LESSON PLAN

Part1:
Date: November 15th, 2012
Grade: 8
Timeframe (time available): 9.40am 10.25 am
Curriculum Area: Math
Title of Unit (if appropriate): Chapter 3: Collecting, Organizing, and Displaying Data
Context:
This lesson occurs as an introduction to the unit on collecting, organizing and displaying data. In the previous lesson,
students were introduced to the various forms of collecting data, more specifically conducting a survey with a census or
sample, as well as, ways to organize and display data with the different graphs. In this lesson, students will look at
organizing and displaying data with a pie chart/circle graph, a line graph and a bar graph with the same data. Students will
work in groups to graph data and decide which graph is best to represent the different types of data. Students will be
assigned a role within their groups so that every student is responsible for their own share of work.
Curriculum Expectations: Data Management and Probability
Academic:
Overall: Collect and organize the data using discrete, categorical or continuous primary and secondary data and
display the data using charts and graphs
Specific: Collect data by conducting a survey and displaying the data in graphs.
Big Ideas:
The purpose of this lesson is to help students to understand that different graphs can be used to display data. Students will
learn that some graphs are not the most ideal for representing and displaying certain information. They will be able to
discuss the advantages and disadvantages of using the three types of graphs learned in the lesson, which are circle, line and
bar graph. Students will eventually be able to read, interpret and draw conclusions from the data. They will be able to
identify which graph to use to represent the various forms of data.
Connections to Equity, Diversity, and Social Justice:
Students will learn about how some data can be misleading when representing data. Students will learn to be more critical
when analyzing data. For example, when comparing two forms of bar graphs on two sets of data, the scale of the graphs
could be skewed to support an idea. This could lead to biases and could cause inequities among certain groups.
Cross-curricular connections/Connections to students lives (local/global):

Studentswillbeabletolookatdatathatrelatetothemselves,aswellas,datathatreflectstheglobal
community.Theywillbeabletoanalyzeandcomparetheirdatawithotherdatasetsfromothercountries.

Assessment for and as learning (diagnostic and formative):

ObservationObservehowstudentsworkingroupsundertheassignedroles.
PeerEvaluationStudentswillcritiqueeachothersgraphs.

Schwartz,Susan&MindyPollishuke.(2013).CreatingtheDynamicClassroom,AHandbookforTeachersSecondEdition.PearsonPublishing

Assessment of learning (summative):

PublishedWorkStudentswilldisplaytheirGraphonGridpaperforstudentstocritique.
ParticipationEverystudentwillbeinvolvedbyassigningroles.

Accommodations and Modifications Differentiated Instruction:

Studentswillbegivenhandoutswithvisualsonhowtoconstructcirclechartsusingaprotractor.
Studentswillalsobegivenahandoutwiththedifferenttypesofgraphsandwhattheyareusedfor.
Keyideasthatarediscussedandbrainstormedwillbewrittenontheboard.

Instructional Accommodations:
Increase time.
Provide visual aids, models, calculators, manipulatives, real objects, graphic organizers.
Slow down the rate of delivery.
Provide direct teacher assistance.
Introduce and explain new vocabulary.
Use simplified language.
Repeat and reword instructions.
Check for understanding often.
Use a timer.
Use technology or media.
Extend learning/Provide a challenge.
Environmental Accommodations:
Change space, seating
Provide a quiet area.
Assessment Accommodations:
Provide different modes of response, such as drawing, oral, and visual.
Materials/Resources:

TeacherResources:Interactivegraphs
StudentMaterials:Paper,pencil,handoutsforhowtoconstructpiecharts,typesofgraphsandmindsonactivity,
gridpaper,protractorandmarkers.
Equipment:Smartboard
Homework/ Reminders/Personal Notes:
Textbook:CompletethereflectionquestionsonthehandoutforthegraphingactivityandReadpg9293and
completethequestionsA&Bonpg92andthereflection questions on pg 93.
Homework will be discussed in class in the following lesson.

Schwartz,Susan&MindyPollishuke.(2013).CreatingtheDynamicClassroom,AHandbookforTeachersSecondEdition.PearsonPublishing

Part 2:
Mental Set : 9.40-9.50am (Individually and then in pairs: 1-2, 3-4)
Studentswillanalyzethreesetsofgraphs(circle,lineandbargraph)thatareshowingthesamedata.Studentswill
determinewhichgraphbestrepresentstheinformationdisplayed.Studentswillsharetheirideaswithapartner
withintheirgroupoffour.Inthegroupsof4,studentswillorganizethemselvesfrom#14.Eachpersoninthe
groupisassignedanumberandaroleforanotheractivity.Thefirstandsecondpersonwillworktogetherandthe
thirdandfourthpersonwillworktogether.
Questionstoanswer:
1)Whichtypeofgraphisthemostusefultodisplaythedata?Explainyouranswer.
Homeworkonhandout:
Reflection:Whatothertypeofgraphcouldbeusedtodisplaythedata?
What are the advantages and disadvantages of using a circle, line and bar graph?
Sharing the Purpose/Objectives: 9.50-9.52am
The purpose of this activity is to identify which graph represents the data set the best. In this lesson, you will
decide as a group which type of graph to use to represent the different information collected through the surveys
conducted. You will be able to conduct or participate in surveys, analyze the information collected and graph the
data.
Body:
The teacher will conduct a survey with the class on the different after-school activities students engage in.
Students will respond by a show of hands and the teacher will write the data on the board into a chart.
(Class, 9.52-9.57am)
Favorite after-school activities
Play sports
Talk on the phone
Hang out with friends
Surf the net
Play video games
Watch T. V
Read a book
Listen to Music

Number of students

The teacher will assign each student a role to work with the information given. Student #1 will draw a circle
graph, #2 will draw a bar graph, and #3 will draw a line graph to display the information from the survey. While
students #1-3 are working, student # 4 will decide on a survey question and rotate, starting from their home group
to other groups in a clockwise motion, conducting the survey of the class on the question of their choice.
(Independent, 9.57-10.05am)
Schwartz,Susan&MindyPollishuke.(2013).CreatingtheDynamicClassroom,AHandbookforTeachersSecondEdition.PearsonPublishing

Once the other students have completed their graphs, they will discuss which graph was the most useful and they
will use that graph to display the data collected from the survey conducted by Student #4 on a large piece of grid
paper. Each student will be asked to participate in conducting the graph, such as determining the title, label, scale
and display.
(Group, 10.05am-10.15am)
Closure: (Class, 10.15-1025am)
Each group will be asked to display their graph at the front of the class. Each group will be asked to explain why
they chose the graph and explain the information of the graph. Students will be asked to analyze the different data
and critique the graphs.
Whatconclusionscanyoudrawfromthesegraphs?
Whatothertypesofgraphscouldyouuseaswell?
Homework/ Reminders: CompletethereflectionquestionsonthehandoutforthegraphingactivityandRead
pg9293.CompletethequestionsA&Bonpg92andthereflection questions on pg 93.
Reflections:
Goals for the lesson to reflect on and to receive feedback on:
Assigningrolestostudentstoensuremaximumparticipation:

Diditwork?

Wereallstudentsengaged?

Givingoutinstructions:Wasitclear?

Werethequestionsappropriatetoguidestudents?

Weretheactivitiesappropriateforthelesson?

Schwartz,Susan&MindyPollishuke.(2013).CreatingtheDynamicClassroom,AHandbookforTeachersSecondEdition.PearsonPublishing