DIXIE STATE COLLEGE – DEPARTMENT OF EDUCATION
ELEMENTARY LESSON PLAN TEMPLATE
Teacher
Candidate: Jan Last
Grade
Level: 5^{th} Grade Title: Review for pie graphs, mean &
median, fraction and degree comparison.
CONTEXTUAL
FACTORS (classroom factors)

24 students
total
12 boys, 12
girls
1 African
American, 16 Caucasian, 3 Hispanic, 2 Polynesian
2 IEP students
Math student
learning proficiency: Substantial: 17,
Sufficient: 4, Approaching: 4,
Minimal: 1
6 ESL students
1 Behavior
student

WALKAWAY
(what do I want students to know, understand,
and be able to do)

Standard: 5
objective 1a. Construct, analyze, and display data using an
appropriate format (e.g., line plots, bar graphs, line graphs).
1d. Identify
and calculate the mean, median, mode, and range.
Content WalkAway (SIOP: content objective):
I will convert pie graph information into
percentages. I will determine the mean and median of a set of numbers. I will
convert information given in fractions to degrees of a circle.
Language WalkAway(SIOP: language objective):
I will be able to say what percentage each
section represents in a pie graph for the expenses given in example. I will
tell my shoulder partner the definition of median and mean. I will state the
degree movement I make in a physical turn (one full circle representing 360
degrees).

ASSESSMENT
EVIDENCE (formative/summative checks for learning)

Modifications/Accomoda
tions
(ELL, IEP, GATE, etc.)

1. Formative: Students will check with
shoulder partner and compare movement with degrees in a circle.
2. Students will complete summative
assessment for topic 6.

Behavior student: I will incorporate a high level of
visual teaching strategies and physical movement during lesson. Student will
sit at the front of the room because he lost his glasses and can’t see the
board.
Minimal and approaching students: I will use shoulder partners, high
visual and physical movement during lesson.
ELL students:
I will use small grouping to provide interaction and talking time.

ACTIVE
LEARNING PLAN

Modifications/
Accommodations (ELL (indicate SIOP feature), IEP,
GATE, etc.)

Building Background/Interest
Goal:
1.
I will be know the meaning of median
and mean and know each process.
2.
I will recognize similarities between
percentages of a pie graph and degrees in a circle.
3.
I will determine percentages of pie
graph sections by comparing to the whole.
Review test taking strategies
1.
Read question two times
2.
Underline important parts of questions
Vocabulary: Median, mean, degrees
·
Strategy
#53 p. 102: Students develop a personal dictionary
Focus Lesson (“I do it”)
Power point section one: Introduce sections of
the graph represented in example. Compare largest to smallest, ask for ideas
about what amount might be represented according to an overall total.
Guided Instruction (“We do it”)
Power point section two:
1.
Review vocabulary words: mean, median
2.
Review process of finding mean, median
Students will work out through process
of finding median with table partners.
Students will work with shoulder
partners to find mean.
·
Strategy #73 p. 138: Try peer tutoring
Collaborative/Cooperative (“You do it
together”)
Power point section three:
1.
Ask students to look at example of pie
chart on slide.
2.
Ask students to plug in the number they
think fits best into the each colored section.
3.
Ask students to justify their thinking in
table groups.
4.
Ask students to compare hours given in
example with a fraction.
Power point section four:
1.
Show students how to do a 360. Ask
students what they think a 180, 90, 45 degree movement would be. Ask them to
justify their answers in their table groups.
Power point section five: Discuss
four graphing possibilities. Ask students which graph they would choose to
measure five weeks of snowfall.
Independent (“You do it alone”)
Students
will complete assessment for topic 6
Summarization
1.
Review key vocabulary and process
2.
Review degrees of circle compared to
fractions on a pie graph.

Move
behavioral student to front of classroom
1, 2, 3
5, 4
Visual accommodation for behavioral, minimal
and approaching students.
30
7, 8
9, 6,
17, 16
9, 8, 16, 30
Small grouping
for ELL students.
10, 11, 12
ELL grouping.
29, 6, 30
Physical
movement for increased engagement for behavioral student.
6, 7, 8, 18,
19, 12
30
27, 28, 29

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