Math and Data Management Lesson Plan Analysis

Date of lesson

26th July 2013

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The time frame of the lesson

30 minutes

Number of students and age range or grade level

24 students in grade 3


Math; Data Management


The students can be able to do simple mathematical activities. Examples of such activities include collecting and organizing data through several activities. The students are also in a position to create data relationships using computer programs. The students are also able to undertake single probability tests using simple mathematical formulas. In this respect, the students have the skills to use computers and simple mathematical formulas in undertaking mathematical tests. Moreover, the students can use computers and scientific calculators to undertake the mathematical task alone. In addition, the students have study groups and know how to utilize group work in their studies. The current average attention span for the bright students is 45 minutes. The context of this lesson is a mathematic subject. In addition, the context unit of the subject is data management and subsequent sub-units such as a collection of data, data relationship, and probability. Currently, the students are not familiar with the unit. The unfamiliarity with the unit might be difficult for the students, but their ability to learn is essential in succeeding in the unit.


At the end of this lesson, students should be able to make data analysis techniques and tools like graphs. Another objective of the lesson is to ensure that students gain skills and knowledge on how to analyze data in graphs and other graphical representation tools. The lesson has an objective to ensure that students learn how to make predictions at the end of the lesson. This is to be demonstrated through the use of computations and formulas at the end of the lesson.


The data management lesson will require the following materials. For data management, the use of computers and scientific calculators is essential. Another important material or tool is a grid paper, a book, and coloring utensils. Kitchen scales can also be essential as well as a student worksheet. To ensure there is efficiency in the use of the worksheet, additional materials such as cheese bits and wheat squares can be essential.

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As indicated earlier, the lesson’s main objective is to ensure that students gain skills and knowledge in collecting data and representing the same in graphs and charts. For grade 3 students, the lesson will focus on discrete and continuous data. This means that the lesson will use data collection strategies such as surveys experiments and measurements. Moreover, the collected data will be represented through graphs, charts, and statistical software.

This lesson will be conducted through a students’ group work. The following procedure will be followed.

  • As the mathematics teacher, I will introduce the lesson unit as a data management unit. I will describe the importance of the data management unit to students. For example, the data management unit has a lot of relevance in relating the data collection method to a mathematical problem. Moreover, students must understand the ease with which technological tools such as the calculator and the computer can solve mathematical problems. Moreover, the students must understand that the use of technology in solving problems can be applied in real-life situations. The collection, analysis, and representation of data using technological techniques are a simulation of problem-solving in real-life scenarios. During the introduction, I will notify the students that the lesson will be done in assigned groups. The main activity of the lesson will be transferring data that exist in a tally chart and represent it in a pictograph. The assignment is to be completed within 30 minutes.
  • As the teacher, I will do the following.
  1. I will divide the class into three groups. Each group will transfer tally chart data to a pictograph using a computer.
  2. The data in the tally chart will be available in a Microsoft spreadsheet and should be transferred into a graphical representation of a pictograph.
  3. From the pictograph, students are to use estimates and probability formulas to solve mathematical problems at the end of the assignment.
  4. The students must be able to analyze the pictographs before solving the probability questions at the end of the assignment.
  • At the end of the group assignment, I will debrief the students by checking on their understanding of the lesson. This will be done by assessing the already done group assignments. A grading criterion for each group will be used to evaluate which group has skilled students compared to another. Further assignments will be given to assess the students’ abilities in solving further mathematical problems using technology-based techniques. I will also encourage students to continue helping each other in understanding the procedure towards solving data management problems.


There are complexities of using technology in teachings some aspect of the lesson (Bhargava 173). This is evidenced in the lack of technologically proven methods or software for solving certain mathematical problems. Some students are slow at learning computers and require thorough training on how to use computers (173). Some computers develop technical problems, which cannot be fixed immediately. The use of computers requires thorough practice. In this case, some students do not have an access to computers at home for practice and assignments (173). The current number of computers is not enough to teach and for individual assignments (173).


In case, the lesson requires alteration, the use of the blackboard and grid paper will be important. Another alternative would be using students’ worksheets to do sample work and presentations.


  • Formative: I will do a routine check on how students are doing the assignment and also checking on how the computers are functioning.
  • Summative: I will measure students’ performance through group and individual assignments and tests at the end of the lesson.


I will provide different scenarios and mathematical problems for students to solve. The mathematical problems will be a simulation of real-life situations that students can relate to.


I will ensure that students who cannot use computers are taught in conventional methodologies. This can be through using grid papers, worksheets, and tangible objects like coloring utensils. However, an easier option like the use of scientific calculators can be considered. Students who cannot read can use their cognitive abilities to relate to numbers using objects (Burton 138). However, a better mechanism such as the use of specialized lessons and tutors can be employed in difficult units.


The next lesson will be measurement and estimations. This lesson is connected to data management as it involves the collection of data and analysis.

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Personal philosophy

The above lesson plan is a clear representation of my philosophy in teaching and education. The plan is a depiction of a personal commitment to using modern techniques and technology to ease teaching and learning among students.

Works Cited

Bhargava, Gopal. Digital technologies and teaching strategies. Nashville; Isha Books, 2004. Print.

Burton, Leone. Which way social justice in mathematics education. Connecticut: Greenwood Publishing, 2003. Print.

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