
Rachel Hamblin 3
Mathematics Lesson 1 Grade __Kindergarten_
Name of Unit: Data Projects
Name of Lesson: Favorite Days
Prerequisite Knowledge: Students have heard the story, The
Wednesday 
Surprise, which describes a familys dynamic and why Wednesday
is their favorite day of the week. Students consider their own
weekly routines and
decide upon which day is their favorite day of the week.
Learning Targets (Goals) (Understand that)
Students should be able to relate number of peers under a
favorite weekdays to simple math statements
Students should be able to understand how to analyze simple
graph information
Students should be able to compare and contrast simple
information given in bar graph format
Success Criteria (I can)
I can tell which day of the week most of my class likes the
most
I can tell which day of the week most of my class likes the
least I can tell how many of my friends liked each day of the
week
Process Standards (Problem Solving, Communication,
Connections,
Reasoning and Proof, Representations) Problem Solving: The
students are using problem solving when asked to tell
how many students chose a specific day as their favorite in the
week. They will have to use their addition skills to be able to
respond. Through
comparing and contrasting the 7 days of the week and how many
students
chose each day as their favorite, they will be able to chose any
strategy they would like to use, helping them to gain mathematical
knowledge such as
using counting and addition strategies.
Reasoning and Proof: Students will be using reasoning and proof
when they are asked to compare and contrast the days of the week
according to how
many students chose them as their favorites. They will be asked
to explain their answers and how they ended up at their answer. By
being asked to
explain themselves, how and why, they found an answer, they will
be catching misconceptions and be sharpening their reasoning skills
deepening
their thought concerning proof and evidence.
Communication: The students will be using communication when
they are asked what the graph is about. For example, the students
might say, Five

people chose Wednesday as their favorite day or Eight people
chose
Saturday as their favorite day. The students will also be asked
to write or draw an explanation about their favorite day. By
describing, drawing and
communicating their favorite day of the week and what the graph
is about, the students are explaining mathematical ideas through
communication.
Connections: The students are using connections in this lesson
because
they are connecting math addition, comparing and contrasting
numbers, and possibly subtraction to a real world concept. The
students first are choosing
their favorite day of the week and then are exposed to their
classmates favorite day of the week. By using this scenario, the
students are
connecting their favorite day of the week and the weekly
routines of the
class to mathematics.
Representations: The students are using representations through
using mathematic skills by comparing, contrasting, and describing
the information
from a simple bar graph formed by the classes favorite days of
the week. The bar graph is used as a visual aid for the students,
as is the teacher
writing down the students true math statements on the chart
paper.
Materials and Preparation:
Investigations in number, data, and space. Sorting and Surveys.
Data Analysis. Unit 7. Grade K. (2008).
Sizing Up Measurement: Activities for Grades K2 Classroom, by
Vicki Bachman (2007)
Time: Favorite Days: pages 4851 The Wednesday Surprise, by
Eve Bunting (1989)
Cutouts large enough to write a childs name on them (2 per
child) precut beforehand
Chart Paper, 2 or 3 sheets Classroom calendar premade before
class
Homework worksheets (1 per student) Early finisher activities
(1 per student)
Warmup/Opener: As a warm up for the lesson of Favorite Days the
teacher will review
vocabulary with the students. The vocabulary will include the
days of the week (Sunday through Saturday) and we will review which
days are
weekdays and which days are part of the weekend and the
difference between them. The way the teacher will do this is by
posing a Tell what you
know about questioning strategy. The teacher will write on the
whiteboard, Tell what you know about the days of the week. The
students
should be answering this question, and the teacher will be
writing down their ideas on the whiteboard. The teacher can ask
probing questions such as,
How many are in a month? and Which day is the first day of the
week?

App. 4 minutes
Launch:
During the explore portion of the Favorite Days lesson, the
students are expected to be listening to the story The Wednesday
Surprise and then
expected to participate in the class discussion afterward and
answer
questions concerning the book about why Wednesday was so
important to the family. The students are then expected to think
about their own weekly
schedules and routines and what their favorite day of the week
is and why (8 minutes). After brainstorming, students should be
split into partner
groups of 2 to talk about their favorite day of the week for 5
minutes (set on timer that is on desk.) After discussing with their
partner and deciding what
their favorite day of the week is, the students will be given a
sheet of computer paper and are expected to write (or draw) about
his or her favorite
day. While the students are writing or drawing about their
favorite day, the students will be asked to put their name cutout
on the classroom Favorite
Day Graph under their favorite day of the week. This portion
should take 10 minutes. After the graph is finished and posted on
the board, the students
will be asked to describe and explain what they know about the
graph, using true mathematical statements. Such as, number of
students who chose
Friday as their favorite, how many students total are on the
board,
comparing and contrasting the amount of students under certain
days, or maximum or minimum. The teacher should be keeping track of
these ideas
on a white board or smart board.
For any students who finish early during the partnering time or
during the time of describing their favorite day on a piece of
paper, the teacher will
provide an earlier finisher activity called, Hungry Mouse
Counting Game. The teacher will provide the students with a
counting worksheet and a
worksheet that practices writing numbers. These worksheets will
be worthwhile because it will give the students extra practice on
counting and
writing numbers, which will be used during describing the
Favorite Days Graph.
App. 23 minutes
Explore:
A. Expect students to have trouble finding reasons to specify a
day as their
Favorite *plan to assist the students by providing examples for
the students to relate
to. For example I might say A child I know likes Fridays because
Friday night was movie and pizza night at their house and similar
relative
examples
Expect students to have questions concerning true math
statements when

asked to discuss and describe what the graph is about.
*plan to assist the students by providing an example they can
follow or model that will help for understanding. For example, the
teacher will first
ask Which day do most of the students like the most or How many
students like Thursday the best? and then record the data on the
chart
sheet next to the graph. Then as students to start adding their
own statements, without posed questions. The teacher should keep
recording
them down so students can use each as examples or record them
for themselves if they are able to.
B.
During the discussion between partners and when the students are
writing
or drawing their favorite day I will be taking notes on which
students are using the correct vocabulary (correct days of the
week, weekday, weekend,
and routine) and which students need extra practice on the
words. I will also be taking notes on which students are staying
focused and on task.
When the students are describing what the graph is about, I will
be looking for students to use true math statements, statements
that are reasonable.
C. The formative assessment strategies used will be:
1. Group Consensus/White Board when the class together discusses
and describes the graph. The answers are written on the white board
or
smart board and the whole class is to agree on the final
answers. 2. Key Points when at the end of the lesson, the full
class discussion
about the vocabulary of the days of the week, more or less,
fewer, most, least, more than, and etc. that we talked about during
the
lesson. The students should also discuss which day was the
most
favored and the day that is the least favored. Students can
offer reasons for their favorite day if time permits. Teacher will
list key
points and reasons on the board. 3. Questioning strategies are
used during the warmup and the closing of
the lesson. Tell what you know about is used during the warmup
when the students explain what they know about the days of the
week. Error Analysis is used during the closing when the teacher
poses a scenario and the students must point out the error.
D.
For differentiation, the teacher will pair the students to
partners at a similar skill level to each other, so they can keep
up with each other when
discussing their favorite day. When describing their favorite
day of the week on the computer paper, the students are allowed to
write (this is for gifted
students who can already write and read), while others can do a
combination
(students who are able to write and read some, but still need
pictures for part of description), and others can solely draw on
the page to describe their
favorite day of the week (for students who are not able to read
or write yet).

E. The Hungry Mouse Counting Game early finisher activities are
attached at
the back of the lesson plan.
Summarize: A.
The students will share the results from their exploration by
describing their favorite day of the week on a sheet of computer
paper. The students will
also share their results by attempting to record the math
statements in their notebooks (if they are not able to write
sentences, they can just write the
number and word. For example 8 Friday, or the best they
can).
B. The key mathematical ideas that were learned in this lesson
were analyzing
a bar graph, comparing, contrasting, and describing information
given from a bar graph, and that real world questions that relate
to their lives can be
related back to math.
C. The teacher will check for understanding by having a full
class recap of the
description the class gave of the graph and how our Favorite
Days relate to counting. The teacher will pose a scenario of Error
Analysis writing on the
board and reading to the students, Ana says that Friday is most
favored day for the class. Can you find the error she made? The
students should be
given the chance to answer, but should know that an explanation
of what they are thinking is expected. The teacher should then ask
the students to
describe maximum and minimum, and comparing and contrasting
number of students in each day. Ask for any clarifying questions
that students have
about the Favorite Day bar graph and how we related it to
counting numbers. Let the students know what they need to do for
the following
class.
App. 4 minutes
Application: For homework, the teacher will extend the lesson
focusing more sharply on
the concept of more than by sending home a worksheet called More
that deals with counting and comparing. These worksheets are
attached at the
back of the lesson plan.

Mathematics Lesson 2 Grade _Kindergarten_
Name of Unit: Data Projects
Name of Lesson: Do you like? Surveys
Prerequisite Knowledge: The students have previously worked with
sorting data in simple charts. Students are shown model survey
previously made by
teacher and are asked to begin brainstorming on their own survey
question.
Learning Targets (Goals) (Understand that)
Students should be able to come up with a Do You Like? survey
question to which yes or no are the possible responses
Students should understand how to keep track of student
responses
Success Criteria (I can) I can produce my own yes or no survey
question to ask my peers
I can record responses on a chart of my peers answers I can
compare and contrast my survey question to my peers questions
Process Standards (Problem Solving, Communication, Connections,
Reasoning and Proof, Representations)
Problem Solving: Students are using problem solving in this
lesson when they are deciding on the best way to record responses
from their peers.
They must decide on their own how to record only yes or no
answers, and what they should do with other answers such as, maybe
or I dont know.
Communication: Students are using communication when they
are
interviewing their peers with their survey questions. The
students are expected to share their survey questions, while
comparing and contrasting
their own with peers.
Connections: In this lesson, students are connecting producing
survey
questions and keeping track of responses to data analysis. The
students are being asked to collect data by choosing the best way
to keep track of or
analyze peers responses through data analysis.
Reasoning and Proof: Students are using reasoning and proof when
deciding the best way to keep track of which students they have
already asked. They
will be asked to describe how they decided on the method of
keeping track and explain why their method was effective.
Representations: Students will be using representations in this
lesson plan
through describing and using mathematical concepts, such as
adding, when conducting and describing their surveys. The students
are also using the

teachers model survey as a visual aid for creating their own
surveys.
Materials and Preparation: Investigations in number, data, and
space. Sorting and Surveys. Data
Analysis. Unit 7. Grade K (2008). Do you like? Surveys: Data
Projects: pages 100105
Student Activity Book, p. 77
Chart: Do you like applesauce?; class list Chart paper
Student Math Handbook Flip Chart, pp. 4546 Homework
worksheets (1 per student)
Early Finisher activities (1 per student)
Warmup/Opener: As a warmup, the teacher will review with the
students the vocabulary that
will be used in this lesson. The vocabulary includes survey and
data. The students will be asked to describe what a survey is, what
data is, and how
they relate to each other. The teacher will post on the smart
board or white
board the premade chart with the question Do you like
applesauce? written on it for a visual aid for the students to
compare their descriptions to.
App. 4 minutes
Launch: During the explore portion of the Do you like? Surveys
lesson, the
students are expected to be participating in describing the
premade Do you like applesauce? survey made by teacher. The
students will be given the
opportunity to share their observations about the survey and our
results
before looking at the specific aspects of the data collected.
The students will be encouraged to make observations that involve
numbers and comparisons.
If students do not comment on the specific number of people who
answered yes or no, the teacher should ask them to. The teacher
will then write these
numbers next to the appropriate column on the chart. The teacher
will then ask the students how many people answered this survey and
how could the
students figure that out. The students are expected to take part
in this class discussion by offering ideas and suggestions. After
the class discussion has
come to a close, the students will be asked to come up with
their own survey question. The teacher should explain to students
that the question must be
able to be answered with a yes or no. Students will be asked to
offer suggestions, which the teacher will record on the board for
visual examples
for the students to use. If the students are suggesting
questions that do not require a yes or no answer, help them to
think how to reformulate their
question. The teacher should also encourage the students to use
a variety
of subjects for their questions. For example, if the students
only come up with questions about food, help them to think about
other subject areas such
as what they like to do in their free time. The teacher will
then introduce the tools that the students can use when conducting
their survey. These

tools include: a class list and a worksheet premade for the
students.
Concerning the class list, ask the students how the list can
help them collect their survey data. The students are expected to
offer suggestions about
how the class list will help them collect the data. For example,
a student might say I could put blue next to Victor if he says yes
and red if he says
no. After the class discussion, the teacher should draw
attention to the premade worksheet saying, This one has a column
that says yes and a column
that says no. How could you use this chart to keep track of your
data? The students are expected to offer suggestions to how this
would help them
collect their data. Ask the students to discuss their ideas of
how they might keep track of their data on a piece of paper. The
students are expected to
chose the method they find to be most effective for themselves.
Before
officially sending the students off on choosing their method and
question, the teacher should pose an Agree/disagree and explain why
questioning
strategy. The teacher might say, A good survey question is What
are you doing this weekend? Agree/disagree and explain why. The
students should
respond to this and explain their thinking. This questioning
strategy will show the teacher if the students are prepared to
begin producing their
question. The teacher should collect the responses on the white
board or smart board so the students can refer to them. (App. 12
minutes)
The students are now asked to spend some time deciding on a Do
you like? survey question to ask their classmates and choosing one
of the
three offered methods for recording responses. The teacher
should ask the students to write the question they choose on their
recording sheet and
decide how they are going to use the sheet. The students are
allowed to work with a partner on this project, although it is not
required. Many
students may want to work on their own due to being invested in
their own
question. If the teacher notices that a student is having
trouble getting started but does not have a partner, they might
say, Would you like us to
find you a friend to work with? If students finish choosing
their question and recording methods before the class is ready to
reconvene, the students
should check in with the teacher about their chosen questions
and methods to make sure they are reasonable. If the students seem
to be ready to start
collecting responses before the rest of the class is ready, the
students can start working on the earlier finisher, Counting
Worksheet until the rest of
the class is ready to start collecting responses. When the class
is ready, they will interview each other, using the methods they
chose to record their
peers responses. If a student is finished recording before
others, they can work on the early finisher, Counting Worksheet
while waiting for the rest of
the class to finish. (App. 10 minutes) The students are now
asked to share the kind of Do you like? question
they chose as well as the specific question they chose. The
teacher will
record this information on the white board at the front of the
classroom. The possible types of questions might be food,
activities, TV shows/movies,
and other. Ask students to observe and describe what they notice
about the

final chart with mathematical statements, such as I see that 12
people
chose survey questions about food. (App. 10 minutes)
App. 32 minutes
Explore:
A.
Expect students to have issues with using mathematical
descriptions when describing the survey given by the teacher. The
teacher should
be prepared with probing questions concerning students using
numbers to describe. For example the teacher could ask, Can you
tell
me how many students said they like applesauce? How could we
figure that out?
Expect certain students to struggle with coming up with a
survey
question that is not a replica of the teachers survey questions
of Do you like applesauce? The teacher should be prepared to help
students
think of other subject they can ask question about. For example,
the teacher could ask, What other types of questions could we ask?
What
do you like to do in your free time? Students might give answers
such as, soccer, basketball, or fishing and these can be examples
for the
students to go off of.
Expect certain students to have issues with formulating
survey
questions that are not specifically yes/no questions. In these
cases, the teacher should be prepared to help the students
reformulate their
questions to make them in a yes/no question format. The teacher
could do this by probing the student to use the Do you like?
format
rather than a what do you like about? or why do you like?
format.
B. Throughout the lesson, I will be paying attention and taking
notes of
students who are using the correct vocabulary of survey and
data, and which students are struggling with using the correct
words and need
extra practice. I will also be taking notes on which students
are finishing the tasks with ease and which students are not
grasping the
concept of creating the yes/no survey. I will look for students
who are
effectively describing the teachers survey and their own, using
mathematical statements.
C. The formative assessment strategies I will be using in this
lesson are:
1. Group Consensus/White Board when the class together discusses
and describes the teachers survey. The teacher will be recording
the
students statements and numbers and the whole group will agree
on correct statements.

2. Key Points when at the end of the lesson, the full class will
discuss
the key points that were discussed during the lesson. The words
that will be reviewed are survey and data concerning what they
mean
and how they are related. Key points concerning the surveys will
also be taken as important aspects of the lesson. Teacher will list
the key
points and what they mean on the board.
3. Sentence Starters will be used at the end of the lesson in
order to assess what they students still need help with. An example
of a
sentence starter is Now I know This sentence starter will allow
the students to express issues they are having on the concept of
surveys
and how to describe them. The teacher should record the
responses on
the white board or smart board for the students to follow
along.
D. For differentiation, students might need help formulating
their survey questions. English Language Learners might also need
practice saying
their questions aloud so their classmates can easily understand
them when they administer their surveys. Certain students might
need
extra help with deciding which method to use when recording
their peers responses. The teacher should be prepared to provide
the
adequate scaffolding to those students who need extra help,
including allow enough time for them to come up with a survey
question. The
early finisher, Counting Worksheet will allow those students who
finish quickly to have something to work on while students who
need
extra help have time to prepare for the questioning portion of
the lesson.
E. Early finisher, Counting Worksheet is attached at the back of
the lesson plan
Summarize:
A. The students will share the results from their exploration by
describing the survey question they chose and which method they
decided to use
to effectively record the responses of their peers in the class
discussion. The students will also share their results by
describing
what they know about surveys and data in the final class
discussion.
B. The key mathematical ideas that were learned in this lesson
were creating, administering, and describing a survey by collecting
data
from classmates. Students will be able to say, I can find out
what my classmates like by asking questions, Keeping track of who I
asked is
important when surveying, and I can describe and compare about
what my classmates like by asking them questions.
C. The teacher should check for understanding by having a final
class discussion at the end of the lesson, asking clarifying
questions to the
students. These clarifying questions will include the sentence
starters

that were mentioned earlier in the lesson (Now I know) along
with a
Which one doesnt belong and why? For this questioning strategy,
the teacher will write on the white board or smart board 3
possible
survey questions. These could be, Do you like the beach?, Do you
like dogs?, and What is your favorite color? The students
should
choose the survey question that does not fit and explain why it
does not fit. This strategy will illustrate to the teacher that the
students
understand what is the appropriate question for their survey.
Finally, let the students know what they need to do for the next
day.
App. 4 minutes
Application:
For homework, the lesson will be extending to focus more sharply
on comparing data by sending home a worksheet that deals with the
concept of
fewer than. During the next lesson, the students will be
collecting their survey data collection, so this worksheet will be
practice for comparing and
describing the data they will find.

Mathematics Lesson 3 Grade _Kindergarten_
Name of Unit: Data Projects
Name of Lesson: Collecting Data
Prerequisite Knowledge: In the previous lesson, students
produced their own survey question to ask their peers. The students
were allowed to choose the
most effective strategy to use for recording data in their
surveys. The students have practiced collecting and sorting data in
their homework
assignment.
Learning Targets (Goals) (Understand that)
Students should be able to decide which strategy for recording
data they will use when surveying their peers
Students should understand how to collect and sort the data
from their results
Success Criteria (I can)
I can survey my peers using the Do you like? survey question
that I produced
I can chose an effective method for recording survey data
I can record and collect the data given from my peers
answers
Process Standards (Problem Solving, Communication, Connections,
Reasoning and Proof, Representations)
Problem Solving: Students will be using problem solving when
they are
surveying their students. If they realize that the method they
chose to record the responses is not working how they expected,
they will need to
use problemsolving skills to change or modify their method.
Communication: Students are using communication through
surveying their
peers. While asking their peers a question and recording the
data, the students are also answering questions that their peers
are asking. If one
student is having trouble with their methods the students are
also able to use communication by suggesting an easier method for a
peer to use.
Connections: Students are using connections in this lesson
through
connecting the responses they receive and the results from their
survey to data analysis. The students are doing this by collecting
and sorting the
data, analyzing what they have heard and now see.
Reasoning and Proof: Students are using reasoning and proof when
choosing a method for recording responses. They should be able to
explain

why and how they are going to use this method and why they
believe it will
work best for them. Through this, the students will be using
their reasoning and proof.
Representation: Students are using representations during this
lesson by
taking the responses of their peers and creating a data analysis
by collecting and sorting the information. The students surveys
will represent the
majority or feelings of the class based on the question they
asked.
Materials and Preparation:
Investigations in number, data, and space. Sorting and Surveys.
Data Analysis. Unit 7. Grade K. (2008).
Collecting Data: Data Projects: pages 106110 Chart: survey
model Do you like applesauce?; class list; blank piece of
paper Student Math Handbook Flip Chart, pp. 4546
Early Finisher activity (1 per student) Homework worksheets (1
per student)
Warmup/Opener: As a warmup the teacher will review with the
students the vocabulary that
they recently learned in that last lesson, including, survey and
data. The teacher will do this by posing a Tell what you know about
surveys and data
questioning strategy. The teacher should write this on the white
board or smart board and then read it aloud to the class. While the
students are
responding to the question, the teacher should be recording
their ideas on the board as well. The teacher will have the
students take notice to the Do
you like applesauce? model on the board, reminding the students
of the questions they formed yesterday. The teacher will then
introduce the
vocabulary word of response and what the definition means.
App. 4 minutes
Launch:
During the explore portion of Collecting Data lesson, the
students are expected to be collecting data through the responses
of their peers to the
questions they are asking. The students should be using the
method that they chose from the three possible strategies given by
the teacher.
Students are expected to keep track of whom they have surveyed
so far. The students will be given a certain amount of the to
survey their peers,
asking and answering the Do you like? survey questions. The
students
should be encouraged to use yes or no answers, rather than
maybe, I dont know, or sometimes. Students who are beginning to
finish quicker
than other students should be working on the earlier finisher
activity. Students should be given around 810 minutes to ask their
classmates. It is

ok if they are not able to ask every student because they will
get more time
to survey the following day. The teacher should expect certain
students to struggle with treating this surveying time as a social
get together. The
teacher should be prepared to watch the students and listen to
the conversations going on, making sure that words exchanged are
dealing with
the survey. (App. 20 minuets) After all the students have had a
sufficient time to survey each other, ask
the students to return to their seats to then discuss and share.
During the discussion, the students should be asked to share how
they are decided to
record other students responses. The teacher should compare and
ask the students to notice difference between the strategies.
Finally, the teacher
should remind the students that once they record responses, the
students
should be able to look at their sheet and get some information
from it. The teacher should then ask if two or three students with
different recording
methods if they can explain and describe any information they
can get from looking at the survey responses. If the students are
having trouble
describing the information from their survey, the teacher should
ask some probing questions such as, If Beth used the class list and
wrote yes or no
next to each persons name, what can you find out from her sheet?
After describing the information or data the students will be asked
to compare
the different ways of recording data. The students should be
asked to notice a few different ways of recording and the
information they can get from each
way. Next, the teacher should address the issue of how to record
students responses that are not yes or no. The teacher should ask
the students how
they recorded those responses. For students who did not have
answers other than yes or no, ask them what they plan to do if they
get a response that is
not yes or no. Give the students a few minutes to review their
survey and
responses. (App. 10 minuets)
App. 30 minutes
Explore: A.
Expect students to have issues with receiving responses that
are not yes or no but Maybe, I dont know, and/or I cant decide.
Certain
students maybe struggle with these responses and not know how to
record
them and become stuck. Certain students might chose not to
record them at all, while others may become confused. The teacher
should be prepared
to help by thinking through what they can do with the response.
For example the teacher could suggest adding another category, or
using a
different color for any responses outside of yes or no.
Expect students to realize during the surveying time that their
chosen method is in fact not as effective as they had planned.
These students
might become frustrated and want to give up after realizing that
their

method is not working. The teacher should be prepared to help
them modify
their strategy. For example, the teacher could suggest taking
what they have learned from their first method and starting from
there with a new
strategy. The teacher could also ask what they think they could
do different from here on and tell them to make the change and keep
going. The
teacher should make sure these students know that making changes
is ok but acceptable.
B. Throughout the lesson, the teacher should be paying close
attention to
the students while they are surveying each other. It is very
important that the students are working towards collecting data.
The teacher should take
note of the students who are describing the information they see
from the
responses from their survey. The teacher should be paying
attention to those students who are not able to describe the
information they are getting
from the responses. It is very important for the teacher to take
note of these students because they are the ones who should be
given extra
attention and support.
C. The formative assessment strategies that are being used in
this lesson are:
1. Questioning strategies during the warmup and closing of the
lesson. The tell what you know about strategy is being used in the
warmup to help
students be refreshed and reminded what they learned about
surveys and data in the previous lesson. The agree/disagree and why
will be used
during the closing to show the teacher if the students fully
understand the concept of an appropriate why of collecting data
looks like.
2. Key Points during the class discussion when the teacher and
students go over the different possible strategies that were used
in the surveying. The
teacher discusses with the students the key points of the lesson
concerning the fact that students should be able to get information
from looking at their
data collection.
3. Conferences outside of the actual lesson. During the lesson,
the teacher should be taking notes on the students that were
struggling with effectively
recording the responses from their peers in a way that they can
get information about the class by looking at the responses.
Through using
conferences during silent reading time, the teacher can help
understand where these students are having issues and can help them
work through the
problem so that they can fully understand the concept of
gathering information from a survey.
D. For differentiation, students might have issues with
recording responses to
their survey and seem unsure of how to do so. The teacher should
be

prepared for students to have this issue and should be ready to
suggest a
particular method that you think will work well for them. Using
a class list is particularly helpful for students who have
difficulty writing. Another way to
help student have adequate time to survey their peers, an early
finisher, Count the number of objects will be offered to students
who are finishing
quickly, which will allow students more time and not feel rushed
to finish.
E. Early finisher, Count the number of objects is attached at
the back of the lesson plan.
Summarize:
A. The students will share their results from the exploration by
splitting into groups by which strategy they chose to use to record
the
responses of their peers. The students will discuss in their
groups how they decided to collect their data and why it worked
best for them. In
these groups the students will also be describing and comparing
their results.
B. The key mathematical ideas that must come out in the sharing
are that they can chose an effective method to keep track of who
they
asked when surveying, the students can describe and compare
the
results of their survey, and students are able to effectively
collect and sort data from administering a survey to peers.
C. In order to check for understanding, the teacher will pose a
questioning strategy called, Agree/disagree and explain why.
The
teacher should write on the white board or smart board, If my
classmate responses with a word other than yes or no, I should
not
record it agree/disagree and explain why. The students should
respond to this and explain themselves.
Application:
For homework, the lesson will be extending to focus more sharply
on
analyzing data by sending home a worksheet called Rachels Survey
that deals with the concept of counting and comparing data from a.
During the
next lesson, the students will continue collecting their survey
data, and begin sharing so this worksheet will be practice for
comparing data.

Mathematics Lesson 4 Grade _Kindergarten__
Name of Unit: Data Projects
Name of Lesson: Sharing Do you like? Surveys
Prerequisite Knowledge: The students have been working with
surveying each other for the past two lessons. They have created
their own Do you
like? survey question and have chosen a strategy for collecting
data from the responses from their peers. Certain students have
already began or
finished surveying their peers.
Learning Targets (Goals) (Understand that)
Student should be able to decide if the strategy those chose of
collecting the data from their survey is effective or not
Students should understand how to collect and keep track of
survey data Students should understand how to interpret results of
a data investigation
Success Criteria (I can)
I can learn things about my peers by asking them survey
questions I can collect data in more than one strategy
I can get information from looking at my finished survey
Process Standards (Problem Solving, Communication,
Connections,
Reasoning and Proof, Representations) Problem Solving: Certain
students, who are still working on their first
survey, collecting data from their peers, are using problem
solving when using their chosen methods of collecting data. If they
realize that their
method is not working as they had planned, they will need to
modify or change their strategy. Other students who have already
finished their first
survey have the option of administering another survey with a
new question
and new strategy. These students will be using problem solving
to figure out a new way to collect their data.
Communication: Students are using communication during this
lesson when
they are sharing their survey. The students will be asked to
share the question that they asked, what they found out, and to
compare how many
students said yes to how many students said no.
Connections: Students are using connections during this lesson
when interpreting the results of their data investigation. They now
can see the
results from their peers and they are being asked to get
information from it, describing the collection of data.
Reasoning and Proof: Students are using reasoning in proof
during this

lesson when they are given the chance to share their surveys to
the class.
They are asked to describe what they asked and what they found
out. Through this the student can use reasoning and proof to
describe their data
collection from the survey.
Representations: During this lesson, students will be using
representations when describing their surveys to the class. While
explaining their survey,
the students are asked to tell how many said yes, how many said
no, and how many people responded with a different answer. While
describing, the
student will be using addition/counting strategies in order to
count the number peers in each category.
Materials and Preparation:
Investigations in number, data, and space. Sorting and Surveys.
Data Analysis. Unit 7. Grade K. (2008).
Sharing Do you like? surveys: Data Projects: pages 111113
Chart: survey model Do you like applesauce?; class list; blank
piece of
paper Student Math Handbook Flip Chart, pp. 4546
Early Finisher activity (1 per student) Homework worksheets (1
per student)
Example of each strategy for recording data
Students complete recordings of their survey responses
Warmup/Opener: As a warmup, the teacher should post on the
smart board the survey of Do
you like applesauce? as a visual reminder to the student of what
they have been working on the past week. The teacher should ask the
students to
remind her of the 3 options the student could have used to
record their data collections. The teacher should display an
example of each while the
students are describing. Finally, the teacher should be
expecting the vocabulary that the students have been learning for
the past week to come
up. If it does not enter the conversation, the teacher should
probe the
students to bring up the vocabulary. For example, the teacher
could say, What is another word for this chart? looking for the
word, survey. The
vocabulary that the teacher should be looking for is survey,
data, and response.
App. 5 mins
Launch:
During the explore portion of the Sharing Do you like? surveys,
the
students are expected to participate in administering surveys to
their peers with the question they came up with starting with, Do
you like? Because
this is the 2nd day of the students surveying each other,
certain students may be already finished with their first survey.
These students are expected

to come up with another question that starts with Do you like?
The
students should be encouraged to try using a different method
than they did the first time when collecting their data. The
expectations are the same as
they were in the days before. They are allowed to work in
partners if they wish, but its their choice. If students are
finishing their surveys, but do not
have time to start another survey (or if they are not interested
in starting another survey), there is an early finisher activity,
Fun Counting
Worksheet for them to work on while the rest of the student
survey. After all students have had time an adequate amount of time
to finish their first
surveys, approximately 15 minutes, the class should reconvene to
discuss their completely surveys. The students are expected to
bring their recording
sheets with them. As a model, the teacher will describe a survey
answering
the questions, What did you ask?, What did you find out?, How
many people said yes and how many said no?, and How many people
responded
with a different answer? The teacher should write these
questions on the smart board or white board so that students can
refer to them in case they
forget once they get to the front of the room. Before sending
the students up to the front, the teacher should use a quick
questioning strategy called,
Reasonable/unreasonable and why? The teacher should write this
question on chart paper. The teacher will write, I found out that
1000 students like
applesauce. Reasonable/unreasonable and why? Students should be
able to respond to this and explain why they think it is
unreasonable. Students will
then share their surveys. The teacher should allow as many
students to go as time allows. If certain students are unable to
share their survey due to
time, the teacher should make sure they know they will be able
to share their survey during the next class meeting.
App. 30 minutes
Explore:
A.  Expect students to have issues with receiving responses
that are not yes
or no but Maybe, I dont know, and/or I cant decide. Certain
students maybe struggle with these responses and not know how to
record
them and become stuck. Certain students might chose not to
record them at all, while others may become confused. The teacher
should be prepared
to help by thinking through what they can do with the response.
For
example the teacher could suggest adding another category, or
using a different color for any responses outside of yes or no.
Expect students to realize during the surveying time that their
chosen
method is in fact not as effective as they had planned. These
students might become frustrated and want to give up after
realizing that their
method is not working. The teacher should be prepared to help
them modify their strategy. For example, the teacher could suggest
taking what they
have learned from their first method and starting from there
with a new

strategy. The teacher could also ask what they think they could
do different
from here on and tell them to make the change and keep going.
The teacher should make sure these students know that making
changes is ok
but acceptable.
Expect students to be uncomfortable sharing their survey
results with the whole class. In this case, the teacher should be
prepared by writing the
questions on the smart board/whiteboard before hand and
consistently reminding the students what they are expected to do
while sharing. This
should hopefully help those certain students who might be
nervous they will forget the questions once they get in front of
the class. The teacher should
also clarify the expectations of the entire class while someone
is presenting.
The students should be aware that they are to be respectful and
listen to each and every student.
B. During the first portion of the lesson, the teacher should be
paying close
attention to the students while they are surveying each other.
It is very important that the students are working towards
collecting data. The
teacher should take note of the students who are describing the
information they see from the responses from their survey. The
teacher should be
paying attention to those students who are not able to describe
the information they are getting from the responses. It is very
important for the
teacher to take note of these students because they are the ones
who should be given extra attention and support.
During the sharing part of the lesson, the teacher should be
taking notes on
the students who are not able to describe their surveys
correctly. Those
students who are still having issues with asking the correct
type of question and who are unable to accurately describe their
collected data will need to
be addressed with extra support.
C. The formative assessment strategies I will be using in this
lesson are:
1. Review and Critique Anonymous Student Work: During the lesson
when the students are reminding the teacher of the three types of
methods for
collecting data. The students can either describe the strategy
first, then the teacher will hold up a premade example of that
type, or the teacher can
hold up an example, then the students explain which it is.
2. Key Points: During the class discussion when the teacher and
students go over the different possible strategies that were used
in the surveying. The
teacher discusses with the students the key points of the lesson
concerning
the fact that students should be able to get information from
looking at their data collection. Key points if also taking place
when the teacher is writing
down on the board exactly what questions need to be answered
when the

students are sharing their surveys to the class.
3. Centers: During the surveying time of the lesson, if a
students is having
trouble working alone, the teacher can suggest to the student,
Would you like us to find you a friend to work with? This way a
student, who feels
more confident with surveys, whether they are still working or
already finished, can be a support system to the student who is
having troubles.
This method might be more helpful to those students who want to
keep working but do not want the teacher helping them with every
step.
D. For differentiation, in the surveying part of the lesson, an
extension can
be for students who are interested can do another survey. They
can choose
a different Do you like? question or another type of question,
using the same, similar, or different method. Another option for
the students who
finish early is working on an earlier finisher activity called,
Fun Counting Worksheet
In the sharing part of the lesson, some English language
learners might be more comfortable sharing with the whole class if
they have a chance to
preview ahead of time the questions about the survey results you
are going to ask them. The teacher should encourage them to listen
closely to the
questions, and to other students answers to them, during these
initial presentations. If ELLs need additional reinforcement the
teacher can gather
them in a small group and give them a chance to practice their
responses in preparation for the next session.
E. Early finisher, Fun Counting Worksheet is attached at the
back of the
lesson plan.
Summarize:
A. The students will be sharing the results from their
exploration when they are displaying and describing their survey to
the rest of the class.
They will be answering 4 questions. First, they will explain the
question that they chose to ask their peers beginning with Do
you
like? Next, they will answer, and What did you find out?
Finally, they will describe, How many people said yes and how many
people
said no? How many people responded with a different answer?
B. The key mathematical ideas that must come out in the sharing
are
that the students are able to interpret results to a data
investigation. They will show they are able to do this by
describing their survey
accurately according to the questions they are asked to answer.
The students will show they can compare between the number of
students
saying yes, no, or another answers all together.
C. For the check for understanding portion, in the final
discussion/wrap

up the teacher should ask the students to tell what you know.
For
example, the teacher will say to the students tell what you know
about surveys, tell what you know about data, or tell what you
know about responses.
App. 4 minutes
Application:
For homework, the lesson will be extending to focus more sharply
on analyzing by sending home a worksheet called, Jacks Survey that
deals
with the concept of getting information from a survey. During
the next lesson, the students will be sharing their survey data
collection and will be
expected to use data to solve a problem, so this worksheet will
be practice for comparing and describing the data they will
find.

Mathematics Lesson 5 Grade _Kindergarten_
Name of Unit: Data Projects
Name of Lesson: Solving a Problem Using Attendance Data
Prerequisite Knowledge: The students have been working on
recording and describing information found from data in the last
few lessons. The students
have been focusing on interpreting data through answering
questions given by the teacher.
Learning Targets (Goals) (Understand that) Students should
understand how to make a representation of a set of data
Students should understand how to solve a problem using data
Students should be able to interpret results of a data
investigation
Success Criteria (I can)
I can figure out how many students are in my class by knowing
how many are absent
I can use data to solve problems I can get information from
looking at my finished survey
Process Standards (Problem Solving, Communication, Connections,
Reasoning and Proof, Representations)
Problem Solving: Students are using problem solving by being
given a
challenge by the teacher to figure out how many students we have
in the classroom by being given the total number of students and
the number of
students who are absent. The students will be using their
problem solving skills to figure out the answer.
Communication: The students will be using communication through
using models and strategies that will show the teacher how they are
trying to
solve the problem that was posed. The students, who were unable
to present their Do you like? survey on the previous day are also
using
communication through sharing and describing their surveys to
the class.
Connections: The students will be using connections in this
lesson when taking the attendance of the class and connecting it to
a mathematical
problem. The students are to be using mathematical strategies
and models to connect the math concepts to the real life
question.
Reasoning and Proof: The students are using reasoning and proof
during this
lesson through displaying the models to the teachers of how they
are planning to solve the problem posed. The model shows their
reasoning to

what they are trying to do, as well as shows proof to why their
reasoning
makes sense.
Representations: Students are using representations in this
lesson through the models that they are working with to describe
how they are solving the
problem. They are using counters, cubes, or other materials to
represent their classmates who are present and who are absent. The
students are also
using the models to present mathematical strategies of addition
and/or subtraction.
Materials and Preparation:
 Investigations in number, data, and space. Sorting and
Surveys. Data Analysis. Unit 7. Grade K. (2008).
Solving a Problem Using Attendance Data: Data Projects: pages
114118 Materials for creating data representations such as
connecting cubes,
buttons, dot stickers, counters Students completely recording
of their survey responses
Early Finisher (1 per student) Homework/practice handout (1
per student)
Warmup/Opener: This day is an important assessment day for this
unit so the teacher is going
to start out with some questioning strategies for the students
to respond to. The questioning strategies that are to be asked
should be aligned to what
the student have been working on in the past lessons. The
teacher should start out by writing on the white board or smart
board, What are you doing
this Saturday? The teacher should read to the students the
question and say, This is an appropriate Do you like? survey
question. Do you agree
or disagree, and why? The teacher should take an appropriate
amount of responses, making sure that student know they must
explain their reasoning
for agreeing or disagreeing. The teacher will then have the
students participate in a Fit the Condition activity. The teacher
will say, everyone
is now to come up with an appropriate survey question that is
asking for
only yes or no answers. The teacher will again take an
appropriate amount of responses from students. The teacher should
try to call on
students who did not get a chance to answer in the first
questioning strategy. The teacher will then have a small discussion
with students amount
finding that we can get information from data touching base on
the vocabulary of data reminding students the definition if needed.
The
teacher will then explain that today we will be using data
again, but this time to help solve a problem.
App. 56 min.
Launch:

During the explore portion of this lesson the students will be
given a
problem concerning the attendance of the class. As a daily
routine, the class takes attendance, where the teacher counts the
number of students in the
class. Today instead of counting the students, the teacher is
going to explain to the students that theyre going to think about
attendance as a
mathematical problem, starting with the number of people in the
class. The teacher will let the students know that there are 25
students in the class
when everyone is present. Depending on the number of students
absent, the teacher will tell them the number. For example, Today
four students
are not here. The problem is this. How many students are here in
class today? Your job is to figure out this problem. You can use
some of these
materials to help you. The teacher will then show the students
the materials
available. The teacher should explain to the students that they
need to figure out a way to show their work on paper when they are
finished solving
the problem. The teacher should explain to the students that one
way to solve the problem is by counting everyone like the teacher
does daily, but
that there are other ways to use the information they have to
solve the problem. The students are expected to work individually
on this problem.
The students should be encouraged to be creative, using models
(such as cubes or counters), pictures, or drawings to help solve
the problem. As the
students begin to finish solving the problem, the teacher can
check out to see what they have done. If the teacher feels like the
student has
accurately solved the problem, they can give the students an
early finisher, Count the Number of Tally Marks to work on while
the other students in
the class keep working on their solutions. After the students
have had an adequate amount of time to work on solving the problem,
approximately (15
minuets), the class should reconvene and be ready to listen to
the rest of
the Do you like? survey presentations. The students who were not
able to present in the last class can now share their survey,
answering the same
questions as the rest of the class. The questions include, What
did you ask and what did you find out?, How many people said yes
and how many said
no?, and Did anyone say anything different than yes or no? What
did you do about that?
App. 30 minutes
Explore:
A. Expect the students to have trouble getting started with the
problem. If
this is the first time they have confronted a problem like this
on their own, they might need extra support. The teacher should be
prepared to help
these students by making sure they understand the problem they
are trying to solve. The teacher can help with this by asking the
students to retell the
problem. When the students say the problem to themselves out
loud, many

times it will make more sense to them.
Expect students to have issues being able to show how they
solved the
problem. The teacher should be prepared for this by being ready
to ask the student to explain what they did and work together as a
class to come up
with a representation of their strategy.
Expect students to have issues showing an action on paper. For
example, if a student uses blocks to represent 25 students and
taking away four, they
might have problems showing that on paper. The teacher should be
prepared for this by working with the student to think about how
they might
show this solution. An example might be drawing the 25 blocks
and then
crossing out four of them.
B. During the first portion of the lesson, when the students are
solving the problem based on attendance, the teacher should be
taking notes on which
of the students are unable to solve the problem with the given
information. These students who are having trouble will need some
extra support from
the teacher or peers. During the same time, the teacher should
also take down names of the students who are effectively solving
the problems with
ease. These students will need an extension or can be used as a
peer teacher for the students who are having troubles solving the
problem.
During the sharing part of the lesson, the teacher should be
taking notes on
the students who are not able to describe their surveys
correctly. Those students who are still having issues with asking
the correct type of question
and who are unable to accurately describe their collected data
will need to
be addressed with extra support.
C. The formative assessment strategies that I will be using
during this lesson include:
1. Questioning Strategies at the beginning of the lesson during
the warm
up. The strategies include Agree/Disagree and Fit the Condition.
These questioning strategies will help the teacher see what the
students know and what they are still having problems with
dealing with surveys.
2. Sentence Starters in the closing of the lesson when the
teacher will ask the students to finish the following sentence, The
most important
thing to remember about surveys is The endings of the sentences
that the students will give will show the teacher what they
learned
about surveys and what important terms and concepts they
remember
about the surveys they made. 3. Centers during the portion of
the lesson when the students are
working on solving the posed problem concerning the attendance
of

the classroom. The teacher may have students who have
already
finished and feel confident on their abilities help the students
who are having trouble getting started.
D. For differentiation, for students who are unsure of how to
solve the
problem, the teacher should help them break it into parts. The
teacher might ask questions such as: How many students are in our
class? How
could you show that? How many of those students are absent
today? How could you show that? So then how many people are here
today? These
types of questions should help break down the problem for the
students in a more attainable way. For students who are advancing
through the problem
more quickly than others, they are offered an early finisher
activity called,
Count the Number of Tally Marks.
Another way to help students who are unsure of what is being
asked of them, the teacher can have the students retell the problem
to the teacher.
By saying the problem by out loud themselves, many times the
students will better understand what is being asked.
E. Early finisher, Count the Number of Tally Marks is attached
at the back
of the lesson plan.
Summarize: D. During the problem solving part of the lesson, the
students are sharing
the results of their exploration through the models, pictures,
or drawings that they making to solve the problem. The teacher will
be
walking around asking the students what they are thinking when
they are solving the problem. During the sharing portion of the
lesson, the
students will be sharing the results from their exploration when
they are displaying and describing their survey to the rest of the
class.
They will be answering 4 questions. First, they will explain the
question that they chose to ask their peers beginning with Do
you
like? Next, they will answer, and What did you find out?
Finally, they will describe, How many people said yes and how many
people
said no? How many people responded with a different answer?
E. The key mathematical ideas that must come out in the sharing
portion are that the students are able to identify and represent
data needed to
solve the problem, be able to solve the problem accurately, and
represent how they are solving the problem.
F. The check for understanding question will be asking the
students about their survey experience. The teacher should end the
discussion
by asking students to talk about the experience of their
surveys. The teacher should ask questions such as, What advice do
you have for
each other about how to do surveys? What would you do
differently

next time?
Application:
For homework, the lesson will be extending to focus more sharply
on using given data to answer a question by sending home a
worksheet called,
Learning to Read Graphs 2 that deals with the concept of
finding
information from given data. During the next lesson, the
students will be sharing their problem solutions through using
given data, so this worksheet
will be practice for answering a question based on using given
data.

Name__________________ Tell more about what you know!
1. Circle the best Do you like? survey question. a. What is your
favorite color? b. Do you like the Hawkeyes? c. How old are
you?
2. Who has fewer? How do you know?
Cindys cube train Timmys cube train
3. What can you find out from Trudys
survey?
Do you like meatballs? Matthew: Yes Sarah: No
Andrew: No Mark: Yes
Timmy: No Beth: Yes
Cindy: Yes Tristan: Yes
Tammy: Yes Abby: Yes

4. How many of her friends like meatballs? How many of her
friends do not like meatballs?
Do you like meatballs? Matthew: Yes Sarah: No
Andrew: No Mark: Yes
Timmy: No Beth: Yes
Cindy: Yes Tristan: Yes
Tammy: Yes Abby: Yes
5. Who has fewer? Michael Bethany
6. Bonus!!! How many students are in our class when everyone is
here??
4
8