Graphs
The students will be collecting, organizing, classifying, and interpreting data with multiple different categories of their choosing. They will be creating various different graphs to represent the data they have collected.
Essential Question
How and why do we use graphs? Why is it important to know how to form and read various different graphs?
Grade(s):
- 3
- 4
Subject(s):
Recommended Technology:
Other Instructional Materials or Notes:
-survey paper
-colored pencils
-pencils
-markers
-crayons
-rulers
Lesson Progression
- T: Today class we are to be talking about various graphs.
- Teacher will discuss and go over various different graphs with students. An explanation on why and how we use graphs should be included during this time.
- Group the class by boys and girls (Ex. 13 girls and 8 boys).
- Demonstrate how to create a line or bar graph based on how many girls and boys are in the class.
- Check to see if all of the students understand the content.
- Have students to pick a topic and survey their classmates. Examples of topics include favorite or least favorite ice cream, sport, tv show, etc.
- Once the students have chosen a category, they are now going to choose 4-5 subcategories, so if they chose ice cream the subcategories would be chocolate, strawberry, vanilla, cookies n’ cream, etc.
- After everyone has chosen their category and subcategories, they are going to go around and survey at least 10 friends to collect their data.
- Give students 10-12 minutes to survey each other.
- Students will go around the room and collect their data. (Walk around to see if students are collecting data and understanding what they are doing)
- Once everyone has collected their data, they will go back to their desk.
- Students can decide if they want to create a bar or line graph based on the data that they collect. Allow 5-10 minutes (as needed) for them to do so.
- Ask if 2-3 students can come up in front of the class and share their data.
- In closing, have students reflect on why and how we use graphs, here is where you should also check for understanding.
Teacher Notes
Differentiation: Pull a small group as necessary for remediation. Break up the total graph into smaller chunks. For example, examine a completed graph together. Probe with questions such as "What is this graph about?" (referencing the title), etc. Continue with their own data set as they craft their own graph.
Extension: Give students created data graphs and have them extract data to answer situational questions. Give students partially completed graphs and have them fill in the missing information to make total statements true. For example, a graph may have 6 students as girls and blank students for boys. A posed question may be: If there are 17 students in the class, complete the graph to show how many are boys.
Standards
- 3.DPSR Data, Probability, and Statistical Reasoning
- 3.DPSR.1 Collect and analyze data and communicate through multiple representations
- 3.DPSR.1.1 Collect and organize categorical and numerical data based on observations, surveys, experiments, and investigations with whole number values using tables, scaled picture graphs, scaled bar graphs, or dot plots. Use titles and labels. Limit s
- 3.DPSR.1.2 Solve one-step, real-world situations using whole number data represented in tables, scaled picture graphs, scaled bar graphs, or dot plots. Limit scales to multiples of 1, 2, 5, and 10
- 3.DPSR.1 Collect and analyze data and communicate through multiple representations
- 4.DPSR Data, Probability, and Statistical Reasoning
Assessments
Students will be assessed on
1. the data they collect
2. the construction of their graphs
3. how well they interpret the graphs