Lesson Plan Assignment

Name
Instructor
Course
Date
Lesson Plan 1

Unit: Data Displays Grade:2
Lesson: Bar Graphs Teacher: Name
State Curriculum Indicator or Common Core Standard
Standard 4.0 Knowledge of Statistics
State Objective or items unique to Maryland Common Core State Curriculum Frameworks (found in red print)
Data Displays
1. Collect, Organize and Display Data
c. Make pictographs by organizing and displaying data using scales of 1:1 and 2:1
d. Make single bar graphs by organizing and displaying data
Your Lesson Objective Students will be able to collect data and draw a bar graph of their findings.
Teacher Materials Book: Beginning Charts, Graphs & Diagrams by Patty, Carratello. Grades 2-4
Laptop and Projector.
Student Materials
Artificial insects: crickets, spiders, worms, etc.
Blank pictographs
Graph paper
Four column charts
Engagement
I will start by asking the learners who like insects to raise their hands. Then I will proceed to find the type of insects each like. They will then Think Pair Share with their buddies and write the findings on the board.
I will tell them on how every time a person says spider or cricket, we will have to count all the times and write on the board.
I will also show them that today I am going to teach them on how to simplify this exercise by taking the data and putting it into a bar graph thus making it easy to understand the favorite class insect.
Exploration
I will begin with showing the class a Video: show Video on bar graphs from Maths Monsters.

https://www.youtube.com/watch?v=-Y9n67yG9d8I will then use the data gathered from the earlier session and show them how we can put that data into a presentable and much simple bar graph.
I will demonstrate to students how lines are drawn on the graph papers. Each shall record the favorite insect information.
I will then project a graph to the whiteboard and as well as an available and simple data set.
Together with the students, we will fill the graph on the board, and at times the students will be expected to come in front and help in graphing items (School Improvement in Maryland, 2018).
Explanation
Students will be put into pairs and given a different data set. An explanation will be made to them that, as seen before bar graphs are formed from the presented data.
Using the data given and in pairs, the students will create bar graphs using the blank bar graph papers.
Also, I will read from the book Beginning Charts, Graphs & Diagrams, Grades 2-4 by Patty Carratello to reinforce the learned concept.
We will then review our initial objective and refine our goals.
Extension
Through the use of guided questions, I intend to assess the understanding of the topic. By asking questions such as what generates graphs will make the students understand the importance of data.
Children will try generating another data set such as what colors they like most and engage in a similar activity to establish the favorite color.
Evaluation
Once again, we refer to the objective.
In individual assessments, I will present data and ask the students to make a graph from the provided data.
Through this, I can see the students who didn’t get the concept and would require the reinforcement on the same.
Homework
Students to create own bar graphs using the plastic insects.
Students, to collect data by counting artificial bugs in their bags.
They will then proceed to fill in their graph with the collected data.
Example of Plastic Bugs

Example of a Blank Bar Graph

Example of a Source of Data

Lesson Plan 2

Unit: Knowledge of Measurement Grade:2
Lesson: Measurement Units Teacher:
State Curriculum Indicator or Common Core Standard
Standard 3.0 Knowledge of Measurement
State Objective or items unique to Maryland Common Core State Curriculum Frameworks (found in red print)
Read customary and metric measurement units
b. use analogue clock to tell time in intervals of 5 minutes.
c. Compare the same time on digital and analogue clocks
Your Lesson Objective Read customary and metric measurement units
Teacher Materials Demonstration clock
Telling Time for. Children – Learning the Clock video by Math & Learning Videos 4 Kids
Student Materials
Five Minute Intervals worksheet.
Individual analog clocks for all learners.
My Day’s worksheet.
Telling Time with Ricky Racer worksheet.
Engagement
I will tell the learners to watch a video concerning time telling.
I will write on the board the current time.
I will show the video and note the finish time of the video and ask learners to tell me the minutes passed watching the video.
Tell the class they are going to learn to tell time to nearest five minutes through the use of an analog clock.
Exploration
Show the students an analog clock.
Point to the different hands and name them.
I will move the minute hand in five minutes’ intervals and count with the class aloud.
Explain the meaning of a.m. and p.m.
Explanation
I will pass the analog clocks to each.
I will write a digital time 3:15 on the board and ask the students to show me in their clock.
I will repeat the same with 3:20, 3:25 and 3:30.
Extension
I will give out the Five-Minute Intervals worksheets.
I will remind them they can use analog clocks for help.
I will monitor the students and provide help where necessary
Evaluation
I will check student understanding and monitor the students as they work on worksheets and analog clocks.
Looking for correctness in the worksheets.
Homework
Students will be given time telling worksheet and fill in the time for all the indicated time.

Reference
School Improvement in Maryland (2018). State Curriculum: Mathematics Grade 2