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STRUCTURED CURRICULUM LESSON PLAN
Day: 147-148 Subject: Mathematics Grade Level: 4
Correlations (SG,CAS,CFS): 10A2; 10B1, 10B2, 10B4; 10C1
ITBS/TAP:
Analyze and interpret data presented in charts,
graphs, tables and other displays
ISAT:
Understand and use methods of data collection
and analysis, including tables, charts, and
comparisons.
Unit Focus/Foci
Analyzing Data
Instructional Focus/Foci
Unit vocabulary and pictographs
Materials
Six Group Activity: Pictographs
Math journal
Transparencies of pictographs in lesson (Optional)
Worksheet for game (Optional)
Enough playing cards to accommodate students
Educational Strategies/Instructional Procedures
Warm-up Activity:
No Warm-up Activity today.
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Lesson:
Vocabulary
Data are information taken from facts.
Data collection sheet is where data are recorded.Questionnaire is a set of questions
Data processing is when the data that have been collected and recorded is simplified.
Data presentation is a way of showing data to other people in a way that is easy to read such as by
graphs, charts, and pictures.
Interpreting data means to read and understand what the data are telling us.
The five stages of handling data:
1. Collecting data
2. Recording data
3. Processing data4. Representing data
5. Interpreting data
Ask students where data are found. (Television, magazines, newspapers, home, school, work, libraries,
etc.)
Introduce pictographs. Pictographs are graphs that use pictures to show data. A key is used to show
what each picture on the graphs means. Every pictograph must have a key.
Draw the pictograph below on the chalkboard or a transparency. Have students identify the key and itsmeaning. Ask students questions about the pictograph.
Tell students that Mrs. Jones asked her class to name their favorite subject. They were given a choice
of four subjects: math, reading, science, and social studies.
My Favorite Subject
Math X X X X X X
Reading X X X X
Science X X
Social Science X X X
Key: X means 1 student
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Ask: How many students chose Science? (2)
Which subject was most popular? (Math)
What is the title of the pictograph? (My favorite subject)
Draw the following pictograph on the chalkboard or a transparency.
Candy Bars Bought By Sues Friends
Dana
Kevin
Mike
Linda
Key: means 2 candy bars
Ask questions such as: What is the name of the pictograph? (Candy Bars by Sues friends)
What does mean? (1 Candy bar)How many candy bars did Linda buy? (3)
Who purchased the most? (Kevin) Least? (Linda)
Game: Direct students to play in groups of 2 or 4.
Materials: Deck of shuffled cards placed face down; sheet for pictograph.
Rules: 1. Two students choose two of the suits (clubs and hearts or spades and diamonds.) If
four students play each will choose one suit.
2. Turn over the top card on the correct line.
3. Continue turning over the cards and drawing the pictures on the sheet.
4. The winner is the person who chooses the first suit to have five pictures
Card Suits
Hearts
Clubs
Diamonds
Spades
Key means 1 card
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Ten Statements
Review the ten statements and have the students writeyes if they heard it in todays lesson and no if
they did not. If the answer is no, say: The statement is true, but it was not heard in todays lesson.
1. Data is information taken from facts. (yes)2. Interpreting data means to read and understand what the data is telling. (yes)
3. There are 8 quarts in 2 gallons. (no)
4. A questionnaire is a set of questions. (yes)
5. Pictographs are graphs that use pictures to show data. (yes)
6. The distance around a circle is called the circumference. (no)
7. A key is used to show what each picture on the graph mans. (yes)
8. Data presentation is a way of showing data to other people in a way that is easy to read. (yes)
9. A chevron is a comparison symbol. (no)
10. A data collection sheet is used to record data. (yes)
Free-Choice Lesson
Have students choose a lesson from the Free-Choice Activity sheet (one box per day).
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Pictographs as a teacher-
directed activity.
Math Workshop
Have students work in theMath Workshop after completing their Free-Choice Lesson.
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problems
Analyze and interpret data
SS: Read and interpret maps, charts, tables, graphs and cartoons
Sequence information, especially using timelines
Select appropriate information for intended purpose
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Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Student response during lesson, Ten Statement review
Homework
Assign students to draw a pictograph and write 2 questions that can be answered by analyzing the data
presented in it.
Teacher Notes
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Six-Group Activity
Analyzing Data: Pictographs
Materials:
5 index cards (5 x 7)
1 black marker
1 pencil
1 pictograph
1 envelope (9 x 6 )
Prepare the following index cards using the black marker to write the questions on the front of the
cards. Use the pencil to write the answers on the back of the cards.
Questions:
1) How much more money did John win in 1989 than in 1985?
2) Of the years shown, in which year did the leading money winner earn the smallest amount of
money?
3) What year was Brian the leading money winner, and how much did he win?
4) For the years 1985 to 1989, did all of the leading money winners earn over $100,000?
5) How much money did Walter Rice win in 1986? (Hint: of the symbol equals of $25,000.)
Answers:
1) $100,000
2) 1986
3) 1988, $175,000
4) yes
5) $162,500
Have the students find and compare values found using the pictograph.
Make a copy of this study board and use it to reteach this lesson.
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A Pictograph
A pictograph uses picture symbols to help you understand data. In the pictograph below, each pizza
symbol stands for 80 pizzas sold. How many pizzas does Pie in the Sky sell weekly?
Average Weekly Pizza Sales
Place Amount
Daltas Pizza
Pizza Place
Pie in the Sky
Bonitas Pizza
= 80 pizzas
Pie in the Skys sales are shown as two and one half pizzas. The key below the pictograph shows that
each picture of a whole pizza represents 80 pizzas. Pie in the Skys sales are represented by two and
one half pizza symbols.
pizzas
+1
2pizzas
=
=
160 pizzas
pizzas
about 200 pizzas
2 80
80 40
The answer is: Pie in the Sky sells about 200 pizzas a week.
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Use this pictograph to ask the students some questions before doing the activity.
Example: What was the difference from 1986 to 1987?
What year had the least amount of prize money?
In what year was the prize money the greatest?
Indianapolis 500 Approximate Total Prize Money
1985: $3,000,000
1986: $4,000,000
1987: $4,500,000
1988: $5,000,000
1989: $6,000,000
1990: $6,500,000
Tell the students that they are going to do an activity that calls for them to answer questions about apictograph. Lay a card on the table and allow students time to write the answer before you reveal the
answer. Store this activity in the 9 x 6 envelope.
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Pictograph
Professional Bowling AssociationLeading Many Winners
1985 John Smith
1986 Walter Rice
1987 Pete Weber
1988 Brian Jones
1989 John Smith
$=25,000
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STRUCTURED CURRICULUM LESSON PLAN
Day: 149 Subject: Mathematics Grade Level: 4
Correlations (SG,CAS,CFS): 10B1, 10B2, 10B3 10B4; 10C1
ITBS/TAP:
Anayze and interpret data presented in charts,
graphs, tables and other displays
ISAT:
Understand and use methods of data collection
and anaylsis, including tables, charts, and
comparisons
Unit Focus/Foci
Analyzing Data
Instructional Focus/Foci
Tally marks and block graphs
Materials
Six Group Activity: Interpreting a Bar Graph
Math journal
Snap cubes or colored blocks (red, black, brown, and yellow).
Educational Strategies/Instructional Procedures
Warm-up Activity:
Have students exchange their pictographs (homework from last lesson) and answer the questions
developed as part of the assignment. Then have students write a new question for the pictograph they
are reviewing.
Lesson:
Explain that that tally marks are used to keep count. Write 1=1 and 1111=5 on the chalkboard. Tellstudents that 1111 is also called a gate.
Write 1111 1111 11 on the chalkboard. Ask students how much this is. (12) Write a few more
amounts and have students count them.
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Next, write 7 on the chalkboard. Have a student come to chalkboard and write the amount using tally
marks. Ask students why the gates are important. (So the amounts can be easily counted.) Write
several more numbers on the chalkboard. Have volunteers come to chalkboard and write the tally mark
equivalents.
A graph is a picture used to make data clearer and easier to read and understand.A block graph is a collection of blocks. Each block stands for something.
Use snap cubes to help the class make a block graph. On the chalkboard, write the titleHair Color.
Use the red, yellow (blonde), black, and brown cubes. Write the headings Red, Blond, Black, and
Brown on the chalkboard below the title. Have students come up and place a cube representing their
hair color under the correct heading. Cubes should be connected. If there are no cubes, use tally
marks.
Give students graph paper and help them make a block graph showing their class data.
Example:
Hair Color
Tell students that frequency means how often or how many.
Have students compose questions for the block graph.
Frequency
4
3
2
1
0
Black Brown Red Blond
Hair Color
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Ten Statements
Review the ten statements and have the students writeyes if they heard it in todays lesson and no if
they did not. If the answer is no, say: The statement is true, but it was not heard in todays lesson.
1. Tally marks are used to keep count. (yes)2. A graph is a picture used to make data clearer and easier to read and understand. (yes)
3. A block graph is a collection of blocks that stand for something. (yes)
4. Range is the difference between the greatest and the least numbers in a group of numbers. (no)
5. A single tally mark is equal to 1. (yes)
6. The symbol for 5 tally mark is equal to 1. (no)
7. A polygon is a closed two-dimensional figure formed by line segments. (no)
8. Two gates are equal to 10. (yes)
9. An ordered pair is a pair of numbers that give the location of a point on a graph. (no)
10. Frequency means how often or how many. (yes)
Free-Choice Lesson
Have students choose a lesson from the Free-Choice Activity sheet (one box per day).
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Interpreting a Bar Graph
as a teacher-directed activity.
Math Workshop
Have students work in theMath Workshop after completing their Free-Choice Lesson.
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problemsAnalyze and interpret data
SS: Read and interpret maps, charts, tables, graphs and cartoons
Sequence information, especially using timelines
Select appropriate information for intended purpose
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Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Student response during lesson, Ten Statement review
Homework
Provide students with graph paper and have make a block graph depicting the number of windows,
doors, tables, and chairs in their home.
Teacher Notes
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Six-Group Activity
Analyzing Data: Interpreting a Bar Graph
Materials:
10 index cards (5x 7)
1 black marker
1 pencil
1 bar graph illustration
1 envelope (9 x 6 )
Prepare the following index cards using the black marker to write the problems on the front of the index
cards. Use the pencil to write the answers on the back of the index cards.
Front of the card:
Ask: Estimate the Native American population of each of these states:
New Mexico
New York
Texas
Alaska
Oklahoma
Which two states have about the same Native American population?
What is the difference in population between Arizona and Michigan?Which state has the smallest Native American population?
Which state has the third largest population of Native Americans?
Answers:
140,000
70,000
90,000
300,000
250,000North Carolina and Texas
150,000
Michigan
California
Make a copy of this study board to use to reteach this lesson.
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A Bar Graph
A bar graph uses bars to represent amounts.
A horizontal axis runs across the top or bottom of a graph.
A vertical axis runs up and down the left side of a graph.
A scale is a series of marks at known intervals on a line for the purpose of measuring.
Cities Where Native Americans Live
This bar graph shows the U.S. cities with the largest Native American populations. Each bar represents
how many Native Americans live in each of the cities. The names of those cities are shown on the
horizontal axis.
Look at the scale on the vertical axis. To estimate population, use a ruler to measure the top of each
bar with the scale.
Use this bar graph to work with students before doing this activity. (Draw this on a sheet of paper.)
010,00020,00030,000
40,00050,00060,00070,00080,00090,000
100,000
LosA
ngele
sTu
lsa
New
York
Oklah
oma
SanF
ransic
o
Phoe
nix
Minn
eapo
lis
Tucs
on
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States Largest Native American Population
0
50,000
100,000
150,000
200,000
250,000
300,000
Alaska
Arizo
na
Califo
rnia
Mich
igan
New
Mexico
New
York
North
Caro
lina
Oklah
oma
Texas
Was
hingto
n
States
Population
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STRUCTURED CURRICULUM LESSON PLAN
Day: 150 Subject: Mathematics Grade Level: 4
Correlations (SG,CAS,CFS): 8D5; 10B1, 10B2, 10B3, 10B4; 10C2
ITBS/TAP:
Analyze and interpret data presented in charts,
graphs, tables and other displays
ISAT:
Understand and use methods of data collection
and analysis, including tables, charts and
comparisons
Unit Focus/Foci
Analyzing Data
Instructional Focus/Foci
Bar graphs, data collection sheets
Materials
Six Group Activity: Constructing a Bar Graph
Math journal
Transparency of bar graph in lesson (Optional)
Graph paper transparency
Educational Strategies/Instructional Procedures
Warm-up Activity:
No Warm Activity today.
Lesson:
A bar graph shows information using bars. It is similar to a block graph, but uses bars instead of
block. Both graphs can be used to show the differences between things. A bar graph has a title, labels,bars, a vertical axis, and a horizontal axis. The plural of axis is axes. Review the term frequency.
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Draw the bar graph below on the chalkboard or a transparency.
Our Favorite Fruit
6
5
4
3
2
1
0
Banana Plum Peach Apple
Ask: Is frequency on the horizontal or vertical axis? (Vertical)
How many children like peaches the best? (3)
Which fruit was liked the least? (plums)
How many more children liked apples than plums? (3)
Ask volunteers to compose additional questions for the bar graph.
Tell students that they are going to prepare for a class survey to determine each students cookiepreference.
Write: What is your favorite cookie? List oatmeal, sandwich, butter, and chocolate on the board.
Tell students that they are going to make a data collection sheet to record their responses.
Our Favorite Cookies
Types of Cookie Tallies Frequency
Oatmeal Example: 1111 1111 11 12
SandwichButter
Chocolate chip
Review tally marks.
Frequency
Fruit
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Use tally marks to record student responses. Call on each student to give their preference. Record
them on the chart. Have students copy the data collection sheet in their math journals.
Prepare a transparency on blank graph paper. As students give the title and labels write them in their
proper places. Then write the numbers along the horizonatal axis.
Our Favorite Cookies
Oatmeal
Sandwich
Butter
Chocolate chip
Fill in the bar graph according to the data collection sheet. Next, ask students to compose questions for
the graph. Write them on the chalkboard or transparency.
Point out on the graph that the bars are all the same width and have gaps of equal width between them.
Ten Statements
Review the ten statements and have the students writeyes if they heard it in todays lesson and no if
they did not. If the answer is no, say: The statement is true, but it was not heard in todays lesson.
1. A hexagon is a polygon with six sides (no)
2. Frequency means how often or how many. (yes)
3. A bar graph shows information using bars. (yes)
4. The vertical axis goes up and down. (yes)
5. A bar graph should have a title. (yes)
6. A bar graph is similar to a block graph but uses bars instead of blocks. (yes)
7. An even number is any number that is a multiple of 2. (no)8. Bar graphs are used to show the difference between things. (yes)
9. A rectangle is a quadrilateral in which all four angles are right angles. (no)
10. A data collection sheet is used to record data. (yes)
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32
Frequency
Types
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Free Choice Lesson
Have students choose a lesson from the Free-Choice Activity sheet (one box per day).
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Constructing a Bar Graph
as a teacher-directed activity.
Math Workshop
Have students work in theMath Workshop after completing their Free-Choice Lesson.
Integration with Core Subject(s)
LA: Understand explicit, factual informationUnderstand the meaning of words in context
SC: Apply scientific method to solve problems
Analyze and interpret data
SS: Read and interpret maps, charts, tables, graphs and cartoons
Sequence information, especially using timelines
Select appropriate information for intended purpose
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
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Assessment
Student response during lesson, Ten Statement review
Homework
Have students compose a survey question with 4 or 5 possible responses. Tell them also to make a
data collection sheet for it. Tell students to conduct the survey in class during next session.
Teacher Notes
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Six-Group Activity
Analyzing Data: Constructing a Bar Graph
Materials:
1 Information Sheet
1 Answer Sheet
1 envelope (9 x 6 )
Use the information sheet to construct a bar graph. After the students have constructed the graph, show
the answer sheet.
Make a copy of this study board to use when reteaching this activity.
Scale
Information
Percent of Americans Participating inSelected Activities
0246810
1214161820
Aerob
ics Golf
Softb
all
Huntin
gTe
nnis
Sailin
g
Range
Vertical AxisName of graph
HorizontalAxis
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Use this bar graph to teach students how to construct a graph. Write this information on a sheet of
paper.
Program E.R. N.Y.P.D. 60 Minutes Seinfeld
Rating Points 20 16 35 21
Label the axes, and title the graph or write the title of the graph.
Write down all the information the students give you on the graph.
Ask: What is the title of the graph? (What Programs People Watch)
What is the range of rating points? (0-35)
What are the programs? (E.R., N.Y.P.D., 60 Minutes, Seinfeld)
What are the ratings points of E.R., N.Y.P.D., 60 Minutes, and Seinfeld? (20, 18, 35, 23)
Tell students that they are going to do an activity that calls for them to construct a bar graph from
information given. Lay the information card on the table and allow the students time to complete the
graph before revealing the answer sheet showing how their graphs should look. Store this activity in theenvelope.
What Programs People Watch
05
101520253035
E.R. N.Y.P.D. 60 Minutes Seinfeld
Programs
R
atingPoints
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Information Sheet
Parkside School took a survey of students favorite television programs. How canyou use this data to make a bar graph?
Steve Harvey was the favorite of 120 students.
7th
Heaven was the favorite program of 90 students.
Brandy was the favorite program of 49 students.
Soap operas were the favorite programs of 60 students.
Construct a bar graph using this data.
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Answer Sheet
Favorite T.V. Programs of Students at
Parkside School
0102030405060708090
100110
120
7th Heaven Brandy SoapOperas
SteveHarvey
Programs
Nu
mberofStudent
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STRUCTURED CURRICULUM LESSON PLAN
Day: 151-152 Subject: Mathematics Grade Level: 4
Correlations (SG,CAS,CFS): 8B2
ITBS/TAP:
Analyze and interpert data presented in charts,
graphs, tables, and other display
ISAT:
Understand and use methods of data collection
and analysis, incuding tables, charts, and
comparisons
Unit Focus/Foci
Analyzing Data
Instructional Focus/Foci
Plotting points on a grid
Materials
Six Group Activity: Line Plots
Math journal
Graph transparency or chalkboard graph
Overhead markers or chalk
Graph Paper (homework)
Educational Strategies/Instructional Procedures
Warm-up Activity:
No Warm-up Activity today
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Lesson:
Display a grid like this using the overhead projector or use a chalkboard graph.
Ask class if they are familiar with the Milton Bradley game Connect Four. Have students tell how to
play it, if they know.
Tell class they are going to play a game similar to Connect Four. Divide class into two teams. One
team isl and one team is 7. The object of the game is to get four of the marks in a row across, up
and down, or diagonally. Show examples of this on the transparency. Choose a number between 1
and 10. Call on one student from each team to choose a number between 1 and 10. The team closestto the chosen number goes first. Teams will alternate turns. Go up and down the rows allowing
everyone a chance to play until the game is over. To begin the game call on the first student to give two
numbers between 0 and 15. For example, teamx chooses 3 and 8. Be certain to count across 3 and
count up 8 on the graph. Writex on the graph at (3, 8). Team chooses 4 and 6. Count across 4
and up 6. Write on the graph at (4, 6).
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
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Allow each team to choose two more numbers and plot them on the grid. Next, discuss the process of
plotting points. Tell students to note that the first number goes across and the second one goes up.
Continue alternating turns until one team has four in a row. At this time, discuss strategies such as
blocking the other teams moves.
Choose one student form each team to plot the points in the second game.
Display a clean graph transparency. Tell students that the goal is to mark where 6 and 7 would bepositioned on this graph. Have a volunteer explain where the mark would be placed. Go right 6 and
then up 7. Plot the point on the graph.
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
x
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Remind students that across is the horizontal axis and up and down is the vertical axis. Write (6, 7) onthe transparency. Tell students that (6, 7) is called an ordered point. The first number tells how far to
the right to go. The second number tells how far up to go. Marking this point on the graph is called
plotting a point.
Plot the points (3, 7) and (7, 3) on the graph. Check that students understand that order is important.
Ten Statements
Review the ten statements and have the students writeyes if they heard it in todays lesson and no if
they did not. If the answer is no, say: The statement is true, but it was not heard in todays lesson.
1. 7, 5 in parentheses is an ordered pair. (yes)
2. Across on the graph is the horizontal axis. (yes)
3. Compostite numbers have more than two factors. (no)
4. The first number of an ordered pair tells how far to the right to go. (yes)
5. A product is the result of multiplying two numbers together. (no)
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
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6. The ordered pair (7, 3) is different form the ordered pair (3, 7). (yes)
7. The second number of an ordered pair tells how far up to go. (yes)
8. Marking an ordered pair on a graph is called plotting a point. (yes)
9. Up and down on the graph is the vertical graph. (yes)
10. A mixed number is a number made up of a whole number and a fraction. (no)
Free Choice Lesson
Have students choose a lesson from the Free-Choice Activity sheet (one box per day).
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Line Plots as a teacher-
directed activity.
Math Workshop
Have students work in theMath Workshop after completing their Free-Choice Lesson.
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problems
Analyze and interpret data
SS: Read and interpret maps, charts, tables, graphs and cartoons
Sequence information, especially using timelines
Select appropriate information for intended purpose
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
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Assessment
Student response during lesson, Ten Statements review
Homework
Give each student a piece of graph paper. Have them number the horizontal and vertical axes.
Students are to plot the following points:
1. 5, 3
2. 0, 7
3. 8, 2
4. 4, 0
5. 2, 6
Next have studnts plot on e ordered pair of their own choosing.
Students should write the letter A above the point, and write the ordered pair in parentheses below the
grid. Example: (6, 5)
Teacher Notes
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1992 Regular NFL Season Final Standing (National Conference)
Team Number of Wins
New York Giants 8
Philadelphia Eagles 10
Washington Redskins 14
Phoenix Cardinals 4
Dallas Cowboys 11
Minnesota Vikings 8
Green Bay Packers 4
Detroit Lions 12
Chicago Bears 11
Tampa Bay Buccaneers 3
San Francisco 49ers 10
Los Angeles Rams 3
New Orleans Saints 11
Atlanta Falcons 10
As you give the directions on constructing a line plot, write and draw the steps.
Step 1. Draw a line across your paper. ______________________________
Step 2. Find the scale you are working
with. (In this case, the fewestnumber of wins is 3, and the ______________________________
largest is 14.) Write these numbers 3 4 5 6 7 89 10 11 12 13 14
under your line as shown and fill
in the values in between.
Step 3. Now use an X to record each number X
of wins on the number line. (The ______________________________
Giants had 8 wins, so put an X above 3 4 5 6 7 8 910 11 12 13 14
the 8 on the number line.)
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INFORMATION SHEET
Number of Members in the House of Representatives, by State, 1990
Alabama 7 Louisiana 8 Ohio 21
Alaska 2 Maine 2 Oklahoma 6
Arizona 5 Maryland 8 Oregon 5
Arkansas 4 Massachusetts 11 Pennsylvania 23
California 45 Michigan 18 Rhode Island 2
Colorado 6 Minnesota 8 South Carolina 6
Connecticut 6 Mississippi 5 South Dakota 2
Delaware 2 Missouri 9 Tennessee 9
Florida 19 Montana 2 Texas 27
Georgia 10 Nebraska 3 Utah 3
Hawaii 2 Nevada 2 Vermont 4
Idaho 2 New Hampshire 2 Virginia 10
Illinois 22 New Jersey 14 Washington 8
Indiana 10 New Mexico 3 West Virginia 9
Iowa 6 New York 34 Wisconsin 9
Kansas 5 North Carolina 11 Wyoming 2
Kentucky 7 North Dakota 2
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AnswerSheet
x
xxx
xxx
x
x
x
xx
xx
xx
xx
xxx
xxxxxxxxx
x
xxxxxxxxx
x
x
xx
xxx
x
x
1234567891
011121314151617181920212223
242526272829303132333435363738394041424344454647484950
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STRUCTURED CURRICULUM LESSON PLAN
Day: 153-154 Subject: Mathematics Grade Level: 4
Correlations (SG,CAS,CFS): 8B2; 8D5; 10A2; 10B1, 10B2, 10B3, 10B4; 10C1
ITBS/TAP:
Analyze and interpret data presented in charts,
graphs, tables , and other displays
ISAT:
Understand and use methods of data collection
and analysis, including tables, charts, and
comparisons
Unit Focus/Foci
Analyzing Data
Instructional Focus/Foci
Line graphs
Materials
Six Group Activity: Line Graphs
Math journals
Transparency of Average Temperature in Oz City
Graph paper
Educational Strategies/Instructional Procedures
Warm-up Activity:
No Warm-up Activity today
Lesson:
A line graph is often used to show changes over a period of time, for example, with temperature. Line
graphs use a line to show how things change. The line goes up, goes down, or stays the same. If theline goes up it show an increase. In the line goes down it shows a decrease. If the line if flat the value
stays the same. The horizontal axis shows the changes. Display the line graphAverage Temperature
in Oz City (found on the next page) on the overhead or reproduce for class. Have students identify the
parts: title, labels, horizontal and vertical axes. Have volunteers answer the questions, and provide
additional ones with answers.
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Ma
June
Augus
Jul
Average Temperature in Oz City
Months
1. In which month is Oz the hottest?
2. What was the change in temperature between March and May?
3. Which month was cooler, May or September?
4. How many degrees warmer was June than May?
100
90
80
70
60
50
40
30
20
10
Januar
Februar
Marc
April
Septembe
Octobe
Novembe
December
TemperatureoF
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Free-Choice Lesson
Have students choose a lesson from the Free-Choice Activity sheet (one box per day).
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Line Graphs as a teacher-
directed activity.
Math Workshop
Have students work in theMath Workshop after completing their Free-Choice Lesson.
Integration with Core Subject(s)
LA: Understand explicit, factual informationUnderstand the meaning of words in context
SC: Apply scientific method to solve problems
Analyze and interpret data
SS: Read and interpret maps, charts, tables, graphs and cartoons
Sequence information, especially using timelines
Select appropriate information for intended purpose
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
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Assessment
Student response during lesson, Ten Statement review
Homework
Students are to compose 4 questions for the line graph they created in class.
Teacher Notes
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SixGroup Activity
Analyzing Data: Line Graphs
Materials:
2 illustrations of line graphs
10 index cards (5 x 7)
1 envelope (9 x 6 )
1 black marker
1 pencil
Prepare the index cards using the black marker to write each question below on the front of a different
index card. Use the pencil to write the answer on the back of each index card.
Questions:
The graph shows the average price of what? (raw sugar)
The price of sugar is measured in what? (cents per pound)
The graph shows the rise and fall of raw sugar prices for what years? (1980-1987)
In 1986, a pound of sugar would have cost? ($.16)
What happened between 1982 and 1984? (raw sugar prices rose)
Between what years was there the biggest decrease in raw sugar prices?
(1984-1985)
What is the difference in price between a pound of sugar in 1985 and a pound of sugar
in 1986? ( 3 cents)What is the difference between the highest and the lowest raw sugar prices shown on
the graph? (9 cents)
What did sugar prices do from 1980-1985?
(fell sharply, rose, then fell sharply again)
What is the title of this graph? (Average Price of Raw Sugar)
Say: The first thing you do to scan a line graph is to find the graph title, the axes names and the
labeled points along each axis.
Point to the graph and say: This graph shows the number of people living below the poverty level.The question is from what year to what year? Find the horizontal axis title. (Years)
Find the first and last years included on the graph. (Point this out.) The answer is 1981-1987.
Say: The next step in reading a line graph is to find the information line, and read the labeled
points along the horizontal and vertical axes.
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Say: The question is: In 1987, how many people were living below the poverty level? (32 million)
First find 1987 on the horizontal axis. (Point this out.) From the bottom of the graph, move
directly upward to the information line.
Next, from this point on the information line, move to the left to the labeled point on the vertical
axis. Read the labeled point on the vertical axis. (32)
The answer is: 32 million people were living below the poverty level.
The last step is finding answers to comprehension questions. Inferences and predictions can be made
by comparing values represented on the information line.
The question according to the graph is: In what three years was the number of people living in poverty
the highest?
Display the picture of the graphAverage Prices of Raw Sugarask the students questions about thegraph using the activity cards. Give immediate feedback by revealing the answers on the back of the
index cards.
Use the graph Persons Below Poverty Level to reteach this activity.
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Persons Below Poverty Level
30
31
32
33
34
35
36
37
38
39
40
1981 1982 1983 1984 1985 1986 1987
Years
Number
ofPeople(InMillions)
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Directions for reading a graph:
Say: First scan across the information line from left to right. Identify the three consecutive
points on the information line that are higher than any others. (Point this out on the graph.)
For each of these three points, move directly downward to the horizontal axis. Read the years labeleddirectly below the designated points on the information line. The answer is 1982, 1983, and 1984.
Tell the students that they are going to do an activity on line graphs. Say: I am going to show you a
picture of a line graph and I want you to answer questions about the graph. After each question,
reveal the answer by turning the card over. Store this activity in the envelope.
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30
80
70
60
50
20
10
FRIDAY
7:00 News and weather
7:30 Bingo
8:00 Dogs and Cats
8:30 School Time9:00 Math Fun
9:30 Pets
10:00 Mickeys Playhouse
10:30 Kids TV
11:00 Dougs Dog
11:10 Little Princess
11:30 My Best Friend
12:00 News and Weather
12:15 Shelly and Shirley
1:00 Ive Got a Joke
Ask questions such as:
1. Which program starts at 11:00? (Doug Dog)
2. Which program comes after Little Princess? (My Best Friend)
3. Which show is the longest? ()
4. Which programs last exactly half an hour? (News andWeather, Bingo, Dogs and Cats, School
Time, Math Fun, Pets, Kids TV, and My Best Friend)
Discuss other types of schedules.
Next, display these graphs on a transparency. Have students describe their similarities, and interpret the
data on each.
Candy Sale for Room 404
1 2 3 4
Week
40
Numberofcandybarssold
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30
80
70
6050
20
10
Candy Sales for Room 404
1 2 3 4
Week
Ten Statements
Review the ten statements and have the students writeyes if they heard it in todays lesson and no if
they did not. If the answer is no, say: The statement is true, but it was not heard in todays lesson.
1. Schedules are used to display data. (yes)
2. Line graphs and bar graphs need labels for the horizontal and vertical axes. (yes)
3. Length is the measurement of distance between two endpoints. (no)
4. Schedules are helpful for planning activities. (yes)
5. Parallel lines are lines that never intersect. (no)6. Bar graphs and line graphs can display the same data. (yes)
7. Bar graphs and line graphs can be used to show the difference between things. (yes)
8. Bar graphs and line graphs both have titles. (yes)
9. A train schedule will tell what time a train arrives and departs. (yes)
10. A triangle is a polygon with three sides and three angles. (no)
Free-Choice Lesson
Have students choose a lesson from the Free-Choice Activity sheet (one box per day).
40
Numberofcandybarssold
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Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Identifying Locations as a
teacher-directed activity.
Math Workshop
Have students work in theMath Workshop after completing their Free-Choice Lesson.
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problems
Analyze and interpret data
SS: Read and interpret maps, charts, tables, graphs and cartoons
Sequence information, especially using timelines
Select appropriate information for intended purpose
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
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Assessment
Student response during lesson, Ten Statement review
Homework
Find a schedule and write 5 questions for it. Bring in the schedule with questions.
Study for test.
Teacher Notes
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Six-Group Activity
Analyzing Data: Identifying Locations
Materials:
1 picture of a graph
10 index cards (5 x 7)
1 envelope (9 x 6 )
1 black marker
1 pencil
Activity Card Sheet
Prepare the following by cutting out the activity cards provided in the pages that follow. Glue each of
them to an index card. Use the pencil to write the answers on provided below the back of each card.
(See attached Activity Card sheet.)
Answers:
(10,0) (5,5) (2, 8) (0, 5) (6,0)
A soccer ball Turtle (3, 4) Flashlight (4, 8)
Write words or numbers to complete the directions and write the ordered pair for the object.
Make a copy of this study board and use it to reteach this activity.
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Coordinate Plane
You can use a grid to locate points on a map. The location of the baked bread can be described in
words. Go 3 squares right, then 4 squares up.
01
23456789
10
0 1 2 3 4 5 6 7 8 9 10
The location of the loaf of bread can also be described using an ordered pair. An ordered pair is a pair
of numbers that describes a location.
(3, 4) The first number tells how many squares to move to the right. The second number tells how
many squares to move up.
Use the grid in the study board to reteach this activity.
Display the picture of the coordinate plane. Tell the students to use the graph to answer the questions.
After every card is displayed and the answer is written, reveal the answer, saying: The answer is
Store this activity in the envelope.
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COORDINATE PLANE
0
1
2
3
4
5
6
7
8
9
10
0 1 2 3 4 5 6 7 8 9 10
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ACTIVITY CARDS
To find ,walk ______ to the right, then __
up.The answer is
(_____,_____)
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ACTIVITY CARDS
To find
The answer is
(___, ___)
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ACTIVITY CARDS
To find
The answer is
(___, ___)
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ACTIVITY CARDS
To find
The answer is(___, ___)
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ACTIVITY CARDS
Which treasure can be found bywalking 0 squares right, then 10
squares up?
The answer is(___, ___)
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ACTIVITY CARDS
What can be found by walking 10squares to the right, then 9
squares up?
The answer is(___, ___)
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ACTIVITY CARDS
What is the ordered pair of the
book?
The answer is(___, ___)
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ACTIVITY CARDS
What picture is at this location (7,3)?
The answer is(___, ___)
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ACTIVITY CARDS
The bike is at what location?
The answer is
(___, ___)
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STRUCTURED CURRICULUM LESSON PLAN
Day: 156 Subject: Mathematics Grade Level: 4
Correlations (SG,CAS,CFS): 8B2; 8D5; 10B1, 10B2, 10B4, 10B5
ITBS/TAP:
Analyze and interpret data presented in charts,
graphs, tables, and other displays
ISAT:
Understand and use methods of data collection
and analysis, including tables, charts, and
comparisons
Unit Focus/Foci
Analyzing Data
Instructional Focus/Foci
Formal assessment
Materials
Math journals
Prepared test
Educational Strategies/Instructional Procedures
Warm-up Activity:
No Warm-up Activity today.
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Write tally marks for each number.
8. 13 ____________________.
9. 20 ____________________.
10. Ifl stands for 10 coins on a pictograph, how would you show 35 coins?
____________________.
Use the bar graph.
Favorite Pets
Pet
9
8
7
6
5
4
3
2
1
CAT DOG RABBIT FISH HORSE
Num
berofStudents
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11. How many students were surveyed?
12. What was the least favorite pet?
13. How many more students said the dog than said fish?
Use the line graph
Room 109s Food Drive
14. How many cans were collected on Thursday?
15. On which day were the most cans collected?
16. How many cans were collected on Tuesday, Wednesday, and Thursday?
MON TUE WED THU FRI
30
25
20
15
10
5
NumberofCa
ns
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Use the grid.
17. Give the ordered pair for letter A.
18. Give the ordered pair for letter F.
19. Tell what letter is found at (2, 3).
20. Tell what letter is found at (6, 6).
7
6
5
4
3
2
10 1 2 3 4 5 6 7
E
F
D
C
B
A
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Ten Statements
Review the ten statements and have the students writeyes if they heard it in todays lesson and no if
they did not. If the answer is no, say: The statement is true, but it was not heard in todays lesson.
No Ten Statements today
Free-Choice Lesson
Have students choose a lesson from the Free-Choice Activity sheet (one box per day).
Six-Group Activity
No Six-Group Activity today
Math Workshop
Have students work in theMath Workshop after completing their Free-Choice Lesson.
Integration with Core Subject(s)
LA: Understand explicit, factual information
Understand the meaning of words in context
SC: Apply scientific method to solve problems
Analyze and interpret data
SS: Read and interpret maps, charts, tables, graphs and cartoons
Sequence information, especially using timelines
Select appropriate information for intended purpose
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
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Assessment
Homework
Teacher Notes
Answers to Test:
1. C
2. B
3. B
4. A
5. C
6. 10
7. 22
8. 1111 1111 1119. 1111 1111 1111 1111
10.
11. 22
12. horse
13. 6
14. 25
15. Friday
16. 60
17. (1,6)
18. 6,0)19. C
20. E