Monica Beland

Observation #3
April 27, 2008

Math Lesson Plan

I. Standards
1.0 Students sort and classify objects
1.1 Identify, sort, and classify objects by attribute and identify
objects that do not belong in a particular group.
1.1 Pose information questions; collect data and record the
results using objects, pictures, and picture graphs.

II. Objectives
Students will be able to group their favorite insect on a graph
presented to the class. After reviewing the graph, the students
will be able to infer the different quantities and the most and
least amount of insects.

III. Anticipatory Set

Purpose: Today we are going to be learning about graphs
because we need to learn how to group different objects such as
our favorite insects today.

Transfer: We have been studying insects lately so I thought we

could figure out which insect most of you like in the class. Before
we do that, I wanted to show you what a graph looks like. I
graphed the color of hair that everyone has in the classroom.

Questions: How many people have brown hair? How many people
have black hair? What color hair do most people have? What
color hair do the least (or smallest) amount have? How many
people are on this chart?

Questions: Raise your hand if you have ever seen a graph. If

someone raises their hand ask them to describe the graph.

Behavior Expectations: Today we are going to be picking our

favorite insect out of the insects and I brought. There is a
ladybug, a beetle, an ant, and a grasshopper. When I call your
name, I would like you to quietly come up here and pick the
insect that is your favorite. Please go back to your desk. Do not
let others see your insect. After everyone has gotten there
insect, you may take out your crayons to color the insect. You will
have 4 minutes to color. When the song on the cd is over you
need to finish. Once you are done, I would like you to come up to
 the carpet to sit.

IV. Guided Practice

Once everyone has come up to the carpet, I will introduce the
graph. The graph has one side that lists all of the insects on the
bottom. The other side lists the number of insects. When I call
your name, I would like you to come up here and tape your
insect where it belongs. (Have each child come up and place
their insect in the right spot). Ask the students why they did not
place their insect in a different spot.

After everyone has placed their insect in the right spot, have
them all sit down on the carpet. As them to tell me which insect
did most people chose. How did they figure this out? Which
insect to the least amount of people chose? Ask them to tell me
how many insects are on the graph all together. Ask them to tell
me how many ladybugs and beetles there are together.

V. Independent Practice
Everyone will go back to their seat. They will have their
worksheet. They will circle the insect with the appropriate
question.

VI. Assessment:
They will turn their papers into me. I will check to see how many
each person got right in order to assess whether this person
needs more time learning graphs.

V. Post Lesson Reflection

Were the students engaged in the activity?
Did they already know about graphs?
Did they understand the concept of the graph?
Were they able to figure out how many were in each group?
Did the lesson run smoothly or was in choppy?
What would I do differently next time?