Teachers:

Devon LeDrew

Subject:
2nd Grade Math: Pocket Towers

Common Core State Standards:

2.MD.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.
Objective (Explicit):

SWBAT represent data on various graphs.

Evidence of Mastery (Measurable):

Include a copy of the lesson assessment.

Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response.

Formative- SWBAT interpret data presented in a bar graph by completing a worksheet.

Summative- SWBAT construct a line plot and find the sum of the units represented on the plot.

Sub-objectives, SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

SWBAT recall how to represent the number of pockets they are wearing with single-unit cubes.
SWBAT organize the cubes to represent data on a graph.
SWBAT represent the same data on a sticky note bar graph.
SWBAT interpret the data presented by the bar graphs and answer questions.
SWBAT represent the same data on a line plot.
SWBAT find the sum of units the data represents.
SWBAT explain how representing data in a graph allows for easier comparison of objects.
Key vocabulary:
Materials:
Mode- the most common number in the data set
Smartboard
Outlier- a number far away from the rest of the data
150 Connecting Cubes
Line Plot- a graph that shows data along a number
23 Sticky Notes
Activity page 15 (24 copies)
line
23 Whiteboards
23 Pencils
Smartboard lesson: Pocket Data Line Plot
Opening (state objectives, connect to previous learning, and make relevant to real life)

How will you activate student interest?

How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?

Recently we have been working with class data such as what activities we like to do on the weekend, where we
were born, etc. Can anybody name another type of class data we represented? Today, we will be doing something
similar to that but our goal is to organize and represent data in different ways. What are some ways we have
represented data? (Tally chart, pictograph, bar graph, sticky notes). Today we will be representing the number of
pockets we are wearing. We have counted our pockets before, but this time we will show how many students are
wearing a certain number of pockets. How well do you think you could represent the data of pockets in our room in
different ways? Hold up 1 finger if you know 1 way to show it, 2 fingers if you know 2 ways to show it, 3 fingers if
you know 3 ways, or 4 fingers if you know 4 or more ways to show how many pockets there are. We all know how
to make tally marks so you should at least have a one. By the end of the lesson, the goal is to know at least 3 ways
to represent data.

Teacher Will:

Instructional Input

When I say go, you will walk back to your

desk, make a tower of cubes that represents
how many pockets you have, and come sit
back down on the carpet. Color of cubes does
not matter. Go.
What does each cube stand for? What does
each tower stand for?
If we have 23 students, should we have 23
towers? Why or why not?
So we have gathered some information about
the number of pockets each person is wearing.
How could we organize the towers to best
show the number of pockets students are
wearing today?
Think about which towers go together and
how to put the towers in order.
When you go back to your table groups, you
must discuss and decide a way that you are
going to organize your towers, and then we will
share. You only have 3 minutes so use your
time wisely. Go.
Differentiation Strategy

Student Will:

How will you model/explain/demonstrate all

knowledge/skills required of the objective?
What types of visuals will you use?
How will you address misunderstandings or
common student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could teach it?

What will students be doing to actively capture and

process the new material?
How will students be engaged?

Walk back to their desks and make a tower of

cubes to represent how many pockets they have.
SW sit back on the carpet.

Each cube stands for one pocket. Each tower

stands for one person.
No, some people may not have any pockets.

Go back to their table groups and discuss how to

organize their tower to show the number of pockets
they are each wearing.

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?

Guided Practice

When students are forming their pocket towers, I will walk around to make sure certain students have the
right number.
When students are organizing towers in their table groups, I will walk around to solve any confusion. The
timer will help keep all students on task, especially those that have trouble focusing.
For students who are confused I will ask What is the best way to organize these towers to show me how
many pockets each person has? Right now they are all scrambled, how can you put them in order?
For early finishers I will ask Why is this the best way? What does it show you?
Teacher Will:
Student Will:

How will you ensure that all students have multiple

opportunities to practice new content and skills?
What types of questions can you ask students as
you are observing them practice?
How/when will you check for understanding?
How will you provide guidance to all students as
they practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could facilitate this practice?

How will students practice all knowledge/skills required

of the objective, with your support, such that they
continue to internalize the sub-objectives?
How will students be engaged?
How will you elicit student-to-student interaction?
How are students practicing in ways that align to
independent practice?

Walk around as the groups are organizing their

towers.
2

Tell students to walk around the room and see

how other tables have organized their towers.
"Which one of these is the best or clearest way
to show how many pockets students are
wearing today?
We will do the same thing to show the whole
classs data together.
Tell each table group to come up, hand me
their towers, and sit down.
Organize the towers from least to greatest (on
the whiteboard ledge).
What is another way, other than cubes, that
we can represent the number of pockets that
we are wearing?
You will now write your number of pockets on
a sticky note. (do while putting up towers)
What type of graph did we make? We will
make a human bar graph now to show how
many students are wearing each number of
pockets.
People with 0 pockets stand over here.
People with the most number of pockets stand
over here. 1s will go hereetc.
Tell students to put their sticky notes on the
whiteboard from least to greatest, above the
towers.
The cubes make a bar graph that represents
each student and how many pockets they
have, while the sticky notes make a bar graph
that shows how many students are wearing
each number of pockets.
Tell students to grab whiteboards and pencils.
Lead students through activity page 15.
We are going to make one more
representation of the pocket data we collected
today. This is called a line plot. As we make
this, think about how it is similar to or different
from our pocket towers and sticky notes.
The first step in making a line plot is finding
the fewest number of pockets and the greatest
number of pockets.
What is our least number of pockets? What is
our greatest number of pockets?
Write Number of Pockets under the line plot.
Now we are going to use an X to represent
each person.
Lets use the data from our sticky notes to see
how many people had 0 pockets, etc.
If each X represents 1 person, how many Xs
should there be altogether?
We made 2 bar graphs and a line plot, you
now all know 3 ways to represent data so you

Look at how other groups organized their towers.

It is best to show them from least to greatest

because you can easily and clearly see how many
pockets each person is wearing.

Hand me their towers and sit on the carpet.

Students on the floor will help me organize by

telling me where to put the towers.
Write the number on a sticky note.

Write down their number of pockets on a sticky

note.
Organize the sticky notes in their table group.

Share how they organized the sticky notes.

Least to greatest because, just like our cubes, it is

easy to see and it is in order.

Place their sticky notes on the whiteboard like a

vertical bar graph.

Grab whiteboards and pencils and sit back on the

carpet.
Complete page 15 together.

Write the least number of pockets at the left end

and the greatest number of pockets at the right
end.

Tell me how many people had 0 pockets, 1, etc.

23 Xs altogether because there are 23 people in

our class.
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should all be a 3 on the learning scale.

Differentiation Strategy

Hold up 3 fingers.

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?

To make sure students are paying attention I will cold call and ask Why is this the best way to organize
our pocket towers?
I will do the same with our sticky notes.
For students who have 0 pockets, they write 0 on their sticky note. I will make sure Madison C., Landen,
Jaydon, and Eddie are participating in their groups by asking guiding questions.
We will do pg. 15 together so they understand the data on the graphs. I will cold call on the names above
to keep their focus and make sure they understand the data.
Teacher Will:
Student Will:

How will you plan to coach and correct during this

practice?
How will you provide opportunities for remediation and
extension?
How will you clearly state and model academic and
behavioral expectations?
Did you provide enough detail so that another person
could facilitate the practice?

How will students independently practice the knowledge and

skills required by the objective?
How will students be engaged?
How are students practicing in ways that align to
assessment?
How are students using self-assessment to guide their own
learning?
How are you supporting students giving feedback to one
another?

Independent Practice

You are going to go back to your desk and

finish this line plot. For bonus points, you can
find the total number of pockets in our room.
You need to write an equation using this data
and show your work.
How could we figure out the total number of
pockets?
Is there an easier way than adding up all the
numbers? Are there some numbers I might
add together first to make it easier?
When I call your table, you are going to go
back to your desk, finish the line plot, and
show an equation for the total number of
pockets for bonus points.
Call tables to pass out papers.
Tell students to put up no-peek folders.
Walk around to monitor student work.
Differentiation Strategy

Add them together.

Make tens and friendly numbers.

Finish completing the line plot at their desk.

Write an equation and show their work to find the
total number of pockets in our class.

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?

At this point, Haley will probably come back from her SPED class. I will ask her to form a pocket tower
and write an equation for her tower to show me how many pockets she has in all. I will then ask her to
count the cubes on the whiteboard and tell me how many pockets the rest of the class has.
I will also monitor Madison C.s line plot since she has trouble with motor planning. I will also monitor
Landen and Jaydon to keep them focused.
Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?

How many different ways did we represent the data? So we already knew how to do tally marks, now we have
done a bar graph and a line plot. What other ways do we know how to represent data? We also know how to
make a pictograph. So now you should be a 3 or 4.
The bonus equation will challenge some students.
Why is it important to be able to represent data in so many ways? This will help you in life to be organized and
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help you compare data. What if you were at a party and some people wanted pepperoni pizza, some wanted
cheese, and some wanted sausage. It is too much to remember in your head so these are all different ways to
organize and represent data.