Hackett 2011

Teacher Candidate: Alyssa Manning Unit Topic: Graphs Essential Question(s): How can we use graphs to answer the questions: how many and which has more? Lesson Number: Three Approximate Time: 30 Minutes Objectives
(Label Blooms)

State Standards
(performance indicators, key ideas, strands, etc.)

Acceptable Evidence and Type of Assessment

Measurement & Data K.MD 2. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. Classify objects and count the number of objects in each category. 3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

The students will be able to count and classify the information provided into a provided graph. (Knowledge, Comprehension) The students will be able to compare the graphed information to conclude which has more and which has less. (Comprehension, Evaluation)

The students will, in a group setting and then individually, count and fill in a provided graph with given information. The students will be able to answer, in a group setting and then individually by circling the right answer, be able to answer the questions of which has more and which has less.

Teacher Candidate: Alyssa Manning Unit Title: Grpahs Subject: Math

Hackett 2011 Date: November 13th, 2011 Grade Level: Kindergarten

Essential Question(s): How can we use graphs to answer the questions: how many and which has more? Lesson Title/Number State Standards and Performance Indicators Utilizing Graphs
Measurement & Data K.MD 2. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. Classify objects and count the number of objects in each category. 3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Lesson Objectives
(Blooms Taxonomy)

1. The students will be able to count and classify the information provided into a provided graph. (Knowledge, Comprehension) 2. The students will be able to compare the graphed information to conclude which has more and which has less. (Comprehension, Evaluation) ----------------------------------------------------------------------------------1. Evidence that students have achieved objective # 1: The students will, in a group setting and then individually, count and fill in a provided graph with given information. 2. Evidence that students have achieved objective # 2: The students will be able to answer, in a group setting and then individually by circling the right answer, be able to answer the questions of which has more and which has less. Prior Knowledge Tap:

---------------------Acceptable Evidence
*Could be collected for accountability/auditing purposes.

Bell Ringer and Prior Knowledge Tap

This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

Hackett 2011 The teacher will show the students the math board and ask the class what is pictured on the board. (A graph)

_______________ Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

________________________________________________________ 1. The teacher will ask the class to gather on the class rug on their assigned spots. 2. The teacher will use prior knowledge tap and ask the students what is pictured on the math board for todays lesson. 3. The teacher will call on one student to answer prior knowledge tap question. 4. The teacher will confirm to the class that the image presented is a graph, and ask the class what graphs can tell us. 5. The teacher will call on one student to answer the question of what graphs can tell us. 6. The teacher will confirm to the class that graphs can be used to compare how many less and how many more of two things there are. 7. The teacher will ask the students what color the first grouping of circles are. 8. The teacher will ask one student to come up and color in the label at the bottom of one of the graphs on the math board. 9. The teacher will ask the students to count as a class the number of circles that are red. 10. The teacher will ask the students how many circles they will color in on their graph to document the circles they just counted. 11. The teacher will ask one student to come up and color in the circles red. 12. The teacher will ask the students to count as a group while the one student colors in the right number of circles red. 13. The teacher will ask the students to count as a class the number of circles that are yellow. 14. The teacher will ask one student to come up and color in the circles yellow. 15. The teacher will ask the students to count as a group while the one student colors in the right number of circles yellow. 16. The teacher will call on one student to use the concept of one-toone to draw lines connecting the graphed information. 17. The teacher will then ask the class which graph has more. 18. The teacher will call on one student to answer the question of which graph has more. 19. The teacher will ask the class how they knew the answer to the question of which graph has more. 20. The teacher will call on one student to answer the question of how

Hackett 2011 they knew which graph has more. 21. The teacher will then ask the class which graph has less. 22. The teacher will call on one student to answer the question of which graph has less. 23. The teacher will ask the class how they knew the answer to the question of which graph has less. 24. The teacher will call on one student to answer the question of how they knew which graph has less. 25. The teacher will show the students the worksheet they will be completing on their own at their tables. 26. The teacher will tell the students to write their name on their worksheet. 27. The teacher will tell the students to pick two different colored crayons and color the circles on the worksheet, one color for one set of circles, and a different color for the other set of circles. 28. The teacher will tell the students to color the labels at the start of the graphs on the worksheets. 29. The teacher will go over the method of counting up the number of circles in each set given, and then coloring in the correct number of circles in the corresponding graph. 30. The teacher will read the question at the bottom of the worksheet, Which graph has more? 31. The teacher will tell the students they will circle the colored label of the graph that has more. 32. The teacher will ask the class as a whole what the first thing is that they will do when they get to their seats with their worksheets. 33. The teacher will ask the class as a whole how many crayons they will be using. 34. The teacher will ask the class as a whole what they will do to their labels on their worksheet graphs. 35. The teacher will ask the class as a whole what they will do when the teacher reads aloud the question at the bottom of the worksheet once the class has finished coloring in their graphs. 36. The teacher will dismiss the students to their seats. 37. The teacher will pass out the graph worksheets. 38. The teacher will observe the students working and provide as little help as possible to determine the students grasp of the concepts. 39. The teacher will read aloud the question at the bottom of the worksheet, Which graph has more? once the class has finished coloring in their graphs. 40. The teacher will ask the students to place their worksheets in their homework basket. 1. The students will gather on the class rug on their assigned spots. 2. The students will listen to the teacher use prior knowledge tap question of what is pictured on the math board for todays lesson. 3. The students will answer prior knowledge tap question. 4. The students will listen to teacher confirm to the class that the

Hackett 2011 image presented is a graph. 5. The students will listen to the teacher ask the class what graphs can tell us. 6. The students will answer the question of what graphs can tell us. 7. The students will listen to the teacher confirm to the class that graphs can be used to compare how many less and how many more of two things there are. 8. The students will tell the teacher what color the first grouping of circles is. 9. The students will volunteer to come up and color in the label at the bottom of one of the graphs on the math board. 10. The students will count as a class the number of circles that are red. 11. The students will tell the teacher how many circles they will color in on their graph to document the circles they just counted. 12. The students will volunteer to come up and color in the circles red. 13. The students will count as a group while the one student colors in the right number of circles red. 14. The students will count as a class the number of circles that are yellow. 15. The students will volunteer to come up and color in the circles yellow. 16. The students will count as a group while the one student colors in the right number of circles yellow. 17. The students will volunteer to use the concept of one-to-one to draw lines connecting the graphed information. 18. The students will answer the question of which graph has more. 19. The students will answer the question of how they knew the answer to the question of which graph has more. 20. The students will answer the question of which graph has less. 21. The students will answer the question of how they knew the answer to the question of which graph has less. 22. The students will observe the teacher showing the students the worksheet they will be completing on their own at their tables. 23. The students will listen to the teacher tell the students to write their name on their worksheet. 24. The students will listen to the teacher tell the students to pick two different colored crayons and color the circles on the worksheet, one color for one set of circles, and a different color for the other set of circles. 25. The students will listen to the teacher tell the students to color the labels at the start of the graphs on the worksheets. 26. The students will listen to the teacher go over the method of counting up the number of circles in each set given, and then coloring in the correct number of circles in the corresponding graph. 27. The students will listen to the teacher read the question at the bottom of the worksheet, Which graph has more?

Hackett 2011 28. The students will listen to the teacher tell the students they will circle the colored label of the graph that has more. 29. The students will answer as a class what the first thing is that they will do when they get to their seats with their worksheets. 30. The students will answer as a class how many crayons they will be using. 31. The students will answer as a class what they will do to their labels on their worksheet graphs. 32. The students will answer as a class what they will do when the teacher reads aloud the question at the bottom of the worksheet once the class has finished coloring in their graphs. 33. The students will be dismissed to their seats. 34. The students will recieve the graph worksheets. 35. The students will write their names at the top of the worksheet 36. The students will pick two different colored crayons and begin working. 37. The students will listen to the teacher read aloud the question at the bottom of the worksheet, Which graph has more? 38. The students will circle the colored label they believe answers the question of Which graph has more? 39. The students will place their worksheets in their homework basket. 1. The teacher will use prior knowledge tap and ask the students what is pictured on the math board for todays lesson. 2. The teacher will call on one student to answer the question of what graphs can tell us. 3. The teacher will ask the students what color the first grouping of circles are. 4. The teacher will ask the students how many circles they will color in on their graph to document the circles they just counted. 5. The teacher will call on one student to use the concept of one-toone to draw lines connecting the graphed information. 6. The teacher will then ask the class which graph has more. 7. The teacher will ask the class how they knew the answer to the question of which graph has more. 8. The teacher will then ask the class which graph has less. 9. The teacher will ask the class how they knew the answer to the question of which graph has less. 10. The teacher will ask the class as a whole what the first thing is that they will do when they get to their seats with their worksheets. 11. The teacher will ask the class as a whole how many crayons they will be using. 12. The teacher will ask the class as a whole what they will do to their labels on their worksheet graphs. 13. The teacher will ask the class as a whole what they will do when the teacher reads aloud the question at the bottom of the worksheet once the class has finished coloring in their graphs.

Checks for Understanding Label: directions, procedures, routines, and/or content (formative)

Hackett 2011 14. The teacher will observe the students working and provide as little help as possible to determine the students grasp of the concepts. Evaluation will be through the worksheets students completed during independent work time. Assessment Type and purpose
(sometimes called evaluation)

Closure

The teacher will read aloud the question at the bottom of the worksheet, Which graph has more? once the class has finished coloring in their graphs. The students will circle their choice and then drop off their worksheets in the homework basket.

Accommodations and/or Interactions with Support Staff Math board Resources/Materials Dry Erase Markers Graphing Worksheets Crayons Pencils Homework Basket 30 Minutes Time Required