Basic Productivity Tools Lesson2

Basic Productivity Tools (BPT) Lesson Idea Name: Measurement, Data, and Graphing Content Area: Math Grade Level(s): 2nd grade Content Standard Addressed: 2.MD.D.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. Technology Standard Addressed: 3- Knowledge Constructor Selected Technology Tool: Excel URL(s) to support the lesson (if applicable): Microsoft Excel Bloom’s Taxonomy Level(s): ☒ Remembering

☒ Understanding

☒ Applying

☐ Analyzing

☐ Evaluating

☐ Creating

Levels of Technology Integration (LoTi Level): ☐ Level 1: Awareness

☐ Level 2: Exploration

☐ Level 5: Expansion

☐ Level 6: Refinement

☒ Level 3: Infusion

☐ Level 4: Integration

Universal Design for Learning (UDL): I will make this lesson accessible for everyone by allowing the students to create their bar/picture graph the way that they would like to so that they are engaged in the lesson. I will also read the objectives for this lesson to the students and have them analyze the objectives and put them into their own words so that the students are clear on what is expected of them.

Lesson idea implementation: To begin this lesson, I will review with the students about different types of graphs and how they are created, but they should have prior knowledge about the graphs. For this lesson, students will be given a list of four animals (dog, cat, fish, and horse), and they will be given the instruction to ask their friends and family which of the four given animals is their favorite. After finding out what their friends and families’ favorite animals are, they will create a bar graph or a picture graph that depicts their results. Once their bar graph is complete, the students will compare their bar graph/picture graph with their peers and describe how they are similar and different. This lesson will take approximately 3 days’ worth of math time (about 1 hour a day). While the students are creating their graphs, the teacher should be walking around and giving assistance to students who might need it. The teacher should also lead the discussion of the students with their peers asking the students how their graphs compare to their peers.

Reflective Practice: I believe that this lesson allows the students to have voice and choice by allowing them to choose what type of graph that they will create, a bar graph or a picture graph. To extend this lesson, the students could create a more complicated graph using Excel, maybe a pie chart, or the students could add more categories of animals.

Spring 2018_SJB