UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Nichole Moore PSMT Name: Amy Bennett

Lesson Plan Title: Graphs/Data Lesson Plan Topic: Math
Date: 2/25/2019 Estimated Time: 70 minutes
Grade Level: 3rd grade School Site: Vanderburg

1. State Standard(s):
3.MD.B.3 Represent and interpret Data

2. Teaching Model(s):
 Whole group
 Independent work

3. Objective(s):
Students will be able to use graphs to interpret sets of data

4. Materials and Technology Resources

 Envision Video
 Envision Teacher Manual
 Envision Workbooks
 Projector
 Student White board
 White board markers
 Rain stick

5. Instructional Procedures:
a. Motivation/Engagement (15 minutes)
 Teacher will get students attention using the rain stick as a quiet signal.
 Teacher will show different types of graphs on the smart board and ask
students if they remember what the different types of graphs are called.
 After small discussion T will move on to Solve and Share problem.
 Teacher will instruct students to get out their white boards to start the
solve and share problem on the board.
 T will call on a few different students and have them explain how they
solved the problem on the white board
 T will facilitate number talk for the students.
 Lemov Stretch It – hold out for the complete correct answer

b. Developmental Activities or Learning Experiences: (30 min)

 Teacher will transition students into Envision work book
  Teacher will instruct students to follow along in their work book during
the video
 Teacher will play Envision 7-2 video
 Once video has ended Teacher will facilitate discussion with the students.
o Students will talk about what they learned, what may have been
confusing, what they still want to know, what they can connect to
previous lessons about graphs and line plots
 Teacher will have students start on page 367
 Teacher will read problem to the students talk about key words, then have
the students do the problem individually
 Teacher will go over problems whole group and conduct student led
discussion

c. Closure: (25 min)

 Students will complete independent practice page
 Teacher will walk around and monitor students and help students as
needed

d. Extension:
 If students finish early, they may work on the “challenge questions” that
are posted on the board
o Students will get a new graph and answer the questions about this
graph and turn in when they are finished.

e. Contingency:
 If the lesson goes longer than planned, students will only do the even
numbered problems on the independent practice worksheet.
 If the lesson goes much longer than expected, the students will save the
independent practice for later in the day or the next day.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

 Students who have trouble focusing;
o Redirect their attention when needed
o Zoom in on projector so they know where to look and focus
o Stand next to them – proximity
 Students needing a challenge:
o Practice with the different graphs
o Give those students more complex multi-step questions to answer when
reading the data

7. Assessment and Evaluation of Learning:

a. Formative:
 Teacher will walk around and monitor students practice on independent
worksheet. Teacher will also grade this worksheet for a formative
assessment.
 b. Summative:
 Students will take a unit test at the end of the unit.

8. Homework Assignment: Students will do math spiral 7-1 for homework

9. Reflection:

SEE VIDEO 2 REFLECTION