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Tables and Graphs Lesson Plan

Students will learn about tables and graphs through a multi-day lesson. On day one, students will vote on their preferred cereal and create a table to record the results. They will then sort cereal by color and create a corresponding graph. On day two, students will create digital tables and graphs using nutritional information from cereal labels. On day three, students will present their findings and complete a worksheet to interpret tables and graphs. A quiz will follow to assess student learning.

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704 views4 pages

Tables and Graphs Lesson Plan

Students will learn about tables and graphs through a multi-day lesson. On day one, students will vote on their preferred cereal and create a table to record the results. They will then sort cereal by color and create a corresponding graph. On day two, students will create digital tables and graphs using nutritional information from cereal labels. On day three, students will present their findings and complete a worksheet to interpret tables and graphs. A quiz will follow to assess student learning.

Uploaded by

cruzleticia
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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TITLE: Tables and Graphs SUBJECT: Math TIME: 8:55am -10:10am ESLRS:

Information users Lifelong learners Decision makers Critical thinkers Academic achievers Technology users

DATE: November 25, 2013 GRADE: 6th 8th (ED Self-Contained Classroom) PERIOD: 5th INSTRUCTIONAL STRATEGIES:
Computer assisted instruction Discussion Lecture/Didactic questioning Demonstrations

GDOE STANDARDS:

6.14.1 Represent and interpret data in a frequency table and histogram. 8.14.1 Collect data to answer questions about characteristics of two or more populations. 6.6.1 Model problem situations using tables and equations.

COMMON CORE STANDARDS:

6.SP.A.2 Understand that a set of data collected to answer a statistical question has a distribution which can a described by its center, spread, and overall shape. 7.SP.C.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.

7.6.1 Model problem situations (particularly those 8.SP.A.4 Investigate patterns of association in involving a linear relationship between the variables) bivariant data. using equations, tables, and graphs in the 4 quadrants. 8.6.1 Model and solve problems using tables, graphs, and equations.

OBJECTIVES:
After collecting data, students will be able to create a digital table that represents the collected data with 90% accuracy. Using a table that represents collected data, students will be able to create a digital graph that represents information on a table with 90% accuracy. Given a table and/or graph, students will be able to interpret information with 90% accuracy.

MATERIALS:
-Presentation -Projector -Baggies of Fruit Loops cereal -3 Cereal nutritional labels -Mobil cart (on day needed) -Worksheets -Writing and coloring materials -Students binders (for notes)

MODIFICATIONS/ASSISTIVE TECHNOLOGY:

CLASSROOM LAYOUT:
-Students must sit apart from each other due to behavioral support system of the classroom.

Simplified and repeated instructions, extended time, other behavioral supports that may be needed (see studentss BMP if needed)

Whiteboard

PREVIOUS LESSON/MATERIAL RELATED TO LESSON:


Students have knowledge in carrying out basic functions of a computer including powering on/off, using the mouse and keyboard, opening windows and programs. Students have had experience using navigating word document and spreadsheet.

TIME: INTRODUCTION:
Thinking Question

LESSON OUTLINE STEPS: TEACHER WILL


For the following lesson, follow presentation slides (see attachment 1) -Inform students that they will be learning about tables and graphs. -Ask students what they know about tables and graphs. (students may answer orally and discussion may take place) -Inform students to take notes when they see the orange pencil icon on the screen: -Ask students to think about which cereal they prefer (slide 3). -Count how many students prefer which cereal and record the data on the table (slide 4). -Explain the use of tallies and numbers on the chart. -Explain what a table is and what it must include. -Inform students that they will record data another way, using cereal. -Inform students that they must not eat the cereal until the activity is completed. -Pass out baggies of colored cereal and graphing worksheet #1 (attachment 2) to each student -Instruct students to use the worksheet to sort out the cereal by colors. Example is shown on the presentation slide6 -Instruct students to 1. Outline the filled boxes for each color. 2. Remove the cereal 3. Color in the boxes. Example is shown on the presentation slide7 -Guide students in a discussion about the graph that was just created. -Explain how tables can be used to create graphs. -Ensure that students have the definitions of tables and graphs in their notes. -Ask students to reflect on what they voted for at the beginning of the lesson. (Which cereal do they prefer?) -Inform students that they will figure out which cereal is the healthiest out of the three choices. -Have students write their predictions on the prediction sheet

Day 1

MOTIVATION: Day 1
Voting and Cereal Bags (making their own table and graph)

Day 2- EXPLORATION: Day 3 Creating Tables and


Graphs on a digital spreadsheet

Day 3

GENERALIZATION and APPLICATION:


Presentation and Interpreting the tables and graphs

(attachment 3) -Inform students that they will be creating tables and graphs about the nutritional values of the three cereals through a digital spreadsheet. -Pass out the laptops from the mobile carts to each student. -Instruct students to open a digital spreadsheet. -Guide students through starting up the laptop and opening programs if needed. -Pass out the nutritional values for each cereal to each student. (3 per student) -Instruct students to create a table to organize the nutritional value information of the cereals. -Instruct students to create a graph using the table on the digital spreadsheet. -Provide guidance if needed. -Have students review their tables and graphs to ensure all required fields are present. -Allow students to be creative with their tables and graphs. -Inform students that they will present their findings to the class. -Facilitate a brief and orderly presentation by each student. -Pass out Healthy Cereal worksheet to each student. -Have students answer the worksheets (attachment 4)

Day 4

CLOSURE/REVIEW: -Lead a class discussion on what was done over the past few days.
-Facilitate a reflective discussion of tables and graphs and how it is helpful. -Have student prepare for a quiz on the lesson.

BEHAVIORAL:

1. Voting activity 2. Graphing activity

ASSESSMENTS ORAL/WRITTEN:
3. 4. 5. 6. Predictions Worksheet Brief presentation Quiz

OTHER:

REFLECTION/COMMENTS:
-Ensure that mobile cart is reserved in advance -Have aides assist students throughout the lesson

Name: ______________ Date:______________

PREDICTION SHEET I predict that ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

ORAL QUESTION RUBRIC


Question 2 Able to answer questions efficiently and correctly. Able to explain answer when needed. 1 First answer was incorrect or no response was given. Was able to answer question after prompting was given. *type of prompt: ________________________ First answer was incorrect or no response was given. Was able to answer question after prompting was given. *type of prompt: ________________________ First answer was incorrect or no response was given. Was able to answer question after prompting was given. *type of prompt: ________________________ First answer was incorrect or no response was given. Was able to answer question after prompting was given. *type of prompt: ________________________ 0 Did not respond or answer question, even after prompting was provided. Comments

*type of prompt: _______________________ Did not respond or answer question, even after prompting was provided.

Able to answer questions efficiently and correctly. Able to explain answer when needed.

*type of prompt: _______________________ Did not respond or answer question, even after prompting was provided.

Able to answer questions efficiently and correctly. Able to explain answer when needed.

*type of prompt: _______________________ Did not respond or answer question, even after prompting was provided.

Able to answer questions efficiently and correctly. Able to explain answer when needed.

*type of prompt: _______________________

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