KTIP Lesson Plan Format

Lesson Plan Format

Name: Tiffani Landers Date: 11-2-04 Age/Grade Level: Third Grade

Subject: Math # of Students: 21 # of IEP Students: 0

Major content: Math Unit Title: Pigging Out

• ACTIONS—

Goals and Objectives-

Students will

• develop reasoning skills through the use of Venn diagrams,
• identify similarities and differences,
• develop skills of oral and written communication,
• draw and interpret a simple map,
• measure distances using concrete objects, and
• construct and analyze bar graphs.

Connections-

Data Analysis & Probability 3-5

This lesson covers the following Data Analysis & Probability Standard Expectations:

· collect data using observations, surveys, and experiments.

· represent data using tables and graphs such as line plots, bar graphs, and line graphs.

· propose and justify conclusions and predictions that are based on data and design studies to further investigate the conclusions or predictions.

Concepts - Students will describe properties of, define, give examples of, and apply to both real-world and mathematical situations:

MA-E-3.1.1 Mean, median, mode, and range of a set of data

MA-E-3.1.2 Probability of an unlikely event (near zero) and likely event (near one)

MA-E-3.1.3 The process of using data to answer questions (e.g., pose a question, plan, collect data, organize and display data, interpret data to

answer question)

Context-

Before we do this lesson I will teach the students how to read and make different types of graphs (bar, line, pie) and how to determine mean, median, and mode. We will draw conclusions and make predictions before the lesson as well.

Resources-

• The Pigging Out Activity Sheet
• The true story of the three-little-pigs(as told by the wolf)
• Three twenty-foot pieces of yarn
• Scissors and tape for each group of four students ( break the students into groups)
• A tangram set for each student
• Multicultural version of the story (The Three little wolves and the big bad pig)
• http://illuminations.nctm.org/index_d.aspx?id=294:

Procedures-

1. Ask the children to decide what each would use - straw, wood, brick, or a combination of two or all three - to build a house for themselves. Have each child record this decision by marking his or her initials on the The Pigging Out Activity Sheet in the region on the Venn diagram that they believe shows this preference.

2. On the classroom floor, form three large intersecting loops of yarn to match the Venn diagram on the activity sheet. Have each child stand inside the loop or loops that he or she believes represents the preference stated in item 1. Discuss the preferences of the class as a whole.

3. Use an overhead transparency of the blank Venn diagram to tabulate the results by putting each child's initials in the appropriate place. Each child should then compare the location marked on the page with the place he or she was standing in the yarn circles. Discuss what it means to have a child in each of the seven regions. Where would a child stand who chooses none of the three materials?

4. For an experience involving estimation and graphing, ask students to recall that the wolf "huffed and puffed" a number of times in the story. Have each student cut, fold, and tape the "house" pattern found on the activity sheet. Ask the students to estimate how far they can blow the house across the floor. Have groups of four record estimates and then conduct the experiment. Using a double-bar graph, compare each group's estimate with the actual results. What would happen if these houses were made with different materials, such as construction paper, newspaper, or interlocking blocks?

5. To explore spatial perception, cut out the seven tangram pieces on the activity sheet. Have each child use any combination of pieces to construct the front view of a "dream house." Have students compare their houses with those of their classmates. If the area represented by each small triangular tangram piece is worth $1, what would be the total value of the front view of each dream house?

6. To reinforce measurement and map skills, have students create a map within the boundary on the reproducible page. Next they mark with an "sh," "wh," and "bh" - for straw house, wood house, and brick hoouse, respectively - where they think the pigs in the story built their houses. They should also indicate with a "w" where they think the wolf might have lived. Identify a standard unit of measure, such as a centimeter cube, with which to measure distances on the map.

7. Have pairs of students compare their measurements and their maps to explore similarities and differences. For example, two students with similar-looking maps would have similar distances between houses, but it is possible that two students with similar distances between houses may have very different-looking maps. Ask pairs of children to sit back-to-back and have one child describe his or her map while the other student attempts to draw it next to his or her map on the activity sheet. Have students answer the questions on the worksheet and discuss their results with the class.

Student Assessment-

The students’ assessment is included in the procedures as they complete a bar graph of their estimations and actual results. They will also place the pigs’ houses on a map to show their map and measurement skills. A rubric will be used to access the students’ work.