KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Emery Elton Date: 4-11-2022

Cooperating Teacher: Mrs. Weiss Coop. Initials

Group Size: 23 Allotted Time One Hour Grade Level 3

Subject or Topic: Measurement and Data Section 931

STANDARD: (PA/Common Core):

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.

Standard - CC.2.4.3.A.4

Represent and interpret data using tally charts, tables, pictographs, line plots, and bar graphs.

I. Performance Objectives (Learning Outcomes)

● The student will be able to solve one and two step problems using information presented
on a graph by completing an exit ticket.
● The student will be able to illustrate data using bar graphs by completing a homework
sheet.

E. Assessment/Evaluation plan
1. Formative
● Exit Ticket
○ The students will be completing an exit ticket where they must solve questions by
using the information on the graph provided.
■ The diagram will be graded by rating scale.
● 2- The students correctly solved each question on the exit ticket.
● 1- The students correctly solved 1 question on the exit ticket.
● 0- The students correctly solved no questions on the exit ticket.
 ● Homework
○ The students will be completing a homework sheet where they must solve
questions by using the information on the graph provided.
■ The diagram will be graded by rating scale.
● 4- The students correctly solved each question on the homework.
● 3- The students correctly solved 3 questions on the homework.
● 2- The students correctly solved 2 questions on the homework.
● 1- The students correctly solved 1 question on the homework.
● 0- The students correctly solved no questions on the homework.

2. Summative
● N/A
III. Instructional Materials (includes amount)
● Graph Paper (23)
● Problem Sheet (23)
● Homwork Sheet (23)
● Exit Ticket (23)
● Student Whiteboard (23)
● Whiteboard Markers (24)
● Wall signs (4)
● Markers
● Whiteboard
● Projector
● Computer
● Solve one- and two-step problems involving graphs.
IV. Subject Matter/ Content (prerequisite skills, key vocabulary, new content)

A. Prerequisite Skills
● Understanding of types of graphs
○ Line plot
○ Bar graph
○ Picture graph
● Basic understanding of
○ Interpreting data
○ Fractions
○ Scale
○ Surveys
A. Key Vocabulary
● Picture Graph: A graph used to display information that uses images or symbols
to represent data.
 ● Bar Graph: A graph using bars to show quantities or numbers, so they can be
easily compared.
● Number Sentence: A mathematical sentence, made up of numbers and signs.
● Data: A collection of information, gathered by questioning, observation, or
measurement.
A. New Content
● Graphs
○ Interpreting data from a graph.
○ Represent data on a graph.
● Solving one and two step problems using graphs.
○ Writing number sentences related to the graphs.

V. Implementation

A. Introduction –
● The teacher will transition the class from writing to math and set expectations.
○ “Quickly and quietly put away your writing materials and put your whiteboard,
whiteboard marker, and pencil on your desk. Once you are done, put your hands
on your head.”
● Once the class is transitioned, have the students stand up.
○ “Before we begin math today, we are going to do a short activity to collect some
data for our math lesson today. I want everyone to stand up at their seats but don’t
move anywhere until I say go.”
● Explain to the students that each corner is labeled with a number and show them which
corner is labeled with each number.
○ Each corner will have a piece of paper with the labels “one”, “two”, “three”, and
“four or more”.
● “Think about how many children, including yourself, are in your household. When I say
go, move to that corner and stand quietly.”
■ Remind the students that they should be at a noise level 0 while doing this
activity.
○ Once the students move to their corner, count the amount of students in each
corner and record the number on the board.
● Have the students quietly return to their seats.
B. Development –
● Project the powerpoint on the whiteboard and introduce the lesson.
○ “Today we are going to be learning about how to solve one and two step problems
by using graphs.”
● Explain that they are going to be using the information they just collected from the
survey to create a picture graph on the board.
 ○ Ask students if the class should use an “X” as one student or if it should be used
to show more than one student.
■ Fill it out on the board.
○ Have students create their own picture chart on their personal whiteboards as the
teacher fills out the picture chart on the board.
■ Call on students to come fill out each section of the chart on the board.
● “Student A, Can you please fill in how many “X”’s for students
with only one child in their household.” Etc.
○ Once the chart is filled out, begin reviewing the questions in the powerpoint with
the students.
■ Have them record their answer to each question on their whiteboard and
hold it up when they are done with each question.
■ Review the questions one by one, working through them with the students.
● The second problem on the powerpoint, the teacher will ask the students to raise their
hands with the amount of time that they studied for their social studies test this past
Friday.
○ Select four students, each who studied for different amounts of time and record
their names in the blank spots on the board.
■ Have those four students come to the board and create the bar on the bar
graph that correlates to their name.
○ The teacher will then go through the problems in the powerpoint while the
students record their answer on their whiteboards and hold it up as they complete
each problem.
■ The Teacher will fill in the blank names on each question using the names
of the four students they selected.
● The third problem in the powerpoint, students will be working with a partner to create a
graph using the information from the problem sheet they were given and answer the
questions asked.
○ The information is also on the slides, which will remain on the board.
○ The students will each create their own graph but they can work in partners to
figure out the problems.
■ Before releasing the students to work, set partner expectations.
● “When we are working with partners, what should our voice level
be at?” A six-inch voice is correct.
○ The students will have 10 minutes to work on this problem set.
■ A timer will be on the corner of the board.
○ The teacher will walk around and assist students as needed.
● Once the timer has gone off, the students will return to their seat and the teacher will go
over the problems on the board.
 ● Students will then be given an exit ticket to complete. They have the rest of class to work
on it silently by themselves and the twenty minutes between recess and special if they are
still not finished.
○ Students who finish early will be allowed to complete XtraMath on their
computers if they remain quiet.
C. Closure –
● The students will turn in their completed exit tickets.
● Once all the exit tickets have been turned in, the teacher will review today's lesson and
build anticipation for tomorrow's lesson.
○ “Today we learned how to solve one and two step problems using graphs and
were even able to create our own graphs. Tomorrow we will be learning about….”

D. Accommodations
○ Student HS has an IEP that allows them to get help in the learning support
classroom.
■ Student HS is given the option to complete their work in the learning
support classroom and is given extended time if needed.
○ Student KM has difficulty seeing far away. They often forget their glasses.
■ Student KM is seated in the front of the room and is able to come to the
carpet if they need to copy something from the board.
Differentiations:
● The teacher will pull students NO, MC, JRG, and AM to the back table for extra help
during the problem set. With the teachers' help, they will complete the problems.

Early Finisher/ Extension Activity:

● The students who finish early will be allowed to complete their XtraMath work on their
chromebooks.

VI. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on

students performance written after lesson is taught, includes remediation for students
who failed to meet acceptable level of achievement)

Proficiency Scale:
P: proficient - complete understanding of skill
D: developing - some errors with skill
U: unsatisfactory - major errors, little to no understanding of skill

EXIT TICKET
Student Skill 1: Solve Skill 2: Solve Comments
one-step equations two-step equations
using data from a using data from a
graph. graph.

IA D D

AB P D

MC U U

MD P D

JE P P

ARG D D

AG P D

OK P D

AK U D

SL D U

TL P D

KM P D

ZM P P

NO U U

JP P D

JRG P P Completed with

teacher support.

HS D D

KS U U

AM P P Completed with
teacher support.

CW P D

AS P U
 ZW P D

JR P D

RESULTS P:15/23 (65%) P: 4/23 (17%)

D:4/23 (17%) D: 14/23 (61%)
U:4/23 (17%) U: 5/23 (22%)

Summary of Student Data:

The students were able to show general understanding of one-step math problems
however many students made simple math errors when completing two-step math problems.
There was a large number of students who fell into “developmental” for two step equations
because they showed their work and it was clear they understood the steps to complete the math
problem but made simple calculation errors within their math. Over half the class was able to
show they were “proficient” when completing one-step equations using graphs but the number
dropped significantly lower when completing two-step problems. The classes common strengths
were solving one-step equations and their common weakness was solving two-step equations.

HOMEWORK
Student Skill 1: Skill 2: Skill 3: Solve Skill 4: Solve Comments
Interpret Represent one-step two-step
data using a data on a equations equations
tally chart. bar graph. using data using data
from a from a
graph. graph.

IA P P P P

AB P P P P

MC D D U U Skipped skill
4 on
homework.

MD P P P P

JE D P P P

ARG P P D D

AG P P P P
OK P P P D No work
shown on
skill 4.

AK D P P D

SL P P P P

TL P P P P

KM D P P D

ZM P P P P

NO P D P D

JP P P P P

JRG D P U U Skipped skill

4 on
homework.

HS P P P D Simple math
error on skill
4.

KS P P P P

AM P D P D

CW D P P U Did not
answer skill
one but had
the correct
data on their
graph for
skill 2.

AS P P U D

ZW U D U D

JR P P D P

RESULTS P: 16/23 P: 19/23 P: 17/23 P: 11/23

(70%) (83%) (74%) (48%)
D: 6/23 D: 4/23 D: 2/23 (9%) D: 9/23
 (26%) (17%) U: 4/23 (39%)
U: 1/23 (4%) U: 0/23 (0%) (17%) U: 3/23
(13%)

Analysis of Student Data:

Overall the students did a better job solving their homework rather than their exit tickets.
Over two thirds of the class was able to interpret the data correctly from a tally chart. Using the
data that they got from the chart, over three fourths of the class was able to represent their data
on a bar graph. Consistent with the exit ticket, the performed much better on the one-step
equations than the two step equations. Many of the errors on both one-step equations and two
step equations were simple calculation errors. The two strengths that were shown by the students
were representing data on a chart and solving one-step equations.Their weakness was
calculculations during two-step problems.
Remediation Plan:
Most of what I have noticed in the students' work was that they were struggling to
complete the simple math within the word problems and were miscalculating simple addition and
subtraction. In order to remediate this, I will have a mini lesson where I work with the students
on checking their work. This lesson will be a review however many of the third grade class was
making mistakes that could have easily been fixed if they checked their math. Along with this
lesson, many of the students struggle to write their work down on their paper and often neglect
writing it down and will only write an answer. During the mini lesson on checking their work, I
will also stress the importance of writing down our work so that we can check our answers. I will
hold another lesson that focuses on solving two-step equations using graphs because that was the
clear weakness in all of the student work. I will pull a small group to the back table while the
students are working on their independent work. Within this group, I will pull NO, MC, JRG,
and AM to the back table to work with them on the problems. NO and MC struggled with the
concept and were unable to correctly answer any question. Their work shows they do not have a
clear understanding of the content. AM and JRG completed their work with support of myself
and I would pull them again to make sure they understand what they are solving and can
complete it without teacher assistance.
 B. Personal Reflection(Question written before lesson is taught.)(Reflective answers to
questions recorded after the lesson is taught.)
1. Was the lesson time efficient?
One of the things that I have struggled with most when teaching lessons has been
the timing. This lesson, however, I think that I did pretty well on timing it out so that all
of their time was correctly used. I had a timer up on the smart board when the students
were completing their problem set so the students would know how much time they have
left before we go over it. I also had a timer up on the board for when the students were
completing their exit ticket. Not only does the timer on the board help the students keep
track of how much time they have in the lesson but it also helps me keep track of the
timing as well.
2. Were the students engaged for the entirety of the lesson?
The students were engaged throughout the majority of the lesson but there was a
brief moment in the middle of the powerpoint where I lost the focus of the class. I think it
was because the way the question was worded in the math textbook was confusing and
the students started getting antsy. I quickly regrouped the class and regained their
attention. We worked through the word problem together and I was able to keep them
engaged in the lesson.
3. Could I have assessed the student performance in a better way than the exit ticket?
I had originally just planned to assess the students using an exit ticket but since I
had two standards and objectives, I needed to assess them on something else. The math
textbook that the students use had a homework sheet in it that my mentor teacher
suggested I used. Once I looked at the homework assignment, I decided to have the
students complete the front of the homework assignment because those questions aligned
with each area in the objective which worked out perfectly. I think that adding the
homework was a good idea, because looking at the results I got on just the exit ticket
from some students and then comparing it to their homework, their homework showed a
complete improvement. I think that some of the students were rushing through their exit
ticket so that they could have free time on their chromebook which might have improved
their performance. I think that the homework was able to show me more of what the
students knew and assessed them correctly.

VII. Resources (APA Format)

Eureka Math :Solving One- and Two-Step Equations Using Graphs. Measurement and Data. San
……..Francisco :Jossey-Bass, 2015.
Appendix
Solve one- and two-step problems involving graphs.