LU Title: Graph It!

Author(s): Jamie Williams/Trina Falchi

Grade Level:4

School Address: New York Mills Elementary, 1 Marauder Blvd., N Y Mills, NY 13417

Subject Area: Mathematics

School Phone/Fax:315-768-8129

Declarative

Procedural

• Know and understand the four main types of graphs (bar, line, circle, pictograph)

• Can make bar and line graphs

• Know and understand components of graphs (title, labels, intervals, etc.)

• Can interpret information from all four types of graphs

Benchmarks: Modeling/Multiple Representation

Benchmarks: Patterns/Functions

Standard: (3) Mathematics

Standard: (3) Mathematics

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

1. The four types of graphs (bar, line, circle, pictograph)
2. Components of graphs (intervals, labels, titles, etc.)

1.  Share a sampling of graphs

2. Develop graphing vocabulary

1. Graphic organizer

2. Definition sheet, Think-Aloud

1. In order to activate prior knowledge of graphing (from grade three unit on graphing), four graphs will be displayed on poster board. Students will be given a worksheet displaying these four graphs. They will then be asked to identify each type of graph on their own. Then, upon completion of this task, the class will discuss the names for these graphs and correctly label their sheets.
2. Pass out a sheet to each student that contains graphing terms. This will be used throughout the entire unit. Using this sheet, discuss the various components of graphs and fill in definitions as they are discussed.

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

1. Can interpret information from all four types of graphs.
2. Can create bar and line graphs.

 1. Shaping

2. Compare/Contrast Graphic Organizer, Think-Aloud, Think- Pair-Share

1. Students will use Blast Off workbook pages dealing with graphs, or any other applicable materials, to interpret information from bar, line, circle, and pictographs. Follow up with additional displays of graphs and interpretation of them.
2. Review bar and line graphs using a compare/contrast graphic organizer. Point out that line graphs are used to show change over time. Play Concentration game to reinforce appropriate uses for bar and line graphs. Then, using class ice cream data, teacher will model the procedures for creating bar and line graphs. Students will also create these graphs individually. Each student will complete a questionnaire based on their likes and dislikes. Students will be divided into groups of two. Each group will be given data from one question from the questionnaire. They will then create a bar and line graph based on this data. Each student will then share their information with the rest of the class. (These graphs will be assessed using NY State Fourth Grade Assessment rubrics.) Graphing computer programs such as Excel or Microsoft Works will be used. (Computer programs were previously taught in computer class.)

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

The essential components of a graph. 

• Error Analysis

 Students will be given two graphs. One will be completely correct and one will possess some errors. Students will then identify the incorrect graph and make corrections to this graph.

Planning Guide

Unit:

Step 1

Step 2

Step 3

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........

What reasoning process will they be using?

Describe student's products and performances and the criteria for evaluation.

 Collect and analyze data, record and present data using a graph, and use this information to solve a problem.

[ ] Decision Making
(selecting from seemingly equal alternatives or examining the decisions of others)
[ ] Problem Solving
(seeking to achieve a goal by overcoming constraints or limiting conditions)
[*] Invention
(creating something to meet a need or improve on a situation)
[ ] Experimental Inquiry
(generating an explanation for a phenomenon and testing the explanation)
[ ] Investigation
(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)
[ ] Systems Analysis
(analyzing the parts of a system and how they interact)
[ ] Other:

Products/Performances

For a two- week period, the students will monitor and record the type and amount of waste produced by students and faculty at various receptacles throughout the school. Students will record this data in a tally chart, which will then be used to create an appropriate graph to display this data. Results will be presented to the rest of the school to create an awareness of this problem during Earth Week and to persuade others to reduce the amount of waste produced.

Criteria for evaluation

See attached rubric.

-

Element #1

Element #2

Element #3

Elements

Scale

 Identifies products/ standards

(Graph Choice)

 Accuracy of data

 Meets criteria

(titles, labels, even intervals, etc.)

4

 Chooses a graph that is well suited to represent collected data.

 Data is accurately and thoroughly represented on graph.

 Constructed graph contains all necessary components.

3

 Chooses a graph that is appropriate to represent collected data.

 Data is mostly accurate and represented on graph.

 Constructed graph contains most necessary components.

2

 Chooses a graph that may not be completely appropriate to represent collected data.

 Data is partially accurate and represented on graph.

 Constructed graph contains some necessary components.

1

 Chooses a graph that is inappropriate to represent collected data.

 Data is mostly inaccurate and represented on graph.

 Constructed graph contains few of the necessary components.