Intern Name: Kloe Jones

Lesson Title (Subject/Topic):M&M graphing

Grade: Kindergarten
Length of Lesson: 15 min
Date Taught: 1/14
LESSON PLAN TEMPLATE
In this lesson…
the students will learn how to read and interpret data and learn to collect,
Overview organize and represent data.

Standards of K.5.2
K.5.1
Learning
Can students read and interpret data and collect, organize, and represent data?
Essential Questions
Students will be able to…
Objectives read and interpret data and collect, organize, and represent data.

Learning Target I can graphing by using M&Ms.

Necessary Prior colors, how to read short sentences (sounding out), how to count,
Knowledge
M&Ms, crayons, worksheet
Materials
Using M&Ms grabbed the students attention because they wanted to eat the
Introduction/Hook candy.
1. I first, read the students the “I can” statement so they knew what they
should be able to do by the end of the lesson.
2. I then explained what they would be doing: graphing using M&Ms,
specifically by color.
3. I gave each of them a pack of M&Ms and made it very clear that they
could not eat it until they completed the assignment.
Instructional 4. They poured out the M&Ms on the table and counted how many they
had of each color.
Activities & 5. After they sorted their M&Ms, they got crayons and colored in the graph
Strategies with the correct color.
6. As they all finished that up, I got their attention and explained the three
questions asked on the bottom. I didn’t exactly read the questions to
them but instead had them sound out the words.
7. When they finished everything, I told them to raise their hands so I
could come around and check their work. If their work was finished,
they were then allowed to eat their M&Ms.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Key Vocabulary or graphing, counting, distinguishing colors/ numbers
Concepts
Assessments Worksheet (M&M graphing)
After they were done graphing and enjoying their M&Ms, I went around and
Closure Activity ask some students to share how many M&Ms they got.
Read the instructions more directly to students with ESL (english as a second
Accommodations language) and SLI (speech and language impairment).

none
Resources

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: Kloe Jones
Lesson Title (Subject/Topic): M&M Graphing
Date of Lesson Taught: 1/14/19
Cooperating Teacher & School: Houilhan Linkhorn
Grade: Kindergarten
Time of Day: morning

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?

I thought of something that would be exciting for the students and something that would interest them. I
talked to my cooperating teacher and proposed my idea. I sent her my worksheet to see if there was
anything she would like to add and then she gave me the go ahead.

2. How did the SOLs and Objectives help focus your instruction?

Since I did two SOLs, I incorporated both of them while graphing the M&Ms. The SOLs allowed me to
narrow down exactly what I wanted to do and also make sure I was teaching them something that they
actually were required to know.

3. What parts of the instructional plan worked as you anticipated?

Everything worked great, especially the graph I made. I was nervous some students were going to have
more M&Ms then squares that I gave them but luckily I made just enough and it worked perfectly.

4. What, if any, adjustments needed to be made once you began?

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
I started out the lesson on the rug but then I had to make everyone move to their seats because I didn’t
want them to make the M&Ms dirty and they also needed their crayons and pencils.

5. How well did you anticipate the materials needed?

I had the materials down and I didn’t need anything else during the lesson.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)

My assessment was the piece of paper with the three questions. This assessment worked great because it
showed whether or not the students understood the lesson.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)

This lesson was such a success and all of the students loved it. They loved a difference from their teacher
teaching to me teaching. All of them were so excited when I started teaching and I can’t wait to do it again.

8. How did the time spent preparing for your lesson contribute to its success?

The time I spent on this lesson truly showed and it allowed the lesson to run smoothly without any error.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?

I probably would do another candy, like skittles or something, so they could have different colors to use. I
also think I’ll make the graph better just because some packs of M&Ms had different colors than others. For
example, some students had orange M&Ms and there wasn’t even a category for orange M&Ms.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)