Boston College Pre-Practicum Lesson Plan Template

Name: Olivia Carney Date: 11/18/23

School: Bates Elementary School Grade: 3

Starting and Ending Time: 11:50 to 12:25

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards: With regard to how this lesson
fits into the “big picture” of the students’ long-term learning, which MA framework does the lesson most
clearly address? Select 2 to 3 focal standards that will be key to your instruction and assessment.

3.MD.B.3. Draw a scaled picture graph and 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.

3.NBT.A.2. Fluently add and subtract within 1,000 using strategies and algorithms based on place value,
properties of operations, and/or the relationships between addition and subtraction

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or strategy will the
student(s) learn and (2) how will they demonstrate that knowledge?

Students will be able to draw a scaled bar graph to represent a data set and solve one- and two- step
how many more and how many less word problems using information presented in a scaled bar graph.

Assessment: What specific, tangible evidence will show that each student has met this objective?

Students will create a horizontal scaled bar graph in their work books and solve one- and two-step word
problems using the data from their graphs.

In small groups with teacher guidance, students will complete work books pages 136-137 in their work
books. The problems on these pages involve interpreting information presented on bar graphs, solving
“how many more” and “how many less” problems, and representing data on a scaled bar graph.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the lesson and
lesson content, will the student(s) know or learn, and (2) how will they demonstrate that knowledge?
Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown (2002) as cited by Thaashida L.
Hutton in Three Tiers of Vocabulary and Education.

The students will learn the terms scaled bar graph and scale. They will demonstrate understanding of
these terms by being able to explain how scaled bar graphs are useful tools for representing data and
describe situations in which they may use scales other than 1 to represent data on a scaled bar graph.

Assessment: What specific, tangible evidence will show that each student has met this objective?

Correct oral use of the terms scaled bar graph and scale during whole class and/or small group
discussion
Content: What are the specific details of the lesson’s content knowledge?

- Finding sums and differences

- How to solve “how many more” and “how many less problems”
- Scaled bar graphs
- Bar graph in which the scale uses a unit that is not 1
- Ttitle, categories, bars
- Able to interpret information presented in a bar graph
- Able to represent information in a bar graph
- Scales
- Scale does not include every number
- Have to count by a number that is not 1 to read the graph
- Able to interpret and create scales
- Skip-counting
- Skip-counting to read the graph’s scale
- Skip-counting by twos, fives, tens, twenties, and hundreds

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone else to
effectively teach the lesson and meet the lesson objectives.

Opening (10 minutes): How will you introduce the instructional objective to the students, “activate”
learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson content?

Students will prepare for using simplifying strategies to find sums and differences by identifying next ten
and the number needed to make the next ten
- Students will use white boards for this task
- Display number 16 on the board
- What is the next ten? Blow a bubble when you know
- Wait for most students to blow their bubble
- Pop it
- Students respond - 20
- Display equation with unknown addend: 16 + __ = 20
- 16 plus what number equals 20? Write and complete the equation on your board.
- Blow a bubble when you know
- Pop it
- Students respond - 4
- Display completed equation: 16 + 4 = 20
- Repeat this process for numbers 49, 67, 58, and 84

Students will analyze 2 scaled bar graphs with different scales

- Display picture of 2 scaled bar graphs showing data for favorite specials
- Invite students to analyze the graphs: What do you notice about these graphs? What do you
wonder?
- Student observations:
- Both graphs show art, music, PE, library
- Bars in the second graph are shorter - did fewer students vote?
 - Bar for PE is the same height in both graphs but it says 70 in the first graph and
700 in the second. Why is it a different number?
- The numbers on the first graph skip-count by tens. The numbers on the second
graph skip count by hundreds. I wonder why they don’t show every number
- Where do you see the different parts of the scaled bar graph? What do the parts tell us?
- Title is at the top and tells us what the graph is about. First graph shows the favorite
special of 3rd and 4th grade students. Second graph shows favorite special of all
students
- The categories are specials. Both graphs have art, music, PE, and library. Each bar has a
label
- The bars tell us how many students chose each special. It’s like reading a thermometer.
The top of the bar lines up to a number on the scale and that is how many students
chose that category
- Have students read a few of the bars on the graph
- Point out the scales. How are the scales in the graphs similar to each other and to other
tools we have seen? How are they different?
- The scale on the first graph stops at 100 but the scale on the second graph stops
at 1000. It’s like when we measured weight and liquid volume and our scales
were different depending on what we measured and the measuring tool we
used.
- The scales do not show all the numbers. The scale on the first graph goes up by
tens, and the scale on the second graph goes up by hundreds. Both scales have
tick marks for halfway between the numbers like the vertical number lines we
used to help us round
- Can also bring students attention to how they may have used scale in other
ways: scales to measure weight, scales on beaker to measure volume, now scale
as a number line to read data on a graph
- How does the scale we choose make a difference in how we show and read the data on a graph?
- if scale is 1, graphs would have to be very big when there are a lot of things in each
category
- It’s hard to see which number each bar stops at, especially in the second graph where
some bars stop in between tick marks. We can’t see the exact number so we have to
estimate. It’s easier to estimate when the scale is smaller.
- Why do you think the graphs have different scales?
- Scale on the first graph doesn’t go high enough to graph the data on the second graph.
To graph the choices of all the students in the schools, we need a larger scale than or
graphing just the third and fourth grade students
- The numbers of students who like each special in the first graph are small. it would be
hard to graph them on the second graph.
- How does changing the scale change how a graph looks?
- If the scale is 1, the bars will be very tall. If the same data is on a graph with a scale of 10
or 100, the bars will be shorter
- Transition: Today, we will use the different scales on a graph to represent data

During Lesson (15 minutes): How will you direct, guide, and/or facilitate the learning process to support
the students in working toward meeting the instructional objectives?

Students will solve problems by using data from vertical scaled bar graphs
- Display picture of scaled bar graph showing cars in school parking lot on Monday
- Point to scale on graph and ask students what they notice
- Scale goes from 0 to 60 and shows only 0, 20, 40, 60
 - Ask how many white cars are in the school parking lot on Monday (then ask about black, red,
and blue cars)
- This graph and the graphs we looked at before this are called scaled bar graphs because each
scale uses a unit that is not one. The scale doesn’t include every number, and we have to count
by a number that is not 1 to read the graph. What number are we skip-counting by on the scale
on this graph?
- 20
- How many fewer red cars are in the school parking lot on Monday than black cars? How do you
know?
- 20 fewer cars
- 40 - 20 = 20
- How many more black cars are there than white and blue cars put together? How do you know?
- 0 more black cars
- 20 + 20 = 40 and 40 - 40 = 0
- Display picture of scaled bar graph showing cars in the school parking lot on Tuesday
- What is the interval between each tick mark on the scale? How do you know?
- 10 because there are tick marks halfway between the twenties
- Ask how many white cars are in the school parking lot on Tuesday (then ask about black and red
cars)
- Point to the dotted line at the top of the bar that represents the number of blue cars. Explain
that some graphs use dotted lines to help show where the bars line up with the scale. Ask how
many blue cars are in the school parking lot on Tuesday?
- Turn and Talk: How could you find the number of blue cars if there were not a dotted line on the
graph?
- How many more white cars are in the school parking lot on Tuesday than blue cars? How do you
know
- 10 more white cars
- 20 - 10 = 10
- How many fewer blue cars are in the school parking lot on Tuesday than black cars? How do you
know?

Students will create a horizontal bar graph and use the graph to solve problems
- We’re going to make out own scaled bar graph showing our favorite school lunches
- Have students turn to page 133 in their books to find the data table
- Survey the class: Name each lunch category and invite students to vote for one. Count the
number of students who vote for each category and direct students to record the data in the
table
- Direct students to the partially completed graph in their books
- Which parts of the graph are done for us?
- Lunch choices, labels (lunch choice and number of students) and part of the title
- Which parts of the graph do we need to finish?
- Rest of the title, scale, bars
- Have students complete the title
- Guide students to create appropriate scale for the graph (e.g. each tick mark represents 2
students and number label placed to indicate every 10 students)
- Which lunch choice was chosen by the most students? How many students chose it?
- If each tick mark represents 2 students, will the number of students who chose [most
popular option] fit on the graph? How do you know?
- If the number of students who chose [the most popular option] fit on the graph, will the
number of students who chose the other options fit on the graph?
- We don’t need to label every tick mark. Let’s count by 2s and label the tick marks for 10
and 20
 - What do you notice about the labels on this graph compared to the graphs about the cars?
- They’re switched. The choices are on the side and the number of students is on the
bottom.
- What do you think will be different about our bars in this graph?
- Horizontal instead of vertical
- Model creating the bar for pizza
- count by the value of each tick mark to find the length of the var and then outline and fill
in the bar
- if this is an odd number, explain that the number is halfway between the ticks so the bar
will end halfway between the ticks
- Invite students to complete the bars for other choices
- Circulate the room and provide guidance as needed
- Once graphs are completed, ask what type of graph they created
- Scaled bar graph
- The rest of this lesson will continue in small groups with me
- Students will solve one- and two-step “how many more” and “how many fewer”
problems using the data from the lunch choices graph
- Students will discuss why a scale with tick marks for every 2 students and labels for
every 10 students is more reasonable for this graph than other scales we used today
(tick marks for every 5, 10, 20, 100)
- Only 17 students in our class so a scale with tick marks for 20 or 50 would make
our bars very small
- There are numbers in our data you don’t say when you skip-count by fives so we
would have had to figure out where part way between the tick marks is. That’s
easier for 2 than it is for 5.

Closing (5 minutes): How will you bring closure to the lesson and, by doing so, review and determine
what students have learned?

Discuss in small groups:

How can a scaled bar graph be a useful tool for representing data?
- Helps you see quickly how many objects are in each category
- Picture of the data
- Helps you solve problems because the bars are like tape diagrams

When would you use a scale other than 1 to represent data on a scaled bar graph?
- For some data, it doesn’t make sense to count by ones to create the scale
- If there are large numbers that need to be represented, you would use a scale other than 1
- A scaled bar graph can be used so all of the data will fit on the graph
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for Learning
(UDL) and utilize resources at the following links:

UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0

Guidelines:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson planning: http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Especially consider the needs of
students on Individual Education Plans (IEP), English language learners (at a variety of English language
levels), and students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another, you or the reading or the same Use Braille or large report
focus of instruction text at varying reading print
levels Extend time
Pair students Use manipulatives
Provide on-level Use assistive devices
reading
Technology
Give verbal cues to Use interpreter
emphasize main ideas Give students copy of
directions Give more breaks
Increase number of
review activities Allow use of computer
Hand out copies of
notes

Re-read directions

Use page markers

Specific Examples: P1s choose 2 levels of support to explain in detail the differentiation, P2s, P3s and
Grad P1s choose 3 levels of support to explain in detail the differentiation.

Support #1: Adjust grouping format

- After the whole group lesson, students will separate into their small math groups to further
apply their learning
- These groups are based on student’s current math ability
- I will vary my support and guidance between and within each group as necessary

Support #2: Give additional examples

- Once in small groups, some students may need more modeling and examples from me before
they are ready to move on to solving problems independently
- I will have extra examples prepared to work through with students if it becomes apparent that
students need this support
Support #3: Use manipulatives
- When solving the one- and two-step word problems, students will be have the option to select
from a variety of manipulatives
- Whiteboards for drawing representations
- Link cubes

Support #4: Alternate response format

- Throughout the lesson, students will be able to write their responses on their whiteboards
and/or share them verbally
- The workbook is the main source of assessment, but because writing may pose a barrier for
some students I have incorporated opportunities for student discussion as an additional means
for me to evaluate whether they demonstrate understanding of the lesson’s goals
 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom routines,
reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

- Students are familiar with the sequence of a math lesson: review relevant concepts, introduction
to new concept, teacher models & guides students through completion of new task, and rotations
(which include a small group lesson with the teacher and independent work time)
- Students have used the “blow a bubble”... “pop it” method before for responding as a whole class
to questions
- This prevents students from shouting out the answer as soon as they figure it out
- Students are familiar with small group routine

Technology: How did you incorporate technology into the lesson?

Use of smartboard to project math problems and graphs that the entire class needs to see
- Smartboard mirrors student’s workbook pages, so I complete the page on the board as they
complete the pages in their books

Materials: What are the materials that you will need to organize, prepare, and/or try-out before teaching
the lesson?

- Student materials: whiteboard, markers, workbooks

- Teacher materials: powerpoint presentation (uploaded to this folder, mostly prepared by Mrs.
Hatfield with some small changes made by me), whiteboard, word problems based on student
data (I will attach sample problems to the end of the slide show, but the problems used during the
lesson may slightly vary depending on the data we collect)

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later time so that
the students continue to work toward the lesson’s overarching goal (i.e., the MA Curriculum Framework
incorporating the Common Core State Standards)?

- After the whole group and small group lessons, students will work independently to complete the
relevant workbook pages
- Students will continue reading and interpreting data represented in scaled bar graphs as well as
creating their own scaled bar graphs
- This skill will be used in subsequent math lessons and in other subjects (science)
- Students will continue solving one- and two-step word problems that involve the 4 math
operations
- Students will continue to practice adding and subtracting within 1,000 using a variety of strategies
and in multiple contexts

8
Updated: Date (2023)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley
 9
Updated: Date (2023)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley