EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS BASED LESSON PLAN

3rd Grade Measurements and Data

Katie Layne
Elements of the Lesson
Standard

Evidence that Documents the Elements

CCSS.MATH.CONTENT.3.MD.B.3
Draw a scaled picture graph and a 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. For example, draw a bar graph in
which each square in the bar graph might represent 5 pets.

Objectives/Targets I can statements

I can organize data into line plots and picture graphs.

Lesson Management: Focus and Organization

During learning time, the students should have their eye on the teacher, with all voices
off, unless they raise their hand and are called on. Unless instructed to write or have
learning materials out, the students should have their hands on their desk or in their lap.
As a way to get students attention, the teacher will say Class, Class! and the students
should respond Yes, Yes! To keep the students attention for an extended period of
time, the teacher will say Hands and Eyes and the students should stop talking and
put their eyes on the teacher.
If the whole class responds well to this attention getter or if the class is quietly working
they get a smiley face on the board. If they disregard these rules, they simply earn a
frowning face. If one student is the only one misbehaving, the teacher will move their
clip chart down on the clip chart. If the teacher sees outstanding behavior by a
particular student, he/she will move the students clip up.

Introduction: Creating Excitement and Focus

The teacher will begin the lesson by reviewing the difference between inches and
centimeters. He/she will then discuss with the class the activity from the previous day.
Each student was responsible for measuring the length of his/her shoe and then wrote
their answer on a post-it note. With the post-it notes, the class made a line plot on the

board.
- Why do you think it was helpful for us to organize all of our data into a line
plot?
- We had a large number of post-its one number in particular. What do you think
we could have done to make sure there was enough room for all of the post-its
there? (It is okay if students do not know the answer to this. This lesson will
explain why we may need to scale our graph to make sure all of our data fits
appropriately.)
Input: Setting up the Lesson
Task analysis:
Thinking levels: questions to engage students
thinking
Accommodations: implementing differentiation
principles
Methods, Materials and Integrated Technology

Input:
Task Analysis:
The teacher will begin the lesson by telling the students that we will be
working with line plots and picture graphs again today.
The teacher should explain that a line plot shows the frequency of data lined up
on a number line.
A picture graph uses images or pictures to record data.
Today we will make our own picture graph based on the colors of the shirts
we are wearing.
Explain to the students that we want to know what color students are wearing
the most of and what color students are wearing the least of.
- If you are wearing a red shirt, please take out a red colored pencil or crayon.
- If you are wearing a light blue shirt, please take out a light blue colored pencil
or crayon.
- If you are wearing a dark blue shirt, please take out a dark blue colored pencil
or crayon.
- If you are wearing a black shirt, please take out a black colored pencil or
crayon.
- If you are wearing a white shirt, I would like you to wait patiently for a
minute while everyone is finishing up coloring (or you can get out a white
colored pencil).
- NOTHING ELSE SHOULD BE ON YOUR DESK
- The teacher will color his/her own t-shirt cut out to model for the students what

they should be doing. [I DO]

I will go ahead and hand everyone a piece of paper with a picture of a plain tshirt. With your colored pencil, please go ahead and color your t-shirt. We will
only have a minute or two to do this.
The teacher will prompt students to think about how we arranged the data from
the previous lesson (in a line plot).
Remember we wrote along the bottom all the different sizes of shoes in our
class. Then what did we do with all the post-it notes with each persons size.
*Remind the class that they lined them up by stacking each post-it note over its
correct size.
Now we will make a picture graph instead of a line plot. Knowing that it is
called a picture graph, what might we be doing with the pictures of the t-shirts
that you all just colored?
The students should comment that each of their t-shirts will be organized on
the picture graph like we organized our shoes sizes yesterday. We can label the
bottom based on the colors and then stack each colored picture above the
correct color label.
Now that each student has had time to color their picture with a colored pencil
that matches their shirt, pass around a roll of masking tape.
The students will attach a small piece of tape to the back of their picture.
The teacher will call one color at a time to have students come place their
picture on the board with a piece of masking tape.
Based on what we know about graphing, go ahead and place your t-shirt
picture on the board where you think it is most appropriate.
Great. Because we have labels along the bottom, you should have placed your
red t-shirt picture above the label RED. (Students will continue stacking
their pictures until the picture is complete).
The teacher will be guiding students who need some more direction about
where to place their colored t-shirt. [WE DO]
The teacher should prompt the students to think about how this picture graph
relates to the line plot from the previous day. What might be similar? What are
the differences?
Our graph has too many pictures to fit on the graph in some places. What

could we change to fix it so that all of our data fits on the graph?
What about if we changed the scale of the chart?
The teacher should give the students a chance to try and change the scale to fit
all the data. (the y-axis of the chart can be changed or the pictures can
represent more than one shirt.)
You all have some great thinking. Now, you will do some practice creating a
picture graph of your own. Please get out your Math Journal and turn to page
105 to complete the graph. The data is given to you, but you need to figure out
how to fill it into the chart.
The students will then complete a workbook page (Math Journal, p. 105) that
requires them to fill in their own picture graph. [I DO]
After having made their own picture graph, students will create an exit ticket
that explains one thing they learned about picture graphs or line plots. This will
allow me to see what they understand about the topic.

Accommodations:
For students who struggle to see how to align the data on a chart, have a chart predrawn with boxes for each piece of data. This will show them an accurate way to fill in
a picture graph.
For students who have difficulties with fine motor skills, have t-shirt pictures preprinted in color. This will remove the stress of having to color in their own picture.

Modeling: I DO

Materials:
- ELMO
- Chart Paper
- T-Shirt Paper Cut Outs
- Colored Pencils/Crayons
- Pencils
- White Board Markers
- Masking Tape
- Page 105-Math Journal
*See Task Analysis

Checking for Understanding

The teacher will check for understanding throughout the lesson by doing a quick
Thumbs up, thumbs down, thumbs sideways. At the end of the lesson the teacher will
use exit slips as a form of formative assessment. This will also allow the teacher to see
what the students understand and what they still may need clarification on. They will
write down why it might be important for someone to use a scale, other than one-one,
on a picture graph (ex. If there is too much data and not enough space on the picture
graph).

Guided Practice: WE DO

*See Task Analysis

Collaborative (YOU DO TOGETHER) and/or

Independent Practice (YOU DO)

*See Task Analysis

Closure

The teacher will review what was covered during the lesson. He/she should ensure that
students understand the difference between a line plot and a picture graph. They should
also know how they can change the scale to fit all of their data.

Assessment

Brief forms of formative assessment will be done throughout the lesson. During the
introduction, the teacher will do a quick thumbs up, thumbs down, thumbs sideways
activity to ensure that students have a general understanding of the vocabulary. This
will also allow him/her to assess if they need to do any quick re-teaching of any
concepts before moving on.
As another form of formative assessment, the students will hand in a brief exit ticket
describing one thing they learned about line plots or picture graphs. For example, they
might describe why we may want to use these tools to organize data.

Reflection

(2014/2015)