Math Lesson

Monica Beland Observation #3 April 27, 2008 Math Lesson Plan I. Standards 1.0 Students sort and classify objects 1.1 Identify, sort, and classify objects by attribute and identify objects that do not belong in a particular group. 1.1 Pose information questions; collect data and record the results using objects, pictures, and picture graphs. II. Objectives Students will be able to group their favorite insect on a graph presented to the class. After reviewing the graph, the students will be able to infer the different quantities and the most and least amount of insects. III. Anticipatory Set Purpose: Today we are going to be learning about graphs because we need to learn how to group different objects such as our favorite insects today. Transfer: We have been studying insects lately so I thought we could figure out which insect most of you like in the class. Before we do that, I wanted to show you what a graph looks like. I graphed the color of hair that everyone has in the classroom. Questions: How many people have brown hair? How many people have black hair? What color hair do most people have? What color hair do the least (or smallest) amount have? How many people are on this chart? Questions: Raise your hand if you have ever seen a graph. If someone raises their hand ask them to describe the graph. Behavior Expectations: Today we are going to be picking our favorite insect out of the insects and I brought. There is a ladybug, a beetle, an ant, and a grasshopper. When I call your name, I would like you to quietly come up here and pick the insect that is your favorite. Please go back to your desk. Do not let others see your insect. After everyone has gotten there insect, you may take out your crayons to color the insect. You will have 4 minutes to color. When the song on the cd is over you need to finish. Once you are done, I would like you to come up to

the carpet to sit. IV. Guided Practice Once everyone has come up to the carpet, I will introduce the graph. The graph has one side that lists all of the insects on the bottom. The other side lists the number of insects. When I call your name, I would like you to come up here and tape your insect where it belongs. (Have each child come up and place their insect in the right spot). Ask the students why they did not place their insect in a different spot. After everyone has placed their insect in the right spot, have them all sit down on the carpet. As them to tell me which insect did most people chose. How did they figure this out? Which insect to the least amount of people chose? Ask them to tell me how many insects are on the graph all together. Ask them to tell me how many ladybugs and beetles there are together. V. Independent Practice Everyone will go back to their seat. They will have their worksheet. They will circle the insect with the appropriate question. VI. Assessment: They will turn their papers into me. I will check to see how many each person got right in order to assess whether this person needs more time learning graphs. V. Post Lesson Reflection Were the students engaged in the activity? Did they already know about graphs? Did they understand the concept of the graph? Were they able to figure out how many were in each group? Did the lesson run smoothly or was in choppy? What would I do differently next time?