| ESSENTIAL LEARNINGS | OUTCOMES What will the students know or be able to do at the end of the lesson? | ASSESSMENT How will the students demonstrate that they have accomplished the desired outcome? | STRATEGIES In what activities will the students be engaged to accomplish the desired outcome? | 3 HOTS QUESTIONS e.g. one should be on knowledge, one on application, and one on synthesis or evaluation. |
Mon | Page 51 | Construct a picture graph to compare groups. | Help construct a picture graph. | - Talk about who ate cereal for breakfast and who did not..
- Discuss various ways they could show how many children ate snacks and how many did not.
- Have each child draw a picture of an oreo cookie, chocolate chip cookie, or an apple.
- Have them tape in the correct column of “Our Favorite Snack” graph.
- Make sure children align the pictures from one column to the next.
- Have the children tell whether the columns are about the next or whether one column has more than the other two.
- Have the children point the column with the most snacks.
- Have a child point to the column with the fewest snacks.
- Talk about the advantages of a picture graph over a real graph.
| - Which column has the most snacks? Which has the fewest snacks?
- How the graph help you interpret the results?
- How did the graph help you compare and contrast the results?
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Tues | Page 51 | Make and interpret a real and picture graphs. | The children will interpret a picture graph about their favorite ice-cream. | - The teacher will ask the children what is their favorite ice-cream.
- Have the children tell what is his/her favorite ice-cream flavor.
- Have the children help the teacher make a three-column graph on the classroom floor.
- Place the different flavor flavors at the bottom of each column.
- Have the children place their favorite ice-cream in the appropriate column on the floor graph.
- Have a volunteer point out the column with the most ice-cream and name the taste.
- Have a volunteer and point out the column with the least ice-cream.
- Discuss the advantages and disadvantages of picture graphs.
| - Which column shows the favorite flavor?
- Show which was the least favorite?
- How did the graph help you discover the results?
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Wed | Page 51 | Make and interpret a real and picture graph. | The children will interpret a graph about their favorite cracker. | - Distribute Teaching Tool 3 to groups of five or six children.
- Have the children sample a cracker of each shape and decide which one they like best.
- Have children place their favorite cracker in the appropriate row of their graph.
- Have each group discuss which row has the most crackers and which has the fewest.
- Ask which cracker was the most popular in their group.
- Tell the children that when they use real objects to make a graph, it is called a real graph.
| - What can you tell when one column on a graph is longer than another?
- Why is it helpful to use a picture graph?
- Do yo agree with the results? Why?
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Thurs | Page 51 | Make and interpret a real and picture graph. | The children will interpret a picture graph. | - The teacher will draw a four-column graph.
- The teacher will ask: How did you come to school today?
- Have the children answer in complete sentences.
- Ask for a show of hands from the children as a show different modes of transportation.
- The children will glue their names onto the column that represents how they come to school that day.
- Have the children discuss the results.
| - Can you recall what we use in a picture graph?
- What in the graph helped you interpret the graph?
- What other ways can we use a graph for?
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Fri | Page | 51 Make and interpret a real and picture graph. | The children will interpret a real graph. | - Distribute P 3-13.
- Give each child one of two different types of beans and have them glue at the bottom boxes.
- Then give each child a hand full of beans and have them sort and glue the beans into the graph.
- Have the children answer the following questions: Which group has more beans? How many more? Which group has the least group of beans?
| - Is this graph a real graph or a picture graph?
- Can you tell what kind of graph is this?
- Can you explain what a graph tells us?
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| School Grade Weighting Scale: Tests and Quizzes (50%): Classwork/ Participation (20%): Homework (15%): Projects/ Portfolios (15%): | Multiple Intelligences/ Differentiated Instruction: | Use of Technology:
____ Smartboard
____ Student Response System |