Lesson Plans

MATH LESSON PLAN

Written by: Cathy Blevins

Graphics, editing, & formatting by: Dr. Beth McCulloch Vinson

Subject: Table Interpretation

Grade: Second

I. Behavioral Objective:

After a teacher-directed math lesson, Mrs. Blevins’ second-grade class will solve problems using graphs to list and interpret data. Each student will construct his or her own graph using art paper and markers. Each student will be given a set of information to apply to their graphs and interpret their findings with at least 90% accuracy.

II.Instruction/Method:

A. Anticipatory Set:

1. Explain that today the class will learn to list and interpret information

using a graph.

2. Read the book, How Do Apples Grow?, and sing the song,"Here We

Go 'Round the Apple Tree".

3. Explain to students how reading and writing data can be used to

solve everyday math problems, ex. if a student wanted to know

how many street blocks there were between their friends’ houses.

4. Explain the definitions to: graphs, lists, estimation, tables, and data.

(Allow for input from the students' prior knowledge.)

5. Show and explain a copy of a blank graph and one that has been

completed.

B. Statement of objective:

"When we finish today, you will be able to draw a graph and list

information to solve everyday math problems."

C. Instructional Input:

1. Explain to students that they can participate in solving a problem to

help make a class graph.

2. Submit question to students: "I've got a problem. I want to bring

apples to the school carnival but I don't know what kind of apples are the most favorite among the students. Would you like to help me choose?"

3. Pass out pre-cut apple samples to students for taste-testing. (Granny

Smith, Golden Yellow, and Red Delicious)

4. Place graph transparency on the overhead projector; explain to

students the dynamics of the graph.

D. Modeling:

1. Ask male students for a show of hands on how many liked

Granny Smith apples the best? Golden Yellow? Red Delicious?

Write results on graph. Ask female students same questions. Chart results.

2. Show/interpret results to class.

3. Ask questions: How many boys and girls COMBINED preferred

G.Smith, G.Yellow, R.Delicious? Which apple was preferred the

most and least? What was the difference in boys’ and girls’ preferences to each kind of apple? Which kind of apple do I need to purchase for the carnival?

E. Checking for understanding:

1. After questions, allow students to ask questions pertaining to results of data submitted.

2. Allow students to change their choices in apples and graph the new

results on their own. (Check for understanding and allow discussion.)

F. Guided practice:

1. Place students in groups of three. Instruct students to brainstorm

for problems they might want to solve. (Suggestion of examples:

How do you get to school each day? What is your favorite kind of ice cream?)

2. Give students a blank graph and allow time to write data from

their group discussion.

3. Each group will do oral demonstration after completing group graphs.

G. Independent Practice:

1. Give each student a blank copy to graph information on their own.

2. Submit problem for them to graph and interpret. For example,

“you have three favorite animals, a cat ,dog, and horse. 5 boys like horses. 3 girls like horses. 6 girls like cats. 8 boys like dogs. And 2 girls like dogs. Show this on your graphs.

3. Oversee this activity in the event help is needed.

1. Strategies to use with Exceptional Children:

a. For enrichment, increase the amount of choices in animals.

b. For remediation, children will be allowed to use apple cut-outs

to chart using larger paper.

2. Activities which Value Cultural Diversity:

a. Children who speak English as a second language will use

graphs with instructions written in their primary language.

3. Activities which Foster Active Inquiry, Critical Thinking,

and Problem Solving:

a. Ask children to bring a list from home of their toys (how many

Hot Wheels and their colors, how many Nintendo games and

what type of game, how many Barbies).

b. The class will also participate in using an interactive bulletin

board listing information received in class on the apples data.

H. Closure and Summary:

1. Bring the lesson to a close by having children take turns discussing

and asking questions about their graphs.

2. Ask children to TRY OUT their new graphing skills at home in the

kitchen (with mom's permission) by graphing pots and pans or

cans of vegetables in the pantry.

III. Assessment Techniques:

The students in Mrs. Blevins’ second-grade math class will graph and

interpret information to solve simple mathematical problems with an

accuracy rate of at least 90%.

IV. Materials:

blank table graphs, overhead transparency, interactive bulletin board,

markers, apple samples for test-tasting, apple paper cut-outs, copies of

“Here We Go 'Round the Apple Tree”, overhead projector.

Book: Maestro, Betsy. (1992). How Do Apples Grow? Harper Collins

Publishing. (ISBN: 0-06-445117-8)