Basic

Productivity Tools (BPT)

Lesson Idea Name: Class Favorite subjects
Content Area: Math
Grade Level(s): 3rd
Content Standard Addressed:
MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several
categories. Solve one- and two-step “how many more” and “how many less” problems using
information presented in scaled bar graphs

Technology Standard Addressed: 3. Knowledge Instructor

Selected Technology Tool: Excel

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☒ Level 4: Integration

☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):
Engagement: Students will be engaged through working in partners and having the opportunity ot get
creative with their pictographs.
Representation: The students will have seen the data presented on the board as a T chart, they will verbally
hear the data discussed by the teacher, and will then get to see the data represented on an Excel graph.
Action and Expression: Students are given the opportunity to express their understandings through a
productivity tool.


Lesson idea implementation:
The teacher will first review what students know about scaled bar graphs using a KWL chart. Then, she will
introduce the assessment project by asking students to start thinking about what their favorite subjects are.
Teacher will use Nearpod to host a class survey on “What is your favorite subject?”. Students will take the
survey using their iPads. After the results are in, teachers will draw a table on the board showing the results:
how many students voted for each subject. Students will then be work in partners to create a scaled bar
graph representation of the data using Microsoft Excel. After groups have created their graphs, I will close the
lesson by having volunteers show their graph to the class and explain their findings about scaling the
numbers. In total, it will take about 60 minutes to complete.
Student learning will be assessed by the submission of their scaled bar graph on Excel. They will have to
take data points and be able to scale it appropriately to make an accurate bar graph. The final product will be
used to inform me if the class had a general understanding of how to create the bar graph, as well as any of
their misconceptions. I will extend the student learning of this lesson by guiding those who are finished early
to create a second graph of their choice to represent the data: i.e a pie chart, tally table, etc. I will provide
feedback to students by going around to each group and reviewing what they have created. I will ask
scaffolding questions to guide their thinking and offer tips for moving forward.

Spring 2018_SJB
 Basic Productivity Tools (BPT)

Reflective Practice: I feel this activity could impact student learning by requiring them to use productivity
tools to see data come to life. Although the Excel software will be physically creating the graph for them,
students still play a major role in figuring out how to scale the number appropriately and labeling the
different sections of the graphs themselves. The lesson could further be extended by having students change
the scale they chose to observe the differences in the graphs, or maybe comparing the scales of different
groups to see how many ways the data could be displayed.

Spring 2018_SJB