What do we need to write next?
o
Yes, let’s write the colors along the bottom. I can look at the graph we made or my crayons to spell each color correctly. I am going to use my red to write r-e-d,orange to write orange, yellow to write yellow, green to write green, and purpleto write purple.
o
Now that we have the title and colors, what is the last thing we need to writebefore we begin graphing?
o
Wow, I can tell you were really paying attention. The numbers along the sidethat show that each square stands for one Skittle.
o
Now we can begin showing the information or data on the graph.
Pull out the Skittles one by one and color in a square for each one. You can – andprobably should – put fewer Skittles in your bag if there are too many to do thisquickly.When the graph is complete, ask the class a few questions about what they havediscovered. You should limit the amount of time spent on this activity, though;remember that the objective
at this point
is for students to create the graph.(Remind students that they will soon learn how to read graphs really well –motivating, as well as connecting to their Big Goal!) Blank chart paper for each student (like atend of lesson) – copydouble-sidedCrayonsTransparency of chartpaper or hand-copiedonto chart paper Skittles individual bag
INDEPENDENT PRACTICE.
(20 min.)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
o
When I bought these Skittles, I was wondering if every package has the exact same number of Skittles and the same number of each color in them. I had eight red Skittles. I wonder if each of you has eight red Skittles?
o
So now you will each create your own graph on the back of this paper.
o
Don’t forget that you need 3 things on your graph before you begin – title,colors, and numbers.
o
Show me on your fingers how many things you need to write before you begin.
o
After you finish graphing your Skittles, raise your hand and I will come and takea look at your hard work. When I give you the thumbs-up, you may eat your Skittles.
Allow students time to graph. Walk around checking their progress.Skittles – either individualbags or large bagdivided up into Ziplocbags, cupcake liners,coffee filters, Dixiecups, etc.Blank chart paper for each student (like atend of lesson) – copydouble-sidedCrayons
CLOSING.
(5 min.)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress toward) theobjective?
o
You all did a great job on your graphs!
o
How many people had the most red Skittles? Orange? Yellow? Green? Purple?
o
Interesting. Now I know that not all the bags are the same.
o
Show me on your fingers how many things you need to include on your graphbefore you begin graphing the information or data.
(3)
o
Who can tell me one?
o
Yes, the title.
o
What’s the second?
o
That’s right. The colors or if we were graphing favorite books the titles. This part of the graph tells what you are graphing,
o
And what is the third thing?
o
Correct, the numbers showing how many each square stands for.
o
Now I want you to Think-Pair-Share what the last thing you do is to make a bar graph.
Allow time. Call on 2-3 students to explain the graphing process.
o
I am so excited that we learned to create bar graphs today. Now we know another way to show information and we can use these graphs tomorrow toanswer some questions about Skittles.
R E I N F O R C E M E N T
HOMEWORK (if appropriate).
How will students practice what they learned?

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