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Health/Math Lesson Plan
Lindsey Petersheim

Lesson Objective:  Students will be able to read and understand data given by pie charts, understand the 3 aspects of total health, and be able to create a pie chart about their own total health.

Anticipatory Set:  Teacher will begin the lesson by talking about the students’ recent studies about different kinds of line graphs, and how there are other kinds of graphs to represent different kinds of data.  The teacher will then ask students if anyone had ever heard of a circle graph or pie chart before, and if so to explain what they know about it.  The teacher will ask the students if they can give examples of different situations where it is best to use circle graphs to represent data, and give some more examples to the class so they can really understand the usefulness of learning about pie charts.

Objective:  The teacher will write the lesson objective on the board and ask students to copy it down in the beginning of their notes for the day as the teacher reads the objective out loud to be sure students understand what they will be accomplishing that day.


  1. Teacher will tell students that pie charts are a graphic representation of material that can be given in the form of parts of a whole by using percentages, and that all percentages represented by the graph must add up to 100%.
  2. Teacher will teach students about total health being comprised of physical, social, and mental health, and give definitions for each of them.


  1. Teacher will give students examples of different ways to break up a circle into pie charts by demonstrating how to graphically represent 50%, 25%, 33.3%, 10%, and multiples of 10% by adding up “slices” of 10% on overheads.
  2. Teacher will describe different attributes of physical, social, and mental health.
  3. Teacher will show different pie charts made up of 3 sections, physical, social, and mental health, to show students how total health can be graphically represented by pie charts because the three components make up percentages of the whole.

Check For Understanding:

  1. Teacher will ask the class questions about pie charts: how much do the percentages on the graph add up to, when is it appropriate to use pie charts, show different percentages and ask students to estimate the percentage it represents.
  2. Teacher will ask the class to give examples of physical, social, and mental health from their own life experiences.
  3. Teacher will ask the students why it is appropriate to represent total health by a pie chart.

Guided Practice:

  1. Teacher will show the class and overhead of different pie charts with missing pieces and ask the students to draw the graphs in their notes and figure out how much each missing piece is worth.
  2. Teacher will read different scenarios of students’ life and ask the students to determine which health pie chart probably represents that particular student.
  3. Teacher will read different percentages that add up to 100 and ask the class which pie chart represents those percentages.

Independent Practice:  Students will be asked to create their own pie chart about their total health, being comprised of physical, social, and mental health.  They will label each section physical, social, and mental, and label each section with the percentage they are trying to represent.  They will also provide a brief explanation to justify why they gave each percentage to each section.  They will be expected to use the skills and definitions they learned in class to accurately estimate the percentages in their graph.

Health Lesson Reflection
          This lesson was my favorite to teach because I really feel that the students enjoyed it the most.  It was certainly the lesson they were most responsive to.  I think this partly had to do with my own excitement about the lesson I had created.  I had a lot of energy when I was presenting the material to the classes, and I could really feel the difference that made with respect to the student response.  My lesson plan also involved a lot of interaction with the students, which kept them engaged, and on task.  It was a wonderful feeling to ask the class a question about percentages and instead of seeing one or two hands, the class was saying the answers out loud together, and everyone was participating.

            When I was creating this lesson plan, I decided that I had to make some adjustments to the teaching style I used when teaching my lesson on point perspective.  I realized that one of my short comings from that lesson, is that because of my over-preparation, the students had to sit there looking at overheads for a while copying things down, but not really doing anything.  That is why I made this lesson much more interactive, with my presenting information through demonstration, as opposed to just having pictures prepared for them to copy down, as well as continually checking the students’ understanding by having varied exercises for the class to answer orally throughout the lesson.  The difference this made in both my performance as well as the students’ was astronomical.  It made me understand that anyone could have taught a lesson like my point perspective lesson, but teaching this kind of interactive lesson is how to get kids to really become active participators and learners in the classroom.

            Not only did I receive enthusiasm during the lesson, students were excited to hand in their assignments to me, which I believe is due to the fact that they had enjoyed the lesson, but also that the lesson really related math to something in their own personal lives.  They had to talk about themselves in a mathematical way, which I believe gave them a deeper understanding of the information.  The best part about this lesson is that I really helped students to learn something they didn’t know how to do before, and they retained the knowledge because I had developed a lesson that gave more meaning to a mathematical situation.  I had created this lesson to help the students prepare for the GEPA, because Mr. H. pointed out to me that pie charts were frequently used on the test and that they had not done anything with pie charts the whole year, and there were some kids that really didn’t know how to interpret and create pie charts accurately.  I was very lucky with this lesson because the students really understood the material, which many had not seen before, and it turned out to be useful for one of the first questions on the GEPA.  So on top of my initial enjoyment in teaching the lesson, I also got the chance to enjoy at least 15 students coming up to me and thanking me for teaching them about pie charts because it helped them on their exam.  This was a point when the students began to have a lot more respect for my authority in the classroom because I had shown them that I was there to educate them and that I already had done so.

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Roberta Devlin-Scherer, Seton Hall University
January 2, 2001
Updated  03/27/03