Mount Aloysius College

Education Department
Lesson Plan Format

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I. Heading
School Survey
Miss Moyer
November 23, 2020
Math
Third Grade
20 students
30 minutes
Visual-Spatial Intelligence, Logical-Mathematical Intelligence and Verbal-Linguistic
Intelligence
2.4.3.A.4: Represent and interpret data using tally charts, tables, pictographs, line plots, and bar
graphs.
16.1.2-3.4S: Communicate with peers to join in activities or games.
1B.DA.06: Organize and present collected data visually to highlight relationships and support a
claim.

II. Rationale and Background (Danielson 1b: Demonstrating Knowledge of Students)

1. The students are familiar with collecting data from different sources. They are also familiar
with how to represent data and interpret it from a tally chart, table, pictograph, line plot, and bar
graph. After this lesson, the students will be able to use their knowledge and skills in order to
represent the data that they have collected or were given in a chart or graph of their choice and
be able to interpret the information that the chart or graph includes.
2. The purpose of this lesson is for the students to represent data that they have gathered using
one of the graphs and charts that were discussed throughout the unit. They will also have to
interpret this information in order to answer questions about the data. This will require them to
gather data from each other using Google Forms, represent data, and interpret data in the chart or
graph of their choice.

III. Lesson Objectives (Danielson 1c: Setting Instructional Objectives)

1. The learner will be able to gather data by communicating with the students in the school
and asking them a question based on the subject that their data is on (​Standard -
CC.16.1.2-3.4S)​.
2. The learner will be able to use the data that they have gathered and represent it in a graph
or chart of their choice (Standard- CC.2.4.3.A.4).
3. The learner will be able to ​interpret the information on the chart or graph in order to
answer questions about the data​ (Standard- CC.2.4.3.A.4).
4. The learner will be able to use Google Forms in order to gather and organize the data that
they collect (Standard- CC.1B.DA.06).

1. Teacher Materials
a. Review Powerpoint on ​ tally chart, table, pictograph, line plot, and bar graph
2. Student Materials
a. Pencil
b. Crayons
c. Blank sheet of paper
d. Poster board
e. Google Forms on laptop

V. Procedures(Danielson 1a: Demonstrating Knowledge of Content and Pedagogy) (Danielson

1e: Designing Coherent Instruction) (Danielson 3a: Communicating with Students) (3b Using
Questioning and Discussion Techniques) (Danielson 3c Engaging Students in Learning)

A. Introduction, Motivation, and Setting the Stage

1. In order to grab the students’ attention, I will ask them if they know what a survey is.
Then, I will ask them how I could put information from a survey into a graph or chart that
we have discussed in order to represent the data.
 2. By asking them to think about how to represent this information into one of the graphs or
charts that we have previously discussed, the students will be able to think of all of the
different ways that they could represent the data. They will be able to recognize what the
lesson is about, which will activate their prior knowledge of how to represent data using
charts and graphs. If their prior knowledge is not yet activated, I will ask the students to
name some of the charts and graphs that we have discussed.
3. The purpose of this lesson is for the students to represent data that they have gathered
using one of the bars and charts that were discussed throughout the unit. They will also
have to interpret this information in order to answer questions about the data. This will
require them to gather data from each other using Google Forms, represent data, and
interpret data in the bar or graph of their choice.

B. Lesson Body

1. After the introduction, I will begin by showing the students a review PowerPoint on tally
charts, tables, pictographs, line plots, and bar graphs. The PowerPoint will include information
on each type of representation in order to refresh their memories.
2. The students will then choose a question to ask in a survey.
3. Once they have a question to ask, they will then have to choose 3-5 different options to choose
from.
4. Once they have a question and 3-5 options for answers, each student will get their laptops and
open up their browser to Google Forms.
5. I will walk them through how to create a survey on Google Forms and they can send it to any
20 students in the school. I will notify these students so they are able to answer the survey in a
timely manner.
6. Then, I will have the students view the results. They are then to choose any type of
representation that we have discussed in class and represent the data from their survey in the
chart or graph that they have chosen.
7. I will give them each a sheet of blank paper for a rough draft of their data representation. Once
they have completed a rough draft, each student will transfer their final copy on a poster board.
7. As we go through the lesson, I will be asking comprehension questions such as:
a. Applying: What are the different categories of class included on your representation?
b. Remember: Do you remember the different types of data representation we discussed?
c. Comprehending: What types of graph or chart are you using to represent your data?
d. Evaluating: Why do you think it is important to ask at least 10 students the survey?
e. Analyzing: How are these representations useful?
 f. Synthesizing: What is the difference between your data representations and the other
students in the class?
8. In order to end the lesson, we will go over their results and they will show each other the data
representations that they have created. I will have the students display their poster boards in the
hallway.

C. Simplification and Extensions (Strategies for Differentiated Instruction) (Danielson 3e:

Demonstrating Flexibility and Responsiveness)

1. For a gifted child, I would have them ask more than 20 students so that their data is larger
and more complex.
2. For a student who has a visual impairment and is unable to use their laptop, I would allow
them to write their question and options on paper. I would then help the student distribute
the surveys out to 20 students and then allow them to make their chart or graph from
collect data in that way.
3. For an English language learner, I would be very thorough on my instructions with
Google Forms. I would also help them with coming up with a question and options.

D. Closure/Conclusion

1. To close the lesson, we will go over their results and they will show each other the data
representations that they have created. I will have the students display their poster boards
in the hallway.

E. “If-Time Activity” (Danielson 3e: Demonstrating Flexibility and Responsiveness)

a. If there is time left over, I will have the children present their data representations with
the class.

VI. Communicating with Families/Homework Assignment/Independent Practice

(Danielson 4c: Communicating with Families)

a. To reach the students and their parents at home, I will share this lesson on Class Dojo
with the families and ensure the activities are available to them. For a homework
assignment, they will be asked to share their data representation with their family and
interpret what the information means.

VII. Evaluation
 1. Student Assessment

1. The students will use the data that they have gathered and represent it in a graph
or chart of their choice and ​interpret the information on the chart or graph in order
to answer questions about the data. ​(CC.2.4.3.A.4: Represent and interpret data
using tally charts, tables, pictographs, line plots, and bar graphs.
2. The students will gather data by communicating with the students in the school
and asking them a question based on the subject that their data is on
(CC.16.1.2-3.4S: Communicate with peers to join in activities or games).
3. The students will use Google Forms in order to gather and organize the data that
they collect (CC.1B.DA.06: Organize and present collected data visually to
highlight relationships and support a claim).

B. Reflective Practice/Self-Evaluation (To be completed after the lesson is taught) (Danielson

4a: Reflecting on Teaching)

Reflect on your teaching experience and answer these questions:

1. What were two strengths of the lesson?

2. What are two areas of the lesson that need improvement?
3. What would I do differently, if I were to reteach this lesson?
4. What biases, if any, existed in the materials, activities, language, or interactions with
children?
5. Did anything surprise me?