Lesson #1 title: Constructing a DOUBLE BAR graph and creating conclusions from 1st -hand data!
Date:
THROUGH-LINE: Beauty-creating
Constructing and analyzing graphs so that it is easier to understand information.
OUTCOMES:
1. Represent a given set of data by creating a double bar graph, label the title and axes, and create
a legend without the use of technology.
2. Solve a given problem by constructing and interpreting a double bar graph.
3. Draw conclusions from a given double bar graph to answer questions.
MATERIAL NEEDED: highlighters, pencil, blue pen, ruler, votes from ‘What’s your favourite…?’
ATTRIBUTES of a double-bar graph (‘parts’ needed to draw double-bar graph)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Question: In your opinion, what is the HARDEST PART about drawing a double-bar graph? Why?
1.
2.
3.
4.
Question: When do we draw a DOUBLE-BAR GRAPH instead of a SINGLE-BAR GRAPH?
QUESTIONS FROM OUR GRAPH
LEVEL #1 (one-buck question)
LEVEL #2 (two-buck question)
Example: ‘straightforward question’ (Which choice is most
popular?)
Example: requires one calculation (How many more students
like option #1 than option #2?)
LEVEL #3 (three-buck question)
LEVEL #4 (four-buck question)
Example: uses math vocabulary such as ‘sum, difference,
product, quotient, etc.’ AND requires one calculation (What is
the sum of all the students who liked options #1 and #2?)
Example: compares data (or groups data) in a logical fashion or
requires multi-step calculations then explain findings. (Compare
the total for one class / grade to another class/grade. By how
much did grade 5 like option #1 compared to grade 6’s? Give
two possible reasons for this data.)
LEVEL #5 (five-buck questions and beyond) Pull out all the stops by thinking above and beyond. Wow us!