E3T Lesson Plan Creator
Graphing

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Plan 

Developed By


Dawn Berendt

Lesson Title


Graphing 

Length of Lesson


23 45 minute class periods 

Lesson Unit


Reading, Interpreting & designing various types of graphs 

Grade


6 

Subject


Math 

Strand


Algebra 

Michigan Content Expectations


A.RP.06.08 

Keywords


Frequnecy Table, Histogram, Line Plots, Bar Graph, Line Graph, Intervals, Trends 

Materials


Graph Paper
Pencils
Rulers
Colored Pencils/Crayons/Marker
Computers with Excel & Powerpoint
Printer
Poster board 

Abstract


This lesson is a review of different types of graphs and why they are used, how to create various types of graphs and how to read and interpret various types of graphs. 

Big Idea(s)


Understand that graphs and tables can visually suggest relationships between quantities. 

Essential Questions


What kinds of questions can generate data and how can that data be represented?
How do trends help us make predictions?


Learning Objectives


Students will be able to:
read and interpret different types of graphs
explain the trends they see and what the relationship between the variables is
determine which type of graph to create based on thier data
create various types of graphs


Summative Assessment


You will create one of the following:
A poster display or Excel Graphs inserted into a powerpoint presentation (rubrics in resources)
Present the graphs & information to the class.
Students will create a question that can lead to creating either a bar graph, a line graph or a histogram.
1. Tell the students to think of something that they would like to find the answer to. You can give them examples such as "What is the average rain fall per month in Seattle?" or "What are the shoe sizes of 6th grade students?" Tell them to also think about how they would find the answer to that question.
2. Have the student write down 34 questions that can lead to creating different types of graphs and write the method they would use to find the answer to the question. (research, survey, etc)
3. Have the students pick 2 of the questions that will each lead to creating a different type of graph.
4. Have the students create a table to record thier answers for each question.
4. Have the students find the answers to thier questions based on the method they chose
5. Have the students create the graphs based on thier information either using excel or on graph paper/poster display.
6. Have the students present thier questions, graphs and any trends they see to the class.
Resource(s) available for this section


Lesson Opening


Have the students put their desk into a circle. Have each of the students put one shoe in the center of the circle. Choose one student to put the shoes into different groups/categories. Have the other students guess what the groups are. Ask: "Are there any problems with these groups?" "Could some shoes fit into more than one group?"
Have another student try again and put the shoes into different types of groups. Have the other students guess the groupings? Repeat 12 more times.
Make a list of the suggested categories on the board/overhead. Discuss ways we could represent this information (chart, graph, etc). Have the student vote on a category to use.
Explain that we will be making a graph of this information. Disucss what type of graph would be appropriate and why. Why would other types of graphs not be appropriate.
Create a bar graph of this information (see resources).
Resource(s) available for this section


Lesson Opening Coteaching Plan


Both teachers help with the activity, pose questions and offer suggestions. 

Exploration


Have students cut different types of graphs out of magazines. They should try to find one of each type (bar, line & histogram).
Have them get into groups of 23 students and discuss what questions could have been asked to create those graphs, what problems they see with the graphs, and if there are any trends on the line graphs.
Record their observations to share with the class.


Exploration Coteaching Plan


Both teachers will walk around and monitor/guide discussions. Both teachers will lead the class discussion about results. 

Check for Understanding


Each group will then share their results of their graphs with the class. Based on the reporting out of the class, the teacher will begin to assess the students understanding.


Check for Understanding Coteaching Plan


Both teachers will facilitate the discussion. 

Explanation


Create a practice graph on Excel with students.


Explanation Coteaching Plan


Classroom teacher will lead discussion and demonstrate on smart board the steps for creating graph.
Special education teacher will monitor that students are following along and give assistance as necessary. 

Check for Understanding (2)


Give them sample data and have them create their own smaple graph (or they could use shoe data)


Check for Understanding Coteaching Plan (2)


Both teachers will monitor and assist students as necessary 

Extended Practice


Students will complete a worksheet where they have to determine which type of graph would be created for the question listed.


Closing


Model for students what they will be expected to do for their assessment.


Closing Coteach Plan


Both teachers will model and provide examples 
