Maddie Silber Caronline Ebby Math Methods Term III Plan Ms.

Settles Third Grade Class at Penn Alexander Lesson Plan Template Goals/Objectives Students will create and interpret a line plot using data about their siblings. They will have a better understanding of the follow mathematical terms: range (shows how spread out the data is), scale (indicates which numbers are best to plot the data), mode (the most common answer), and median (shows that half the data is below a certain point and half the data is above that same point). Students will understand why it is important to use line plots to represent data, and why it is easier to see relationships and trends if data is organized. Standards Common Core State Standard: Math.Content.3.MD.B.4: Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters. 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 [restructured] [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.
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?

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. Im curious to look at the ages of our siblings to see if we have mostly older or younger siblings, or, what is the typical age of our siblings? 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.
Comment [C3]: 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?

Guided Practice:[18 minutes total] DATA GATHERING: [10 minutes] o Whats the first thing we need to do before we can make our line plot? Gather data. o I will start by showing pictures of my 2 siblings and beginning the list with their names and ages. o 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.) RANGE: [5 minutes] o What can we say about the range of this data? The greatest value the least value o What if everyones siblings were 4 and 5? What would our range be then? (1). o What if all of our siblings were only 6? What would our range be then? (0). o What would our line plot look like if all our siblings were 6? (All Xs over one number.) o What would our line plot look like if everyones siblings were 4 and 5? (All Xs would be over only 4 and 5.) o 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] o Does anyone remember what the scale of a graph is? (The interval the numbers go up by.) o 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 .) o So what should be our scale here? (All numbers are whole so the scale is 1). Independent Practice: [6 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 and then use the data we have gathered to put into your line plots. REMINDER: Why is it important to make our xs the same size?

Comment [C4]: These are nice questions to get at the meaning of range

o 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. When you finish I want you to write down three things you notice about the data.

Comment [C5]: You could pose this as a question

Guided Practice/Discussion: [10 minutes] COMPARE PLOTS: [2 minutes] Turn to the person next to you take 2 minutes to compare your line plots with each other. Do they look the same? Did you have similar or different observations? (2 minutes later) Did anyone find that their partners graph looked different than their own? Any discrepancies? (Make sure all line plots look the same). Lets talk about our plots together. At the beginning of this lesson, I said I was curious to look at the ages of our siblings to see if we have mostly older or younger siblings, or, what is the typical age of our siblings? What are some things you noticed? Let them respond, examples below: o Most siblings were ______ years old. what is that called in mathematical terms? MODE o There are 2 siblings separate from the rest- OUTLIERS Did anyone find the number exactly in the middle of the data? (Take a minute to do that if not) What is the middle number? What does this number tell us? (Half the siblings are older than ____ and half are younger.) What is this number called? MEDIAN 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. I will have my own assessment checklist that I will fill out after the lesson, to keep track of student progress. 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

Comment [C6]: This is a nice question that would be good to discuss at the end.

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 write more observations until everyone else finishes. I dont anticipate this being too much of an issue, as most of the activity we are working together.

Comment [C7]: Or how about asking them to