Math Unit: Tables, Charts, and Graphing

Section 1
Practice: Make sense of problems and persevere in solving them. This practice is key because after a lesson is taught my students tend to still need plenty of direct instruction. Completing mathematical problems on their own is very hard for them if the teacher does not guide them along step by step, support is essential for them. If the support is not there for them at the time they give up all together. I would like for them to critically think and continuously try to make sense of mathematical problems before more instruction or guidance is requested from the instructor by them. I will support my students with this practice by modeling ways to critically think about solving a task. Also, modeling how students can use classroom resources and their classmates for assistance when struggling with a mathematical task. If the before mentioned solutions do not aid the students the students may request further guidance from me, the instructor. The goal is to promote the idea of never giving up on a task and exploring all of your options to solve it. Big Ideas: A collection of objects with various attributes can be classified or sorted in different ways. Classification is the first step in the organization of data.

Common Core Standards:

[Link].C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [Link].D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and 1 compare problems using information presented in a bar graph.

Learning Targets: (These sections 4.1-4.5 represent the chapter 4 curriculum unit targets I am using as guidelines as I developed my unit hand in hand with the book.) 4.1 - Students will be able to create and conduct surveys, recording results in a tally table. 4.2 - Students will be able to create and interpret bar graphs on a single unit scale. 4.3 Students will be able to create and interpret concrete graphs.

4.4 - Students will be able to create and interpret pictographs on a single unit scale. 4.5 Students will be able to use data from bar graphs, picture graphs, and tally tables to solve problems. Students will be able to identify, use, and understand appropriate mathematical vocabulary from the mathematical unit and present on the math word wall. (Tally, Table, Graph, Axis, Pictograph, Most, More, Least, Less, Survey) (This is an overall objective for the curriculum chapter 4.)

Section 2A

Section 2B
My Pre-Assessment results are listed on a physical chart I have. Here is where I will keep the results of all of the formative assessments as well as the summative assessments. The chart consists of both rows and columns. Listed in each row is a students name. Listed in each column is the task. For the Pre-Assessment I put every question from the assessment in its own column. This allowed me to easily see patterns in the problems that students got wrong. The correct answers are checked by a red pen and the wrong answers are circled with a green one. I will continue to do this with every assessment because it easier for me to misconceptions this way. As far as my Pre-Assessment results, as a class the average was 88%. For question 1, two of my 18 students got the question incorrect. I believe this was due more to miscounting and not paying attention rather than a conceptual misconception. For example, a student put 7 for his answer when the answer was 6. This means he counted more than what was actually there. These students just have to be more careful when answering questions. The same thing applies to question 2. One of my eighteen students got the question wrong which makes me believe that he did not read the question right. For his response he put a number when he was supposed to put a word. All the students got both questions 3 and 4 correct. On the tally question, two students got the question wrong and they have no idea how to tally. Two students had difficulty tallying with question 6. Both seem to not know the concept of completing 5 (tallies) as he just marked tallies. Question 5 and the creation of the bar graph posed the most problems for my students. Question 5 asked, How many more children chose popcorn over pretzels? The children seemed to struggle with the concept of how many more. There were no patterns in any of the answers. The students seemed to guess because they did not know how to do how many more. This means that I will have to make sure I plan some of my instruction on how many more and how many less. The second problem I noticed students having difficulties with was creating a bar graph. Five students graphed the data incorrectly. A few students had no clue what to do when creating the graphs as they seemed to just color the graph because their coloring did not correlate with the data at all. From the pre-assessment I learned the focus areas of my unit (completing 5 with tallies and interpreting with more or less) based on the two problems that some students consistently answered wrong. Other problems that students got wrong seemed to be the result of them not being careful or reading the question wrong, for example miscounting. Rereading and reworking will be important to focus on during the unit. Students have to know that when dealing with surveying, tables, and graphs they have to be accurate and therefore miscounting is not acceptable. We have to go over our data twice. One of my students (Faahad) seemed to struggle a lot with concepts on the pre-assessment. This could be due to reasons like exposure; maybe he has not been introduced or taught any of this material at all. He is also absent a lot. Although he is capable his attendance hinders him because he misses instruction. For Faahad I believe I will have to differentiate his instruction individually. Based on the preassessment results, all of the other students are well ahead of him in this subject area and I will have to differentiate his work by product which is what he is able to do or content which is what I want him to know. Overall, I learned and believe the pre-assessment was fairly easy for my students. It is also

possible that my students have enough background knowledge about the concepts. Therefore, I have to challenge my students more. The final assessment will use some similar questions but will be more difficult.

Section 2C (Formative Assessments)

I decided to use four different formative assessment strategies throughout my unit. 1. Observations The teacher (me) walks around the room as students are engaged in an activity. There is a specific skill that is being addressed and the teacher (me) will record what she/he sees on informal notes as further instruction is developed.

2. Discussion (Q&A) The teacher (me) asks targeted questions and records student responses. This can be done in whole group or small group. Future instruction can be adapted to fit the needs of students based on their responses.

3. Admit Slip/Exit Slip/Journal Entry For slips, when students enter or begin the lesson, they are presented with the goal or question for the lesson or previous lesson and should give their best answer; further instruction can be adapted based on information collected. Slip may be given at the conclusion of the lesson where they will complete a brief simple assessment (a question or two) that can be used to assess their skill level on the goal allowing the teacher (me) to figure out what they need to do next as far as instruction. For the journal entry assessment, each student owns a personal journal which they are allowed to use for free write (which is collected weekly to see writing progression). Students will be asked to write what they learned about the learning target for the day. The teacher (me) will review the writings of the students to observe strengths and weaknesses of the students allowing further instruction to be developed as needed.

4. Homework Homework is another possible assessment. It allows students to practice the goal. When turned in it allows the teacher (me) to see what the students know and what their challenges are. The only problem I see with homework is that as teachers we do not know how much of the homework the students complete on their own. Parents may sit down and give their child all the answers to the homework. Using homework may be a little misleading but is still a possible option.

The system that I will use for keeping track of student growth is a system I already have in place in class. I have each students name listed in a book with many rows and columns. At the top of the column is the lesson or target area. Under the target area for each student, I record my observations or assessments of how that particular student faired with that particular target area in detail. At the bottom of the final

column, I record the common misconceptions which would be my key focus as well as other challenges the students faced. I then plan instruction accordingly.

Section 2C (Summative Assessments)

For my summative assessment I will not reuse the pre assessment as I originally planned. The students did well on the pre-assessment so reusing it will be pointless. Instead, I will develop my own final assessment or use the assessment that the book provides. Using the final assessment the book provides could be ideal because the learning targets that I am using for my unit came directly from the curriculum unit on Tables and Graphs.

Section 3 Differentiation Strategies

Throughout my unit I will differentiate by modifying content, process, and product. I have done this according to students readiness, interests, and learning profiles. In doing so, I decided to use the differentiation strategies of small group instruction, group investigation, interest groups, tiered products, and complex instruction. Throughout my unit I will be working with small groups of students to give them direct instruction. I want to modify the content that these students are learning based on their readiness to complete the task in comparison with the other students. I will also differentiate by group investigation. This will be based on the students interests. Students will have the choice to create any survey question with their group and then investigate by surveying the rest of the class as well as another class. Interest groups are another way I will differentiate. Students will complete a task based on their learning profile. They will be able to work individually, with a partner, or with a group unless told otherwise by me. Differentiation will also be done by tiered products. Since the readiness levels of the students are not the same for all of them I cannot expect the same product from all the students. Students end products or formative assessments will differ throughout the lesson. The last differentiation strategy I will use is complex instruction. These are times when I will not give students direct instruction but instead direct instruction will be provided by directions at a center and students will have to make understanding of it themselves. The students grasping of concepts throughout the unit will allow flexible grouping meaning that if I see a student excelling at something they once struggled at then students will be adjusted and placed into a group that fits them when it comes time for group or center work.

While I am instructing the whole-group, I would like for my MT to observe me as well as the students in order to give me feedback about my teaching and how attentive the students were during the lesson. During centers I would like for my MT to observe the students with me as they work in their groups. This way we can maximize the information collected about students understanding and application of the

material. Additionally, I would like for my MT to aid in helping individual students during independent work.

Although I have no students with IEPs in my classroom, there are students who need that extra help and support with specific lessons. If I find a student is having an exceptionally difficult time understanding and comprehending the material the formative assessments will allow me to see how I may differentiate for the students so that they can understand the content better.

Section 4 Projected Sequences of Lessons

Day 1 Date: Monday, November 5, 2012 CCSS: ([Link].C.4) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Learning Target/Objective: Students will be able record results in a tally table. Rationale: Learning how to organize data is important because it helps make information easier to understand. Data is organized in a way that is clear and concise which allows for the information to be easily compared and contrasted. With this skill students build a foundation of representing and comparing data and this is something they can use outside of school as well. For example, if students are trying to decide which game is best for them to buy they can survey their friends to figure out what games most people find fun. This is something that students already do and with this lesson they will be able to build the mathematical background and see how it relates to their lives. Additionally, learning how to organize data is an important precursor to building not only bar graphs, but all graphs. Mastery of this skill will help students beyond grade two as they learn about different types of graphs. Brief overview of lesson: During whole class instruction we will talk about morning lunch count. Lunch count is a survey I take in the morning to determine if the students are eating breakfast, have brought a sack

lunch, or will be receiving a hot lunch. These are daily tasks that students need to know why they are done. I will talk about what a survey is and why it is used. I will demonstrate how to take a survey using tallies and the correct way to tally. I will then model how to create a tally table and explain why we need a tally table to hold our data. In my demonstration, I will continue using the idea of breakfast and lunch count to show how to use both tallies and a tally table. I will tally this in the tally table and explain why this might be important. After the modeling students will be split into groups. There will be one group of 3 facilitated by me that will work on counting objects and tallying them. We will move on to surveying if the excel at tallying. Then there will be 2 groups. In these groups, group members will survey each other about their favorite movies or TV shows based on a premade list. The students will be able to choose which group they would like to join. This will give them practice on surveying based on their interest since they already know how to tally and record tallies in a tally table. The students will tally the results in a premade tally table. We will then report back to the whole group where we will record the data in a tally table on the board as a whole class. We will then discuss the data and possible reasons for the survey we just conducted. Materials: Pre-Made Tally Tables Whiteboard Objects for students to count (pencils, pens, crayons)

Plans for Formative Assessment: I will use Exit Cards for the assessment. 1. Why do we take surveys? 2. What should your tally table have in it? 3. Show me what you do when you tally five things. Daily Reflection: This lesson went pretty well. It also went very fast. After we completed the lesson there was about 15 minutes left to spare as the students completed the exit cards. I think there is a way I could have included the introduction to tallies, tally tables, and surveys in Lesson 2. Allotting a little extra time for Lesson 2 could have made this lesson none existent. Also, my student who struggled with the pre-assessment the most (Faahad) grasped all of the concepts of the day. He was called on during class to show how to represent data using tallies and he was able to do it correctly. He was also able to complete five tallies on his exit card which he was not able to do in the pre-assessment. I am eager to see how Lesson 2 will go with the students. Day 2

Date: Wednesday-Thursday, November 7-8, 2012 CCSS: ([Link].C.4) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Learning Target/Objective: Students will be able to create and take a survey and record results in a tally table. Students will understand why we take surveys. Rationale: These skills are important because students need to be able to analyze and interpret information in a table. Surveys are also a common way for people to understand community members interests and/or how they feel about a specific topic. Organizing this information into a table will help students to analyze their results. Without this knowledge, students would not be able to move to the next step of creating a graph based on the information they gathered. Students enjoy receiving candy as a reward. Having them survey each other will help me decide what candy to buy. They will be aware of this and it will show them that I am using this to get information. Brief overview of lesson: At the beginning of math students will be placed into groups of 4 at the 4 work station tables in the classroom. The groups are set up dependent upon the relationships of the students of the class. This seems like it will make it easier for students to create survey questions because they will be working with friends. One group of those four will be students who struggled with creating graphs in the pre-assessment. I will facilitate that group throughout the lesson. The directions for the activity will be written on a small white board at each table. In their groups students will agree on a survey question they would like to ask the remainder of the class (the other three groups). The students will then survey the class. The students will be provided a checklist of the other 12 students in the class so that they can check them off when they survey them. Each student should survey 12 students if attendance permits. After the groups have collected all of their data they will return to their tables to go over the data with their group. They will then individually graph the data in any way that they know how. The group I am facilitating will be assisted with graphing their data as we will all work on composing a bar graph. The work of the other groups will allow me to see what students know as far as graphs so far as well. When this is complete the groups will be given an opportunity to show their data by first drawing their tables on the board. This will allow students to see differences in different surveys. Students will then compare and discuss each others data. The assessment at the end will be an exit card.

Materials: Pencils Premade class list White Boards Dry erase markers Clip Boards Premade tally table (for students to label; they arent good at drawing these things. Having them draw them wastes time) Plans for Formative Assessment: The assessment will be both exit cards and answers from Q&A. The exit card question will be: Why did your group create your specific survey question to ask the class? How did you graph your data and why? What did you learn about creating a bar graph? (For the students I facilitated.) Also their graphs will allow me to see what needs to be addressed for students as far as scaling which will be covered in the next lesson. Daily Reflection: I grouped students based on who their friends were. I did this because I felt it would be easier for students to come up with a survey question. I was correct in this thought as students were able to agree on both topics and categories in a timely fashion. The students understood the directions of the assignment up to the survey part. They thought they were surveying their group which they had done the previous day. Their reflective knowledge was good but I had to emphasize that they were going to survey the whole class. The actual surveying was the most difficult part because although I expressed that they should use the checklist numerous times; the students did not use it at all. Many students had more tallies than the actual people present in the class. Also, I added something in the graphing mid lesson. I gave the students some examples of graphs that they could use. I gave them examples of some graphs they knew and some they did not know of just to see how students would graph them. I had a few students do really interesting line plots that seemed to work. This lesson went over and we continued the next day. The next day students completed their graphs. Each group recorded their tally table data on the board. We had a large group discussion about the things we observed in our data. Students discussed most, least, and same amounts. Students also presented their bar graphs and explained why they graphed their data like they did which was one of their exit card questions. In their exit cards students were able to tell why their group chose the survey question they chose. Most saying, I wanted to know what their favorite. was? Day 3

Date: Friday, November 9, 2012 CCSS: ([Link].C.4) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Learning Target/Objective: Students will be able to create and interpret a concrete graph. Rationale: This lesson is important because it connects the ideas we have been learning thus far. A concrete graph specifically is important because it helps students to visualize the data that is presented to them. This is a good way to build students' schemas of bar graphs by allowing them to see exactly what data is being collected and how it can be represented. Once students are able to see and understand the information collected interpreting the data will be easier. Also, having the foundational information of the concrete graph will help students learn how to visualize when the information is presented in a different type of bar graph. Brief overview of lesson: As a class, we will be using concrete objects to organize data in a concrete graph. Each student will put one of their own shoes on a large graph to show what he/she is wearing. The graph will be laid out on the floor in the front of the room, and students will put their shoe where they feel it best fits under three categories (sneakers, boots, other). We will then have two math rotations. Half the class will work with me on concrete graphs and the other half will work with my mentor teacher focusing on scaling our graphs accurately by seeing graphs that are inaccurate. Within the group setting, students will individually make a picture graph based on the concrete graph. Mrs. Bell will model how to label and scale the graphs. Materials: Large graph for shoes Shoes Pencils Worksheets Blocks Plans for Formative Assessment: Observing my students create the concrete graph will inform me of what they know. Modeling a picture graph with my students and having them help me create it, will also inform me of what they know about picture graphs. Having two small groups will be a great way to work with my students and it will allow me to see where they might need more support. Understanding the scaling of picture graphs can be hard for children to understand. Using small groups for this

lesson will be a good Daily Reflection: The students really enjoyed this lesson! It was different and fun for them. The students really understood the concept of concrete means using real objects. Before the students graphed their data I went over labeling the graphs. The students know how to graph but they often forget the labels. In my model, I modeled labeling a bar graph. My emphasis was on the labeling and not the graph. When students began to complete their own graph they were drawing bar graphs. I had to re-model the graph using labels and a picture graph so that students would know what type of graph to make. After the fix students were able to graph their data in the correct format. Judging the graphs that the students turned in they really understood the concepts of labeling and scaling.

Day 4 Date: Monday, November 12, 2012 CCSS: ([Link].C.4) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Learning Target/Objective: Students will be able to create and take a survey and record results in a tally table. Students will be able to create and interpret data about more or less in a tally table. Rationale: This lesson is important because it helps students understand the importance of collecting accurate data. By asking the same question it is assumed that each student will collect the same data. Once we are able to talk as a class we can discuss the data that everyone collected to see if and where students had misconceptions or a mismatch of data. From this we can discuss how errors in data collection can skew the results of a survey, which effects how the data is interpreted. Brief overview of lesson: During math, students will be grouped into the same groups as in Lesson 2. I will explain that we are going to survey Mrs. Bossies and Miss Kaspers class. The groups will use the same survey questions they used to ask their classmates, to ask the other 2 nd grade class. Groups will label their individual charts. Students will then head to the other 2nd grade classroom to conduct their survey. Upon our return to the class the groups will write the data on the board in

a tally table under their lesson 2 results. We will then compare and discuss our class data for each survey with the other 2nd grade class in terms of more or less. We will interpret the data by brainstorming those types of questions we can ask about it. Students will then choose two questions to answer on their exit card. Materials: Pencils Paper Plans for Formative Assessment: The assessments will come in the form of exit cards. The questions will involve more, most, less, or least dependent upon the data collected. Daily Reflection: The students had been looking forward to this day for the longest. They consistently asked when we are going to get to survey Miss Kaspers class like they did for us. Today was that day and the students were extremely excited. Before we traveled to the other second grade class I reiterated that students should use the checklist to keep track of who they surveyed. The students struggled with this when we surveyed our class but did an exceptional job when they surveyed Miss Kaspers class. After surveying the class we returned back to our class. I passed out the tables from when the students surveyed their own class. This is when I realized it would have been a good idea to have put both tally tables on the same sheet but for the different days. It would have used less paper and students would be able to observe the data more easily. I had one student from each group record both tables on the board (data from our class and Miss Kaspers class). From here we discussed more or less. Students were able to identify most and least but not more or less. I saw in their exit cards that when it came to more or less students still used most and least. I had to plan for teaching different strategies to teach the concepts.

Day 5 Date: Tuesday, November 13, 2012 CCSS: ([Link].D.10) Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Learning Target/Objective: Students will be able to create a bar graph with a single-unit scale. Students will be able to use data from a bar graph solve problems. Rationale: Constructing bar graphs is important because it helps provide an easier way of comparing and contrasting data than data collection alone. Using the bars provide more of a visual of the data and students will be able to quickly see which item on the graphs have the most and which have the least. This is something students can see without looking at the numbers. This saves a lot of time when interpreting data and can be used in multiple genres such as in science, reading, social studied and standardized test.

Brief overview of lesson: During whole class instruction I will reintroduce a bar graph as another way to record and show data. I will model creating a bar graph. Next, individually students will create their own bar graph based on our and Miss Kaspers class survey data from their groups survey question. They will create a colored coded double bar graph. This will make comparisons easy to observe. After the completion of the graph students will have the choice to pair up with another partner, work individually, or in a small group to discuss questions regarding most, least, more, or less. The 8 students who struggled with most or less on the pre-assessment will work directly with me on strategies to observe determine more or less than. I will use concrete objects to aid students in their thinking. Materials: Graph paper Paper Pencils Crayons Ruler Plans for Formative Assessment: The assessment I will use for this lesson is the individual work completed by the students.

Daily Reflection: The students struggled with the idea of creating a double bar graph. They did not know they

could put two sets of data on one graph. It took a while for students to understand what they were supposed to be doing as far as the graph though I had modeled it. They still thought they were creating two different graphs. I also do not think I explained the different colors thoroughly enough to students. Students were coloring all the bars different colors instead of just one color for our class and one color for Miss Kaspers class. But student s did label which bar was for which class. Graphing took all of the time for math so we did not get into more or less. I knew I would have to key in on that for the next lesson.

Day 6 Date: Wednesday, November 14, 2012 CCSS: ([Link].C.4) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. ([Link].D.10) Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. Learning Target/Objective: Students will be able to create a bar graph/picture with a single-unit scale. Students will be able to use data from a bar graph. Rationale: Using a math workshop for this activity will allow students to move at their pace. All the tasks will be the same; I would just like to see how the students fair their first day of creating picture graphs. It is important that students can use information to both create and record data. This is a great way for me to observe what they know from the first three lessons. Brief overview of lesson: During whole class discussion will review the creation and use of bar graphs from the previous day. On a poster as a whole class we will create a bar graph once again. This time we will collect the data as we go. We will vote on our favorite playground games. Categories for playground games might include four square, soccer, jump rope, swinging, and basketball. The chart paper is titled "Favorite Playground Games" and divided into the appropriate columns, one per activity. Each student receives one sticky note and is told to place the note in the column of his or her favorite game. The students will also draw a picture on the sticky note that represents the game that they chose. This way the graph can be looked at as both a bar and picture graph.

Then students can compare the results asking questions such as which activities were least or most popular. Students will then complete a worksheet in which they have to use data to create a bar graph. Students struggling with more or less will be given a worksheet with smaller numbers on the bar graphs to work with as we did the previous day in our small group. Materials: Worksheet Sticky notes Graph paper Paper Pencils Crayons Plans for Formative Assessment: The worksheet will be created by me. Two different worksheets for the different levels of students. Daily Reflection: This was probably the activity that students enjoyed the most. Shannons idea to turn the graph to both a bar graph and a picture graph was brilliant. Students were able to view and understand how it could be both. They also enjoyed being able to have a choice in something (i.e. selecting their own game). After the graph was created we really attacked more and less. I know that the students in my class remember concepts by repeating a saying. The saying I created for more or less was More or less means the biggest number minus the smallest. I had students repeat this as problems were completed. I emphasized that you use ONLY the two numbers of the categories being questioned. I know the saying would make students think to subtract the largest number in the whole data set minus the smallest number in the whole data set. I did not want students confused this way so I had to make it known that students had to focus on the categories the questions asked them about. The students completed the worksheet. Five of my eight students who did not get the concept of more or less on the pre assessment correct were able to answer the questions on the worksheet regarding more or less correctly. The few who did not get the answer correctly seemed to understand that it was a subtraction problem but did not do the subtracting correctly. No student put the most or least so I know that they were moving away from this ideal. I still have to continue building the knowledge of more and less. Also, I realized that I should have had students do the graph on something I could remove from the bar so that they could view the graphs at a later date. Instead, I drew the graph at home and posted it in the class. I put the students names next to their pictures for a sense of entitlement or ownership by all students to the graph.

Day 7 Date: Friday, November 16, 2012 CCSS: ([Link].C.4) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. ([Link].D.10) Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. Learning Target/Objective: Students will be able to make picture graphs. Students will be able to interpret the data collection by creating questions Rationale: This lesson is important because it shows students that there is more than one way to represent data. However, even though it's presented differently, the information in the graph is still the same. Students will be able to understand this by comparing the pictographs to the bar graphs they constructed previously. Brief overview of lesson: During whole class instruction we will review our bar graphs. I will then talk about how there other ways to represent data that is collected. This form is a picture or pictograph. I will model a pictograph and we will compare it to a bar graph we completed previously of the data from Miss Kaspers class. Using a workshop activity, students will work in groups at stations to create picture graphs. At each station the group will have a Ziploc bag containing three different candies (starburst, M&Ms, and gummy worms). Each stations bag will have a differ ent amount of candy. Students will complete a single unit pictograph representing the data. After they create their graph, students will work together to create questions about their graph and data. The 3 groups will then rotate to the next groups table where they will answer the questions the group created about their data. The 3 groups will then create a different question about that graph and its data and return to their original table. Upon returning to their table students will answer the question that the other group created for their graph and data. After all the groups are done at their stations we will discuss the results of the questions as a class. Students will then write in their journals about what they know about bar graphs and picture graphs.

Materials: M&Ms, Skittles, Starbursts (in bag to hide objects) Worksheets/paper for each center Pencils Ruler (to make nice lines if needed) Index Card Plans for Formative Assessment: The assessment for this lesson will be the students journal entry. I want the students to tell all they learned so far about graphs, surveys, and tally tables. Daily Reflection:

Day 8

Date: Monday, November 19, 2012 CCSS: ([Link].C.4) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. ([Link].D.10) Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Learning Target/Objective: Students will be able to make picture graphs. Students will be able to interpret and discuss picture graphs. Rationale: This lesson is important because it shows students that there is more than one way to represent data. However, even though it's presented differently, the information in the graph is still the same. Students will be able to understand this by comparing the pictographs to the bar graphs they constructed previously. Brief overview of lesson:

Students will write their name and birthday on a cupcake pattern. They may color it if they like. Students will then cut the pattern out. At each table in the room will be a premade graph with specific months listed on the x-axis. For example, one graph will be (Jan-Apr) another will be (May-August), and (September-December. Students are to go around the room and find which graph contains their birthday month. Students will then glue their cupcake above the month. Listed below the month will also be the season that it is during that month. The graphs will be then posted on the board in order of the months. Students will have a wide range of comparisons to discuss as they can make comparisons as far as seasons and as far as birthdays months. We will then leave this graph up for the rest of the year to display birthdays. Students will then be spit in groups by levels to graph the data. The first group will create a picture graph of the data by the months. The second and third groups will transform the data into a tally table and create a bar graph on the birthday data by months. The final group will create both picture and bar graphs of the data based on the seasons. This task is a bit harder as the data is not set up in this way. Materials: Pencil Crayons Birthday Cupcake Cutouts Birthday Graphs Crayons Blank Graphs Plans for Formative Assessment: The work complete by the groups will be used to assess the students. Daily Reflection:

Day 9 Date: Tuesday, November 20, 2012 CCSS: ([Link].C.4) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many

more or less are in one category than in another. ([Link].D.10) Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. Learning Target/Objective: Students will be able to use real objects to make and interpret concrete graphs. Students will be able to make and interpret pictographs with single unit scales. Students will be able to create a bar graph with a single-unit scale. Students will be able to use data from a bar graph, concrete graph, and pictograph to solve problems. Rationale: Having a review day will help me see what my students need more focus on before their assessment. This will allow me to add an extra day if students do not appear to be prepared for their assessment. It will also help students see everything we have done and they will be able to put it all together. Brief overview of lesson: During this lesson students will be grouped and placed into three different centers. There will be two rotations. These groups will be based off of the formative assessments composed throughout the week. At the first center students will count the objects at the table and record them in the tally table. At the second center students will be given a set of data that they have to record in a tally table and then create a bar graph with correct labels. At the third center students will create a concrete graph using fruit loops and then create a picture graph based on that concrete graph and then answer question regarding more or less. The centers will then rotate. The first group will take their data with them from the first center to the second center. They will then create a bar graph of the data and answer questions regarding most, least, more, and less. The second group will go to the second center. They will create a picture graph of the concrete graph the previous group created. They will then answer questions regarding more or less. The third group will be at center one where they will be given directions on how to create a line plot graph. Although this type of graph was not in my learning target this is an extension for students on a higher level. They will create a line plot graph of the data at the table. At the end of the rotations students will turn in all of their completed work.

Materials: Fruit loops Blank Paper Pencils Crayons Tables

Plans for Formative Assessment: My assessment for the day will be the work that students completed at the centers. Daily Reflection:

Day 10

Date: Wednesday, November 21, 2012 CCSS: ([Link].C.4) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. ([Link].D.10) Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Learning Target/Objective: Students will be able to create and take a survey and record results in a tally table. Students will be able to use real objects to make and interpret concrete graphs. Students will be able to interpret the data collection by creating questions. Students will be able to make, interpret, and identify parts of pictographs with single and/or multiple unit scales. Students will be able to use data from a bar graph and pictograph to solve problems. Students will be able to create a bar graph with a single-unit scale. Rationale A post test to see what students have learned throughout the unit. Brief overview of lesson: For my summative assessment I have created a post test based on the concepts the students have been learning along with questions from the pre-assessment. Materials:

Pencil Test

Daily Reflection:

Section 5: Detailed Lesson Plans for First Three Lessons

Day 1 Date: Monday, November 5, 2012 CCSS: ([Link].C.4) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Learning Target/Objective: Students will be able record results in a tally table. Rationale: Learning how to organize data is important because it helps make information easier to understand. Data is organized in a way that is clear and concise which allows for the information to be easily compared and contrasted. With this skill students build a foundation of representing and comparing data and this is something they can use outside of school as well. For example, if students are trying to decide which game is best for them to buy they can survey their friends to figure out what games most people find fun. This is something that students already do and with this lesson they will be able to build the mathematical background and see how it relates to their lives. Additionally learning how to organize data is an important precursor to building not only bar graphs, but all graphs. Mastery of this skill will help students beyond grade two as they learn about different types of graphs. Brief overview of lesson: During whole class instruction we will talk about morning lunch count. Lunch count is a survey I

take in the morning to determine if the students are eating breakfast, have brought a sack lunch, or will be receiving a hot lunch. These are daily tasks that students need to know why they are done. I will talk about what a survey is and why it is used. I will demonstrate how to take a survey using tallies and the correct way to tally. I will then model how to create a tally table and explain why we need a tally table to hold our data. In my demonstration, I will continue using the idea of breakfast and lunch count to show how to use both tallies and a tally table. I will tally this in the tally table and explain why this might be important. After the modeling students will be split into groups. There will be one group of 3 facilitated by me that will work on counting objects and tallying them. We will move on to surveying if the excel at tallying. Then there will be 2 groups. In these groups, group members will survey each other about their favorite movies or TV shows based on a premade list. The students will be able to choose which group they would like to join. This will give them practice on surveying based on their interest since they already know how to tally and record tallies in a tally table. The students will tally the results in a premade tally table. We will then report back to the whole group where we will record the data in a tally table on the board as a whole class. We will then discuss the data and possible reasons for the survey we just conducted. Materials: Pre-Made Tally Tables Whiteboard Objects for students to count (pencils, pens, crayons)

Plans for Formative Assessment: I will use Exit Cards for the assessment. 1. Why do we take surveys? 2. What should your tally table have in it? 3. Show me what you do when you tally five things. Daily Reflection: Procedures and approximate time allocated for each event LAUNCH: Introduction to the Lesson ( 10 minutes) The following questions are provided to help you think about what you might include: What will I say to help children understand the purpose of the lesson? How will I help them make connections to prior lessons or experiences in and out of school? How will I motivate them to become engaged in the lesson and understand its real world purpose? How will I launch the problem? How will I establish clear expectations for how they will be working and what products I expect? When and how will I distribute materials and supplies?) Hi boys and girls. Today we are going to start a new unit. Some of the things you may already know

but you will also learn some new things. We are going to learn more about tallies. Do you guys remember when we covered tallies when talking about snacks? Well, we are going to learn more about the use of tallies. Today for math you we will be very active. We will start in our seats and then we will be doing some group work as you see there are different materials already at the different tables. I hope that you are on your best behavior and ready to learn as you always are.

EXPLORE: Outline of Key Events During the lesson ( 30-35 minutes)

As you outline the key events of the lesson, make sure you are clear about the following:

The class will work in three different facets. The first will be whole class discussion where we will learn and review the concepts. Students will then work in small groups to practice the newly learned concepts. We will return to a whole class structure with a discussion bringing concepts together. At the end students will work individually to complete the exit card assessment. -lesson, math centers, whole-class discussion, small-group work etc.) The overall instructional format will be a whole class mini-lesson and discussion. Students will then work in small groups to practice the instruction. I will instruct a small group that is my focus group for the lesson

Interest groups and small group instruction are the different strategies I will use. Our students are usually working individually in math so allowing them to work together on a task is something different for them. Not only will students work in groups they will have the choice of which group they would like to go to (either the movies group or TV shows group). It allows them to learn different methods and strategies from each other. One may think that recording results is something that can only be done one way. When working with a group you have to do things like come up with a system of who will ask first, second, third, etc. There is much to learn working in a group setting. In the small group instruction I will be working with students who need further help with the concepts of counting objects and tallying them. In a whole class setting I will start by asking the following questions: 1. What is a survey? (Ask about three students and then explain what it is) In a whole class setting I will get into the lesson. What is a survey? Can anyone tell me what a survey is? A survey is something you use to collect data. Surveys usually involve someone asking a question. For example, if I asked everyone in the class what they wanted to eat for lunch. That would be a survey of the classs preference for food. Actually, we do surveys every morning when we do breakfast and lunch count. I ask all of you whether are going to eat hot lunch and you all reply yes or no. This is a survey. 2. Next, I will model how I would take a survey using tallies with the breakfast and lunch count. What do I do when I get to five tallies? I expect someone to get it right. I say, Correct! And then model it for the students. 3. Can anyone tell me where we record the data for tallies (Ask about 3 students and then explain what it is). A tally table is good for organizing your collected data for tallies. I will model drawing and recording data in this for students.

4. Next, students will be given the directions to the small group activity as followed: There are two tables. Both have a premade tally table with a list of movies or TV shows. These movies include kids favorites Toy Story, Kung Fu Panda, and Alvin and the Chipmunks. The TV shows include SpongeBob Square Pants, Hey Jessie, and Ant Farm. You all are to go to a table of your choice and get one of the worksheets. You will survey everyone in your group about which movie/TV show is their favorite from the list and record the tallies in the tally table. Make sure everyone in your group has the correct data. Then return your seats and show me ready position, so that I know you are ready to move on. (During small group work Mrs. Bell and I will scan the room to make sure students are on task. 5. Class will come back together and I will record the data from all of the groups on a larger data table. One student from each group will report the data to me. 6. We will then discuss the possible reasons for taking a survey like this. Why would Mr. Knox or your classmates want to know our favorite movies or TV shows? Why might this be important?

7. Students will then complete exit cards.

SUMMARIZE: Closing Summary for the Lesson ( 5-7minutes) The following questions are provided to help you think about what you might include: (How will I structure the closing of the lesson? How will I facilitate the sharing of student thinking? How will I help students listen actively to each other? How will I help them make connections to prior lessons or prepare for future experiences? How will I summarize the main ideas of the lesson? How will I bring closure to the lesson and help children reflect on their experiences? What kind of feedback do I want from them at this time?) Students will pass their exit cards to the front at a given time. Students will be asked what they found difficult about the question if anything. Then we will discuss why it is important to take surveys. Why is it important to record tallies in a tally table or even have a tally table at all? Students will be asked to be attentive when their classmates are speaking. After students give their answers I will give students the reasoning I want them to know. We conduct surveys so that we can gather information and learn about specific things. We use a tally table because we have to organize data when we conduct a survey. When we survey we tally peoples answers and we organize them in tally tables so that we can observe the amounts for later usage. Keep all of this information in mind because we are going to be doing more with surveys and tally tables.

Description of Formative Assessment Plans for Formative Assessment: I will use Exit Cards for the assessment. 1. Why do we take surveys? 2. What should your tally table have in it? 3. Show me what you do when you tally five things. Daily Reflection: Day 2 Date: Wednesday, November 7, 2012 CCSS: ([Link].C.4) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Learning Target/Objective: Students will be able to create and take a survey and record results in a tally table. Students will understand why we take surveys. Rationale: These skills are important because students need to be able to analyze and interpret information in a table. Surveys are also a common way for people to understand community members interests and/or how they feel about a specific topic. Organizing this in formation into a table will help students to analyze their results. Without this knowledge, students would not be able to move to the next step of creating a graph based on the information they gathered. Students enjoy receiving candy as a reward. Having them survey each other will help me decide what candy to buy. They will be aware of this and it will show them that I am using this to get information. Brief overview of lesson: At the beginning of math students will be placed into groups of 4 at the 4 work station tables in the classroom. The groups are set up dependent upon the relationships of the students of the class. This seems like it will make it easier for students to create survey questions because they will be working with friends. One group of those four will be students who struggled with creating graphs in the pre-assessment. I will facilitate that group throughout the lesson. The directions for the activity will be written on a small white board at each table. In their groups

students will agree on a survey question they would like to ask the remainder of the class (the other three groups). The students will then survey the class. The students will be provided a checklist of the other 12 students in the class so that they can check them off when they survey them. Each student should survey 12 students if attendance permits. After the groups have collected all of their data they will return to their tables to go over the data with their group. They will then individually graph the data in any way that they know how. The group I am facilitating will be assisted with graphing their data as we will all work on composing a bar graph. The work of the other groups will allow me to see what students know as far as graphs so far as well. When this is complete the groups will be given an opportunity to show their data by first drawing their tables on the board. This will allow students to see differences in different surveys. Students will then compare and discuss each others data. The assessment at the end will be an exit card.

Materials: Pencils Premade class list White Boards Dry erase markers Clip Boards Premade tally table (for students to label; they arent good at drawing these things. Having them draw them wastes time) Plans for Formative Assessment: The assessment will be both exit cards and answers from Q&A. The exit card question will be: Why did your group create your specific survey question to ask the class? How did you graph your data and why? What did you learn about creating a bar graph? (For the students I facilitated.)

Procedures and approximate time allocated for each event LAUNCH: Introduction to the Lesson ( 5 minutes)
The following questions are provided to help you think about what you might include: What will I say to help children understand the purpose of the lesson? How will I help them make connections to prior lessons or experiences in and out of school? How will I motivate them to become engaged in the lesson and understand its real world purpose? How will I launch the problem? How will I establish clear expectations for how they will be working and what products I expect? When and how will I distribute materials and supplies?)

I will let students know the topic we are covering for the day. The only directions I will give students are the formations of groups and the groups should follow the directions given at the

work stations. From here math will begin. EXPLORE: Outline of Key Events During the lesson ( 30-35 minutes)
s (whole class, small group, partners, etc.) The class will work in two different facets. The first will be group work where the students will work on creating and doing surveys. Groups will then graph the data in any way the like or know how. We will return to a whole class structure with a discussion as groups write their tables on the board. At the end students will work individually to complete the exit card assessment. -lesson, math centers, whole-class discussion, small-group work etc.) The overall instructional format will be small group work and discussion by students and small group instruction by me.

Group investigation and small group instruction are the differentiation strategies for this lesson. Students have the choice to ask whatever survey question they want to. I am sure the survey question will be based on the groups interest. It may be something they want to know for their own personal use. Nevertheless, students have the option of choosing what they want to survey about. Choice reinforces students yearning to learn about one another. Also, students will lead a discussion about their data when it is collected. This allows students to learn from each other as well. I will also be using small group instruction as a differentiation strategy. The group will be composed of the students that struggled with the tallies in the pre-assessment (if not progress was met the previous day) and those who had difficulties with the graph. 1. I will explain that students will be working independently in groups today. 2. The students will be split into 4 groups (grouping based on the class social relationships and my focus group) 3. Students directions will be listed at their work stations as follows: Your group will create a survey question they want to ask the class. Each of you is going to survey the class asking your groups created question. Check off students on the checklist as you survey them. When you have completed surveying, return to your table and each of you will graph your data in any way you know how. When everyone in your group is done, select someone to fill in your groups data in the tally tables on the board. 4. The group I am working with will follow directions that I give you during our small group instruction. 5. When all students are done surveying the groups will share and discuss their results. We can talk about how some of their results are different. 6. Students will complete an exit card.

SUMMARIZE: Closing Summary for the Lesson ( 5-7 minutes)

The following questions are provided to help you think about what you might include: (How will I structure the closing of the lesson? How will I facilitate the sharing of student thinking? How will I help students listen actively to each other? How will I help them make connections to prior lessons or prepare for future experiences? How will I summarize the main ideas of the lesson? How will I bring closure to the lesson and help

children reflect on their experiences? What kind of feedback do I want from them at this time?)

At the end of work time students will be discussing their collected group data. After the discussion students will complete an exit card with the questions below.

Description of Formative Assessment

Plans for Formative Assessment: The assessment will be both exit cards and answers from Q&A. The exit card question will be: Why did your group create your specific survey question to ask the class? How did you graph your data and why? What did you learn about creating a bar graph? (For the students I facilitated.) Also their graphs will allow me to see what needs to be addressed for students as far as scaling which will be covered in the next lesson.

Daily Reflection: Day 3 Date: Thursday, November 9, 2012 CCSS: ([Link].C.4) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Learning Target/Objective: Students will be able to create and interpret a concrete graph. Rationale: This lesson is important because it connects the ideas we have been learning thus far. A concrete graph specifically is important because it helps students to visualize the data that is presented to them. This is a good way to build students' schemas of bar graphs by allowing them to see exactly what data is being collected and how it can be represented. Once students are able to see and understand the information collected interpreting the data will be easier. Also, having the foundational information of the concrete graph will help students learn how to visualize when the information is presented in a different type of graph.

Brief overview of lesson: As a class, we will be using concrete objects to organize data in a concrete graph. Each student will put one of their own shoes on a large graph to show what he/she is wearing. The graph will be laid out on the floor in the front of the room, and students will put their shoe where they feel it best fits under three categories (sneakers, boots, other). We will then have two math rotations. Half the class will work with me on concrete graphs and the other half will work with my mentor teacher focusing on scaling our graphs accurately by seeing graphs that are inaccurate. Individually, but in our group students will make a picture graph based on the concrete graph. Mrs. Bell will model how to label and scale the graphs. We will then have two math rotations. Half of the class will work with me on concrete graphs and creating picture graphs based on concrete graphs and the other half will work with my mentor teacher focusing on scaling our graphs accurately by seeing graphs that are inaccurate. Materials: Large graph for shoes Shoes Pencils Worksheets Blocks Plans for Formative Assessment: Observing my students create the concrete graph will inform me of what they know. Modeling a picture graph (which is similar to a concrete graph) with my students and having them help me create it, will also inform me of what they know about picture graphs. Having two small groups will be a great way to work with my students and it will allow me to see where they might need more support. Understanding the scaling of picture graphs can be hard for children to understand. Using small groups for this lesson will be a good Daily Reflection: Procedures and approximate time allocated for each event LAUNCH: Introduction to the Lesson ( 3 minutes)
The following questions are provided to help you think about what you might include: What will I say to help children understand the purpose of the lesson? How will I help them make connections to prior lessons or experiences in and out of school? How will I motivate them to become engaged in the lesson and understand its real world purpose? How will I launch the problem? How will I establish clear expectations for how they will be working and what products I expect? When and how will I distribute materials and supplies?)

Hi boys and girls today we are continuing our unit on graphing. Yesterday you guys turned in some graphs so I was able to see what types of graphs you already know how to do. Today I will be teaching you a graph you may or may not have used before. I have a really fun activity planned for you guys to

learn about this type of graph. Although this will be fun, I expect you all to stay on tasks. We will be working in two groups. Mrs. Bell will be working with one group and I will be working with another. We both will be teaching you something about graphs today. One group will be up here where the tape is and the other will be by the back table. It is going to be fun!

EXPLORE: Outline of Key Events During the lesson ( 20-25 minutes)

As you outline the key events of the lesson, make sure you are clear about the following: The class will be split into two small groups. -lesson, math centers, whole-class discussion, small-group work etc.) This will be a mini-lesson for the small groups.

Small group instruction is a strategy for this lesson. Mrs. Bell and I will both be working with smaller groups so we can address the needs of students directly as we see them during the lesson. 1. I will first introduce the lesson (Introduction section). 2. I will then talk to students about how a concrete graph is made using real objects. This model will be using classroom objects such as pencils, pens, and crayons. 3. Next, I will draw sticks to determine the groups. The first 9 students will be with me and the other 9 with Mrs. Bell. On the floor where a premade tape graph will be we will enter data based on the objects worn on their feet in the categories of (Boots, Gym Shoes, and other). While I am doing this Mrs. Bell will be giving direct instruction about scaling to the students. 4. I will then ask students questions regarding more or less in regards to the data, which speaks to them being able to interpret the data. Students will then individually create a picture graph based on the concrete graph right there in our group so that we can help each other if need be. Example of questions: What category has the most? What category has the least? How many more does the most have than the least? Are there any categories that are equal? How did you arrive at that answer? Mrs. Bell will talk about the scaling of our graphs based on inaccurate scales and graphs. 5. The groups will then rotate and repeat steps 3&4.

SUMMARIZE: Closing Summary for the Lesson ( 5 minutes)

The following questions are provided to help you think about what you might include: (How will I structure the closing of the lesson? How will I facilitate the sharing of student thinking? How will I help students listen actively to each other? How will I help them make connections to prior lessons or prepare for future experiences? How will I summarize the main ideas of the lesson? How will I bring closure to the lesson and help children reflect on their experiences? What kind of feedback do I want from them at this time?)

To summarize the lessons I will ask students how many ways do they know to record data now. What are some other ways they might know about that we have not learned yet? How can they use concrete graphs in the future? What can a concrete graph possibly be turned to?

Description of Formative Assessment Observing my students create the concrete graph will inform me of what they know. Modeling a picture graph with my students and having them help me create it, will also inform me of what they know about picture graphs. Having two small groups will be a great way to work with my students and it will allow me to see where they might need more support. Understanding the scaling of picture graphs can be hard for children to understand. Using small groups for this lesson will be a good Daily Reflection:

Section 6 Parent Letter

Dear Parent(s)/Guardian(s), Over the next couple of weeks we will be focusing on the concepts of surveys, tables, and graphs in the classroom. Your child will review and learn ideas related to collecting data, tallying, and comparisons involving more or less. One of the main ideas I would like for students to learn during this unit is that there are many different ways to collect and represent data. For example, we may represent data in tables, concrete graphs, picture graphs, or bar graphs. Homework for this week should be used as practice activities for what we will be learning in class. The homework pages that students will complete come from their math work book. Common problems your child will be working on this week include surveying, recording tallies, and creating graphs (bar, concrete, and picture). Additionally, we will be working on interpreting the graphs we are using. Students will be introduced to the concepts of most, least, more, or less. It is very important that your son or daughter be here to get the information so that he or she can be

successful on his or her homework. Also, if he or she is having difficulty with any of the material I would not mind a letter or note detailing what the student is struggling with as I am here for support. During this unit we will be focusing on accuracy and precision as well. When dealing with collecting data and creating graphs being precise is necessary. Collected data is for an important purpose and we have to teach our students that we have to be careful with important data, in fact, all data. Often students will rush through their work without completely focusing or thinking it through or misreading the directions and, in turn, get more things wrong than they should have. This, however, is not a true reflection of what your child knows. Therefore, we will spend time this week and in the weeks that follow discussing procedures together as a class. Knowing why they have to do things correctly is just as important as coming up with the right answer. This is something we will practice during this week as well. As always there are many things you can do at home with your student to help support what we are doing in the classroom. Remember that your childs learning is a partnership between the parents/guardians, the student and the Averill school staff.

Make sure students are in school and on time. Make sure students are working on homework nightly Encourage students who are having a difficult time with their work to see me after school (I will be there every day if needed.) Contact me if you have any questions or concerns. (Cell: 248-838-8567 email: knoxand1@[Link]) You are more than welcome to come and visit the classroom; a helping hand is always appreciated! Best,

Mr. Andrew Knox

Lesson 2 Handout Name: ______________________________________________________________________________

Date: _______________________________________________________________________________

Directions: Create a survey question with your group to ask the rest of the class. Tally results in the tally table.

Survey Question: ____________________________________________________

Tally

Lesson 1 Handouts Name: ______________________________________________________________________________

Date: _______________________________________________________________________________

Directions: Survey your group members to determine which of these three movies they like best. Tally results in the tally table.

Survey Question: ____________________________________________________

Favorite Movie
Toy Story Kung Fu PAnda Alvin and the chipMunks

Tally

Name: ______________________________________________________________________________

Date: _______________________________________________________________________________

Directions: Survey your group members to determine which of these three movies they like best. Tally results in the tally table.

Survey Question: ____________________________________________________

Favorite TV Show
SpongeBob Square Pants Hey Jessie Ant farm

Tally

Section 7: Final Reflection and Analysis

Math is one of the subjects that I have always been comfortable teaching. It has been my favorite subject all my life, so I tend to favor it more than any of the other subjects I teach. As Guided Lead Teaching approached I was excited to teach my math unit. I know that math is the subject that most people dislike both young and old. If you were to survey the typical elementary class and ask them what their favorite subject is, math would surely not be the mode of answers. One of my goals as a teacher is to get students to enjoy math as much as I do. This unit was my chance to show students that they could learn math and enjoy it at the same time and I knew I would accomplish this goal. The typical math lesson in our class is direct instruction. My mentor teacher would stand in front of the class and teach concepts. After the lesson is taught the students usually completed worksheets at their desk. There was never any movement during math or anything. The students did not seem too enthused when it was time for math even though most of the students love math. I was confident that my unit would bring life into our math class and it surely did. I believe I succeeded in my goal for my unit. The students learned and had fun doing so. One of my students, Janayla said, Math has been fun this week, we got to work in groups and on the floor. During one of my lessons students were able to work in a group of their peers and choose a location to work at. This made math more fun for them and they still were able to learn concepts and there is evidence to show that. My goal for teaching math was to ensure that math would be fun and that the students would learn something. In the quote above one of my students expressed that math was fun that week. I had accomplished the math being fun portion of my goal. Students also learned during the unit. Faahad was a student that struggled from many aspects on the pre-assessment. After the first assessment he had already learned two things he had problems with on the pre-assessment (how to tally and how to complete a five when tallying). Throughout the unit you can see that he made improvements in concepts he was not clear on in the pre-assessment. The student from the quote above also showed progress during the unit. She was one of my students who continuously struggled with more or less. She answered the question incorrectly on the pre-assessment. After the first lesson in which more or less was covered, she still did not have a hold on the concept. It was not until the third lesson on more or less that she grasped the ideals firmly. You can see through my formative assessment charts that she took a few days to understand the concept. By her improving and believing that math was fun, I succeeded with ensuring learning during a fun math unit. Overall, my students showed a lot of progress with more or less. This was the concept that students struggled with the most on my pre-assessment as 9 of my 18 students got the

question wrong on the pre-assessment. By the last lesson I taught, there were only 3 students who still failed to understand the concept. To reach that goal of improving student learning, formative assessments and reflections were essential. After each lesson I reflected about how the lesson could have been different or altered. Some of my lessons could have been added to others and some of the lessons could have been split up into two days. For example, the students finished the first lesson very fast, leaving about 15 minutes to spare during the math time block. I figured that I could have shortened that lesson and included it with the lesson that I had planned for lesson 2. Reflecting played a key role in how I taught during my unit, especially the reflection on my formative assessments. After reflecting on my formative assessments I was able to adjust how I would go about teaching concepts. As stated before, the concept that my students struggled with the most was the idea of more or less when interpreting a graph. The first day that I taught the lesson on more or less I tried to teach it in a traditional way. I went over how to subtract one of the numbers from the other and I explained why. I feel the explanation behind the concept or the way I explained it the first time was too difficult for the students to comprehend. That night I had to rethink my strategy. I recalled that my students remembered concepts by restating sayings. The saying, I before E except after C, is an example of a saying that helps students to understand a rule or concept. I was able to come up with one for more or less which was When dealing with more or less, its the biggest number minus the smallest. The saying really helped most of the students to finally understand the concept. The few who had not come full circle with learning more or less I had to continue trying to find strategies to help them learn this portion of the unit. I believe it would have been best to work with these students in a smaller group, differentiating their instruction so that I could meet their needs directly. Differentiation would have been ideal in helping those students as well as students who needed help in other areas. If I were to teach this unit again to the same group of children one thing I would focus on is differentiating instruction. At the beginning of the unit I did not have a clear understanding of this concept and how to use it. Now that I am completely aware of differentiation I know how beneficial it could have been during the unit. In the pre-assessment the struggles were evident in like areas. These students learning process and products could have been differentiated so that I could reach them more. I have to remember that when teaching, every student is not on the same level. All students differ in their thinking, learning styles and abilities. As a teacher I have to accommodate these students. Making accommodations for students is necessary to ensure that students are learning up to their full potential. For this unit I would also include more centers or independent learning. If anything, this course has taught me that students can learn a lot on their own and from their peers through inquiry. I believe with the right guiding and scaffolding most students can learn as much as they do on their own as they could when the teacher is standing in front of the class teaching. Shannon has really helped me to realize that if we are going to get our

students to not have distaste for math we have to stray away from the direct instruction methods and find a way to make math a more lively experience. Project One really helped me to plan and teach my unit. When completing the project I was able to learn a lot about my students. One thing I observed is that my students work the best when they work in groups. It was hard to get the full potential out of all of my students because they are fairly quiet and shy. Therefore, working in a group or in pairs was more personable and private. I figured I could get the maximum learning experience from my students in group settings so I planned for my students to work in groups or in pairs numerous times in my unit. Also, project one allowed me to see how disinterested my students were in math. I could tell they were tired of the repetitiveness of math instruction. I wanted to keep them engaged during math. I planned lessons that the students would enjoy. Knowing their personalities allowed me to decide what types of lessons to plan, something I can also attribute to project one. During Guided Lead Teaching I learned a lot about myself and about teaching. The number one thing I learned is that you have to put a substantial amount of time into your planning. It is not enough to know what you want to do and then do it. Thinking out your process beforehand will be more beneficial for you and your students. I also learned that you can make students enjoy math or any other subject by simply changing the way you instruct. Before the unit, I would consider myself to be about 70 percent traditional teacher. This meant that I would rather stand in front of the class and teach a lesson to the whole class. In doing my unit I learned the benefits of different types of instruction such as centers, small groups, or paired work. The things I learned during my teaching experience will change me as a teacher forever as I continue to develop my teaching profile.

Student Name

How is this student smart in math?

Socially, how is this student perceived by peers?

Academically, how is this student perceived by peers?

How much does this student participate in math class?

How does the child see themselves as a math learner?

Does this student like math

What do you like/dislike about math?

Larry

Anthony

LeAsia

Prefers to Loud/Obnoxious work alone in math; Uses drawings to understand problems; Good at explaining thinking aloud Prefers to Quiet work alone in math; Needs quiet when working; I like to solve problems; Good at explaining thoughts on paper; Good at following directions Learns best Quiet through hands on experiences; Sometimes get confused when others explain their thinking; Wants rules

Smart

A lot

Great at it

Yes

Boring

Seldom

Good at it

Yes

Fun

Seldom

Not Sure

Kind Of

Its kind of fun

MaLayia

Amelia

Va Santi

for solving problems; Prefers to work with others; Learns better though hands on experiences Prefers to work alone; Sometimes get confused when others explain their thinking; Needs quiet when; Good at organizing data; Good at following directions: Good at coming up with examples. Wants rules when solving problems; Learns best when teacher writes on the board; Sometimes get confused

Funny/Talkative

A lot

Good at math

Yes

Like adding

Quiet/Friendly/ Organized

Often

Good at math

Yes

Fun, Especially Games

Mean

A lot

Good at math

Yes

Counting Money

Faith

Isaac

Andy

when others explain their thinking Prefers to Quiet/Slow work alone; Learns best through hands on activities; Good at asking questions; Needs quiet when working; Good at following directions; Good at visualizing Prefers to Quiet alone; Likes to solve problems; Likes logic games and puzzles; Good at visualizing; Good at following directions Works best Quiet alone; Needs quiet when working; Likes to solve problems; Good at

Seldom

Good at math

Yes

Writing Numbers

Seldom

Good at math

Yes

Like Math

Seldom

Not Sure

Yes

Writing Numbers

finding patterns Mikaela Prefers to work in groups; Finds it helpful when teacher writes on the board; Wants rules for solving problems Faahad Prefers to work alone; Knows basic facts well; Good at following directions; Good at asking qustions Janayla Prefers to work alone; Better at addition than subtraction; Good at explaining things through writing; Good at following directions Estrayiana Prefers to work in groups;

Often

Good at math

Yes

Dislike, Too Much Numbers

Quiet

Seldom

Good at math

Yes

Helps learn cool things

Quiet/Organized

Often

Good at math

Yes

Minus and pluses (money)

Quiet

Smart

Often

Good at math

Yes

Its exciting

Jaydin

Tristana

Sha Lynne

Learns best from hands on activities; Good at organizing information; Good at explaining things aloud Knows basic Talkative/Annoying Smart facts well; Likes to compete in math and solve problems; Prefers to work alone; Good at solving problems and seeing patterns Prefers to Quiet/Smart Smart work alone; Needs quiet when working; Knows basic facts well; Good at explaining thinking through writing. Knows basic Fun/Talkative Smart facts well; Prefers to work with others; Likes

A lot

Great at math

Yes

Like getting better

Often

Great at math

Yes

Learn a lot

A lot

Great at math

Yes

Good at it.

Sebastian

to solve: problems; Good at arguing or discussing, getting point across; Good at explaining things on paper Likes to solve problems; Knows basic facts well; Likes logic games and puzzles; Prefers to work with others (to help) ; Good at finding patterns; Good at following directions; Good at revising thinking

Smart

Smart

A lot

Awesome Loves Solving it things

Unit 4 Test: Tables and Graphs (Would have been differentiated by product)

Name: ______________________________________________________________________________

Date: ________________________________________

1. Count the different shapes and record the data in the tally table using tallies. Then create a possible survey question you can ask about these shapes. (More advanced students will be given a blank table and would be asked to fill in the data accordingly and labels.)

Shapes
Stars Circles Triangles

Table

Survey Question: _______________________________________________________________________

2. On your table is a concrete graph of different color jelly beans. Do not touch the concrete graph or jelly beans. Draw a picture graph to represent this concrete graph. Be sure to label your graph properly.

3. Create a bar graph of the data below. Be sure to label your bar graph properly. Then answer the following questions. (For more advanced students the question would be to create a double sided graph using a bar graph and a picture graph.)

Favorite Fruits Bananas Apples Lemons

Total
5 9 3

a. Which fruit was chosen the most? ______________________

b. Which fruit was chosen the least? ______________________

c. How many more people like apples than lemons? _______________________

d. How many fewer people like bananas than apples? _____________________ Bonus: What is our saying for dealing with more or less?

_____________________________________________________________________________________