Maggie Hall
Math
Adair
Line Graphs
Purpose: The students will learn what kind of information a line graph represents and also how the line graph information is represented given a collection of data and when constructing from personal data in stations. 5.15
The student, given a problem situation, will collect, organize, and interpret data in a variety of forms, using stem­and­leaf plots and line graphs.
Both the line plot and the stem‐and‐leaf plot are helpful in determining median, mode, minimum, maximum, range and outliers. What is the advantage of the stem‐and‐leaf plot?
How is a line graph constructed? …Interpreted? How can a line graph aid in the identification of trends?
Objective(s): The student(s) will be able to :
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Organize the data into a chart, table, stem‐and‐leaf plots, and line graphs.
Display data in line graphs and stem‐and‐leaf plots.
Construct line graphs, labeling the vertical axis with equal whole number, decimal, or fractional increments and the horizontal axis with continuous data commonly related to time (e.g., hours, days, months, years, and age). Line graphs will have no more than six identified points along a continuum for continuous data (e.g., the decades: 1950s, 1960s, 1970s, 1980s, 1990s, and 2000s).
Title the given graph or identify the title.
Interpret the data in a variety of forms (e.g., orally or in written form).
Procedure: DAY 1: Introduction: RAP‐ The teacher will ask the students to pair or work in‐group of 3’s to discuss and write all of the things that we measure over time. As a class the teacher and students will discuss how we could represent this information using a graph.
o Review other graphs and the specifics of why a line graph is necessary. The students will then copy down necessary information from the slide show on the board into their Interactive Notebooks.
o This specific information will be defined and noted with examples:
Line Graph: Connected line segments
Trend
X Axis Y Axis
Example of line graph “My Lawn mowing Business” Double Line Graph
Development: APP: The Teacher will introduce a worksheet that will be done in pairs and possibly some groups of 3’s (the same partners they worked with to come up with possible suggestions for things we measure over time).
The Teacher will post the directions on the board and go over what the students are to do. The students will get to record information they find on the different temperatures from the same city on the same day for different years. The students will also review information such as mean, median, mode, and range from the data set. After the students have identified their data set and answered all questions on the worksheet, they will create a line graph with the data that they recorded. The students will be given a checklist of things to include while constructing their graphs. Summary:
After the students have completed their graphs they will share their graphs with the class and tell the class which city that they picked. The students will be asked to examine the line graphs after they are posted in front on the board and see which location had the most inconsistent whether from year to year.
DAY2:
Introduction: The teacher will start the math block off by summarizing the line graphs from the day prior. The teacher will then ask the class:
o What are the necessary components of a line graph?
What does each axis represent?
What kind of data does a line graph represent?
The teacher will then introduce the stations and place the groups on the board through the power point.
Development:
The students’ will have 4 stations to work on line graphs by constructing answering questions and analyzing data:
1. Station 1: Writing a Story about Line Graphs – The students will use graphs given to write complete sentences about what the line graph could possibly represent. The students are also asked to create their own story to go with their own line graph creation.
2. Station 2: Cotton Ball Toss & Record‐ The students will toss cotton balls (one at a time) and record the data by taped measurements on the ground. The students then will make a line graph with the data they collect. 3. Station 3: The Rhythm Inside Me‐ The students will do the written tasks and record a 15 second heart beat summary. They will multiple their heart rate by 4 to get their heartbeat per minute. After each task the students will record their heart beats and create a line graph after they collect all of the data needed. 4. Station 4: Long Jump Worksheet Questions – The students will answer questions on a given data set about motorcycle car jumping. Summary: The students will be asked questions after each station and the teacher will access this information to ensure understanding of material. This questioning will be done by group and also by individual questioning. Materials: Line Graph Slide Show Day 1 Materials:
Writing Materials, slide show, interactive notebooks, worksheets “A day in March”, Computer or book access (weather and location examples) Worksheets:
Day 2 Materials: Writing utensils, interactive notebooks for reference, tape and ruler to measure distance (cotton ball toss), cotton balls
Worksheets: Evaluation A:
I will be monitoring the stations by walking around the room and answering questions.
I will also go to each station and check for understanding of directions.
I will be asking questions and examining the recorded data to check for understanding.
Evaluation B:
Did the students meet the objective?
How do you know?
Did your lesson meet the needs of all your students?
Strengths/weaknesses?
What would you change?