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Plotting Facts

Subjects:

Math, Science

4, 5

Title – Plotting Facts
By – Jennifer Dalke
Subject – Math, Science

Unit contents:

**Note – This lesson plan uses some handout(s) that are not available, however, much of the lesson plan can be completed without the handout(s).
Subject: Math Day 5

Illinois State Goals: 6. Demonstrate and apply a knowledge and sense of numbers, including numeration and operations, patterns, ratios and proportions
8. Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results
10. Collect, organize, and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability

Instructional Objective:
Students will complete a list of spider facts by using a plot chart. They will look up an ordered pairs to determine words that are missing from the facts.

Supplies:
* handouts
* floor
* chalk

Anticipatory Set:
* I will tell the children that we will not be sitting in our desks for today’s math lesson. I will ask them to predict how we can do a math lesson if we are not sitting down. What do you think we will be doing?
* I will tell them that we will be learning about numbered pairs today. How do you think we will learn about numbered pairs if we are standing up?
* Next, I will tell them that we will not even be staying in the classroom. What could we be doing?

Activities:
1. I will pass out a handout to each student, telling them that we will be able to fill in the blanks of the spider facts after the lesson today.
2. I will ask the children to bring a pencil along with their worksheet and to line up, and I will lead them outside to a designated area.
3. Before class, I would have drawn a grid, with chalk on the ground, just like the one on their paper. I will ask them to line up single file next to the “0” on the grid. I will explain that we will actually act out the ordered pairs to find the letters that go in each space.
4. I will go first to be the example. I will ask a student to read me the first ordered pair, (3,2). I will demonstrate that I should walk forward three squares, and then to the left two squares. The letter that I am left standing on is the letter that goes in the box!
5. All of the children will take turns finding the correct letters. The children in line should be sure to write down the letters once they are found.
6. After we have completed all of the spider facts, we will line up and return to our classroom.
7. I will call on students to read aloud the new spider facts that we learned by plotting ordered pairs.