UNIT FIVE: WEEK FIVE: February 26- March 1, 2024

Lesson Plan 5 of 5
Class: Standard 2
No of Students: 24 Theme: My Country: The Environment of T & T – Land
Exceptionalities: One child has symptoms of ADHD, not diagnosed
Tiers: Students will be tiered into three levels according to their reading, writing and
comprehension abilities.
Subject: Mathematics
Duration: 25 to 30 minutes Topic: Review
Context/Big Idea(s): CONSIDERATION
By mastering both tally charts and block graphs, students develop a  H.F.L.E.:
solid foundation in data representation that is necessary for real-world Effective
problem-solving. Students will first explore data organization through Communication
tally charts, learning how to efficiently record and count occurrences. Critical Thinking
Next, they will transition to block graph interpretation, mastering the Literacy
skill of visually representing data with accuracy. Through guided  Reading
discussions and hands-on practice, students will analyze trends and ❒ Writing
draw conclusions, honing their critical thinking skills.  Oral
Prior Knowledge: Communication
Students have knowledge of: ❒ Literary
 Rote counting Appreciation
 How to add ❒ Media &
 How to tally Information
 What tally marks look like Literacy
 Have seen block graph before in previous class Numeracy
 Know the main components of a block graph ❒ Problem Solving
Ministry of Education Expectations:  Critical thinking
 Communication
 4.1.2. Demonstrate the ability to collect, classify, organize and
 Representation
represent data.
❒ Reasoning
 4.1.4. Make decisions based on analysis or interpretation of
❒ ICT Skills
data.
 Differentiated
 4.1.5. Demonstrate the ability to present findings orally or in Instruction
writing.  Assessment
Outcomes: Pre-Assessment
At the end of this learning experience, students will: Summative
All tiers: Assessment
 Given a worksheet, students will apply the content learnt with
tallies and numbers
 Given the previous knowledge, students will design a drawing
of a block graph or tally chart
Tier 1:
 Given a worksheet, students will analyse a block graph to
answer worded problems with little assistance from teacher
Tier 2:
 Given a simplified worksheet, students will analyse a block
 graph to answer worded problems with assistance from Tier 1s
and teacher
Tier 3:
 Given a simplified worksheet, students will analyse a block
graph to answer worded problems verbally with aid from
teacher and peers
Essential Questions:
 How many tally marks are there?
Introduction/Set Induction:
The teacher would have a representation of a block graph and a tally chart and them
demonstrate a magic trick of the two merging together. Teacher would ask students questions
about data with tally marks given and a block graph to fill out with given information.
Resources:
Whiteboard makers Whiteboard Worksheets pencils copybooks
coloured pencils /crayons visual representation of block graph, tally chart and the merge

Teacher Activities Student Activities

Teaching Point 1
1) The teacher will give the students
worksheets and inform them to answer
the questions as it is based on what
they learnt about tallies and numbers
All students will observe what is being done,
ask questions when needed (V.C.C.E.)
All tiers will work on the worksheets given
and request help if necessary.

Teaching Point 2 Tier 1s students will analyze and complete the

2) The teacher would give students
worksheets to analyze a block graph
and answer worded problems
accordingly
How many tally marks are there?
Teaching Point 3
1) The teacher would instruct students to
draw a block graph or tally chart with
the important details, like labels, the
blocks, name of the items, the tables,
the tally marks and colouring the
blocks
Accommodations:
Accommodations that specific students may need to access learning are as follows:
Presentation Accommodations
 Explicit and concise instructions
worksheet with little assistance from the
teacher.
Tier 2s students will analyze and complete the
worksheet with assistance from the teacher
and Tier 1s when needed.
Tier 3 student will analyze and complete the
worksheet to answer worded problems
verbally with aid from teacher and peers.
All students will listen carefully to
instructions.
Tier 1s students will have little assistance
from the teacher.
Tier 2s students will have assistance from the
teacher and Tier 1s when needed and have the
option to draw instead of write the names of
the items.
Tier 3 student will have aid from teacher and
peers in thinking of ideas, drawing the labels.
  Visual representations of content
Response Accommodations
 Increase or decrease wait time as needed
 Tier 2s have the option to request help either from teacher or peers
 Tier 3 has the option to answer verbally
Timing/Scheduling Accommodations
 Tier 1s would have a worksheet with more questions
 Tier 2s would have a simplified worksheet with lessen questions in comparison to Tier
1s
 Tier 3 would verbally answer the questions on the simplified worksheet
Setting Accommodations
 Adequate furniture provided for space and usage.
 Clean and well-lit area
 Inclusive and welcoming atmosphere
Management Strategies:
To manage time and disruptive behaviour, the following strategies will be used:
 Positive Reinforcement- Students will be consistently praised for their correct responses
and appropriate behaviours.
 Teacher Helper- Tier 3 students will assist the teacher
Extended Practice: Content will be extended into future lessons.
Closure: A verbal recap would be done where students would state one (1) thing they
remember from class
Assessment:
Tally-Block Graph: The teacher would have 2 students on the board, one to tally up points and
the other to fill in the blocks in the block graph. Each student in a section would have a chance
to roll the dice and the number on the dice would be the number of points the student gets. Then
the student tallying would take note of all students score with the dice on the board in tally
marks and then put the total at the end. The student at the block graph will take note at how
many times a certain number on the dice was rolled and record the amount of times of it being
rolled.
Reflection:__________________________________________________________________
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Lesson Plan Key

Integrated Subjects – Red Questions – Green
Formative Assessments – Orange Activities/Strategies – Blue