structured curriculum lesson plan day: 147-148 subject: mathematics grade level:

8/14/2019 Structured Curriculum Lesson Plan Day: 147-148 Subject: Mathematics Grade Level:

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STRUCTURED CURRICULUM LESSON PLAN

Day: 147-148 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 10A2; 10B1, 10B2, 10B4; 10C1

ITBS/TAP:

Analyze and interpret data presented in charts,

graphs, tables and other displays

ISAT:

Understand and use methods of data collection

and analysis, including tables, charts, and

comparisons.

Unit Focus/Foci

Analyzing Data

Instructional Focus/Foci

Unit vocabulary and pictographs

Materials

Six Group Activity: Pictographs

Math journal

Transparencies of pictographs in lesson (Optional)

Worksheet for game (Optional)

Enough playing cards to accommodate students

Educational Strategies/Instructional Procedures

Warm-up Activity:

No Warm-up Activity today.


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Lesson:

Vocabulary

Data are information taken from facts.

Data collection sheet is where data are recorded.Questionnaire is a set of questions

Data processing is when the data that have been collected and recorded is simplified.

Data presentation is a way of showing data to other people in a way that is easy to read such as by

graphs, charts, and pictures.

Interpreting data means to read and understand what the data are telling us.

The five stages of handling data:

1. Collecting data

2. Recording data

3. Processing data4. Representing data

5. Interpreting data

Ask students where data are found. (Television, magazines, newspapers, home, school, work, libraries,

etc.)

Introduce pictographs. Pictographs are graphs that use pictures to show data. A key is used to show

what each picture on the graphs means. Every pictograph must have a key.

Draw the pictograph below on the chalkboard or a transparency. Have students identify the key and itsmeaning. Ask students questions about the pictograph.

Tell students that Mrs. Jones asked her class to name their favorite subject. They were given a choice

of four subjects: math, reading, science, and social studies.

My Favorite Subject

Math X X X X X X

Reading X X X X

Science X X

Social Science X X X

Key: X means 1 student


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Ask: How many students chose Science? (2)

Which subject was most popular? (Math)

What is the title of the pictograph? (My favorite subject)

Draw the following pictograph on the chalkboard or a transparency.

Candy Bars Bought By Sues Friends

Dana

Kevin

Mike

Linda

Key: means 2 candy bars

Ask questions such as: What is the name of the pictograph? (Candy Bars by Sues friends)

What does mean? (1 Candy bar)How many candy bars did Linda buy? (3)

Who purchased the most? (Kevin) Least? (Linda)

Game: Direct students to play in groups of 2 or 4.

Materials: Deck of shuffled cards placed face down; sheet for pictograph.

Rules: 1. Two students choose two of the suits (clubs and hearts or spades and diamonds.) If

four students play each will choose one suit.

2. Turn over the top card on the correct line.

3. Continue turning over the cards and drawing the pictures on the sheet.

4. The winner is the person who chooses the first suit to have five pictures

Card Suits

Hearts

Clubs

Diamonds

Spades

Key means 1 card


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Ten Statements

Review the ten statements and have the students writeyes if they heard it in todays lesson and no if

they did not. If the answer is no, say: The statement is true, but it was not heard in todays lesson.

1. Data is information taken from facts. (yes)2. Interpreting data means to read and understand what the data is telling. (yes)

3. There are 8 quarts in 2 gallons. (no)

4. A questionnaire is a set of questions. (yes)

5. Pictographs are graphs that use pictures to show data. (yes)

6. The distance around a circle is called the circumference. (no)

7. A key is used to show what each picture on the graph mans. (yes)

8. Data presentation is a way of showing data to other people in a way that is easy to read. (yes)

9. A chevron is a comparison symbol. (no)

10. A data collection sheet is used to record data. (yes)

Free-Choice Lesson

Have students choose a lesson from the Free-Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of students, two from each ability level, complete an activity on Pictographs as a teacher-

directed activity.

Math Workshop

Have students work in theMath Workshop after completing their Free-Choice Lesson.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs and cartoons

Sequence information, especially using timelines

Select appropriate information for intended purpose


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Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation:

Technology:

Assessment

Student response during lesson, Ten Statement review

Homework

Assign students to draw a pictograph and write 2 questions that can be answered by analyzing the data

presented in it.

Teacher Notes


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Six-Group Activity

Analyzing Data: Pictographs

Materials:

5 index cards (5 x 7)

1 black marker

1 pencil

1 pictograph

1 envelope (9 x 6 )

Prepare the following index cards using the black marker to write the questions on the front of the

cards. Use the pencil to write the answers on the back of the cards.

Questions:

1) How much more money did John win in 1989 than in 1985?

2) Of the years shown, in which year did the leading money winner earn the smallest amount of

money?

3) What year was Brian the leading money winner, and how much did he win?

4) For the years 1985 to 1989, did all of the leading money winners earn over $100,000?

5) How much money did Walter Rice win in 1986? (Hint: of the symbol equals of $25,000.)

Answers:

1) $100,000

2) 1986

3) 1988, $175,000

4) yes

5) $162,500

Have the students find and compare values found using the pictograph.

Make a copy of this study board and use it to reteach this lesson.


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A Pictograph

A pictograph uses picture symbols to help you understand data. In the pictograph below, each pizza

symbol stands for 80 pizzas sold. How many pizzas does Pie in the Sky sell weekly?

Average Weekly Pizza Sales

Place Amount

Daltas Pizza

Pizza Place

Pie in the Sky

Bonitas Pizza

= 80 pizzas

Pie in the Skys sales are shown as two and one half pizzas. The key below the pictograph shows that

each picture of a whole pizza represents 80 pizzas. Pie in the Skys sales are represented by two and

one half pizza symbols.

pizzas

+1

2pizzas

=

=

160 pizzas

pizzas

about 200 pizzas

2 80

80 40

The answer is: Pie in the Sky sells about 200 pizzas a week.


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Use this pictograph to ask the students some questions before doing the activity.

Example: What was the difference from 1986 to 1987?

What year had the least amount of prize money?

In what year was the prize money the greatest?

Indianapolis 500 Approximate Total Prize Money

1985: $3,000,000

1986: $4,000,000

1987: $4,500,000

1988: $5,000,000

1989: $6,000,000

1990: $6,500,000

Tell the students that they are going to do an activity that calls for them to answer questions about apictograph. Lay a card on the table and allow students time to write the answer before you reveal the

answer. Store this activity in the 9 x 6 envelope.


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Pictograph

Professional Bowling AssociationLeading Many Winners

1985 John Smith

1986 Walter Rice

1987 Pete Weber

1988 Brian Jones

1989 John Smith

$=25,000


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Day: 149 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 10B1, 10B2, 10B3 10B4; 10C1

ITBS/TAP:

Anayze and interpret data presented in charts,


ISAT:


and anaylsis, including tables, charts, and

comparisons

Unit Focus/Foci

Analyzing Data


Tally marks and block graphs

Materials

Six Group Activity: Interpreting a Bar Graph

Math journal

Snap cubes or colored blocks (red, black, brown, and yellow).


Warm-up Activity:

Have students exchange their pictographs (homework from last lesson) and answer the questions

developed as part of the assignment. Then have students write a new question for the pictograph they

are reviewing.

Lesson:

Explain that that tally marks are used to keep count. Write 1=1 and 1111=5 on the chalkboard. Tellstudents that 1111 is also called a gate.

Write 1111 1111 11 on the chalkboard. Ask students how much this is. (12) Write a few more

amounts and have students count them.


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Next, write 7 on the chalkboard. Have a student come to chalkboard and write the amount using tally

marks. Ask students why the gates are important. (So the amounts can be easily counted.) Write

several more numbers on the chalkboard. Have volunteers come to chalkboard and write the tally mark

equivalents.

A graph is a picture used to make data clearer and easier to read and understand.A block graph is a collection of blocks. Each block stands for something.

Use snap cubes to help the class make a block graph. On the chalkboard, write the titleHair Color.

Use the red, yellow (blonde), black, and brown cubes. Write the headings Red, Blond, Black, and

Brown on the chalkboard below the title. Have students come up and place a cube representing their

hair color under the correct heading. Cubes should be connected. If there are no cubes, use tally

marks.

Give students graph paper and help them make a block graph showing their class data.

Example:

Hair Color

Tell students that frequency means how often or how many.

Have students compose questions for the block graph.

Frequency

4

3

2

1

0

Black Brown Red Blond

Hair Color


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Ten Statements



1. Tally marks are used to keep count. (yes)2. A graph is a picture used to make data clearer and easier to read and understand. (yes)

3. A block graph is a collection of blocks that stand for something. (yes)

4. Range is the difference between the greatest and the least numbers in a group of numbers. (no)

5. A single tally mark is equal to 1. (yes)

6. The symbol for 5 tally mark is equal to 1. (no)

7. A polygon is a closed two-dimensional figure formed by line segments. (no)

8. Two gates are equal to 10. (yes)

9. An ordered pair is a pair of numbers that give the location of a point on a graph. (no)

10. Frequency means how often or how many. (yes)

Free-Choice Lesson


Six-Group Activity

Have a group of students, two from each ability level, complete an activity on Interpreting a Bar Graph

as a teacher-directed activity.

Math Workshop





SC: Apply scientific method to solve problemsAnalyze and interpret data





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Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation:

Technology:

Assessment


Homework

Provide students with graph paper and have make a block graph depicting the number of windows,

doors, tables, and chairs in their home.

Teacher Notes


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Six-Group Activity

Analyzing Data: Interpreting a Bar Graph

Materials:

10 index cards (5x 7)

1 black marker

1 pencil

1 bar graph illustration

1 envelope (9 x 6 )

Prepare the following index cards using the black marker to write the problems on the front of the index

cards. Use the pencil to write the answers on the back of the index cards.

Front of the card:

Ask: Estimate the Native American population of each of these states:

New Mexico

New York

Texas

Alaska

Oklahoma

Which two states have about the same Native American population?

What is the difference in population between Arizona and Michigan?Which state has the smallest Native American population?

Which state has the third largest population of Native Americans?

Answers:

140,000

70,000

90,000

300,000

250,000North Carolina and Texas

150,000

Michigan

California

Make a copy of this study board to use to reteach this lesson.


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A Bar Graph

A bar graph uses bars to represent amounts.

A horizontal axis runs across the top or bottom of a graph.

A vertical axis runs up and down the left side of a graph.

A scale is a series of marks at known intervals on a line for the purpose of measuring.

Cities Where Native Americans Live

This bar graph shows the U.S. cities with the largest Native American populations. Each bar represents

how many Native Americans live in each of the cities. The names of those cities are shown on the

horizontal axis.

Look at the scale on the vertical axis. To estimate population, use a ruler to measure the top of each

bar with the scale.

Use this bar graph to work with students before doing this activity. (Draw this on a sheet of paper.)

010,00020,00030,000

40,00050,00060,00070,00080,00090,000

100,000

LosA

ngele

sTu

lsa

New

York

Oklah

oma

SanF

ransic

o

Phoe

nix

Minn

eapo

lis

Tucs

on


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States Largest Native American Population

0

50,000

100,000

150,000

200,000

250,000

300,000

Alaska

Arizo

na

Califo

rnia

Mich

igan

New

Mexico

New

York

North

Caro

lina

Oklah

oma

Texas

Was

hingto

n

States

Population


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Correlations (SG,CAS,CFS): 8D5; 10B1, 10B2, 10B3, 10B4; 10C2

ITBS/TAP:



ISAT:


and analysis, including tables, charts and

comparisons

Unit Focus/Foci

Analyzing Data


Bar graphs, data collection sheets

Materials

Six Group Activity: Constructing a Bar Graph

Math journal

Transparency of bar graph in lesson (Optional)

Graph paper transparency


Warm-up Activity:

No Warm Activity today.

Lesson:

A bar graph shows information using bars. It is similar to a block graph, but uses bars instead of

block. Both graphs can be used to show the differences between things. A bar graph has a title, labels,bars, a vertical axis, and a horizontal axis. The plural of axis is axes. Review the term frequency.


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Draw the bar graph below on the chalkboard or a transparency.

Our Favorite Fruit

6

5

4

3

2

1

0

Banana Plum Peach Apple

Ask: Is frequency on the horizontal or vertical axis? (Vertical)

How many children like peaches the best? (3)

Which fruit was liked the least? (plums)

How many more children liked apples than plums? (3)

Ask volunteers to compose additional questions for the bar graph.

Tell students that they are going to prepare for a class survey to determine each students cookiepreference.

Write: What is your favorite cookie? List oatmeal, sandwich, butter, and chocolate on the board.

Tell students that they are going to make a data collection sheet to record their responses.

Our Favorite Cookies

Types of Cookie Tallies Frequency

Oatmeal Example: 1111 1111 11 12

SandwichButter

Chocolate chip

Review tally marks.

Frequency

Fruit


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Use tally marks to record student responses. Call on each student to give their preference. Record

them on the chart. Have students copy the data collection sheet in their math journals.

Prepare a transparency on blank graph paper. As students give the title and labels write them in their

proper places. Then write the numbers along the horizonatal axis.

Our Favorite Cookies

Oatmeal

Sandwich

Butter

Chocolate chip

Fill in the bar graph according to the data collection sheet. Next, ask students to compose questions for

the graph. Write them on the chalkboard or transparency.

Point out on the graph that the bars are all the same width and have gaps of equal width between them.

Ten Statements



1. A hexagon is a polygon with six sides (no)

2. Frequency means how often or how many. (yes)

3. A bar graph shows information using bars. (yes)

4. The vertical axis goes up and down. (yes)

5. A bar graph should have a title. (yes)

6. A bar graph is similar to a block graph but uses bars instead of blocks. (yes)

7. An even number is any number that is a multiple of 2. (no)8. Bar graphs are used to show the difference between things. (yes)

9. A rectangle is a quadrilateral in which all four angles are right angles. (no)

10. A data collection sheet is used to record data. (yes)

0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32

Frequency

Types


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Free Choice Lesson


Six-Group Activity

Have a group of students, two from each ability level, complete an activity on Constructing a Bar Graph

as a teacher-directed activity.

Math Workshop



LA: Understand explicit, factual informationUnderstand the meaning of words in context






Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation:

Technology:


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Assessment


Homework

Have students compose a survey question with 4 or 5 possible responses. Tell them also to make a

data collection sheet for it. Tell students to conduct the survey in class during next session.

Teacher Notes


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Six-Group Activity

Analyzing Data: Constructing a Bar Graph

Materials:

1 Information Sheet

1 Answer Sheet

1 envelope (9 x 6 )

Use the information sheet to construct a bar graph. After the students have constructed the graph, show

the answer sheet.

Make a copy of this study board to use when reteaching this activity.

Scale

Information

Percent of Americans Participating inSelected Activities

0246810

1214161820

Aerob

ics Golf

Softb

all

Huntin

gTe

nnis

Sailin

g

Range

Vertical AxisName of graph

HorizontalAxis


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Use this bar graph to teach students how to construct a graph. Write this information on a sheet of

paper.

Program E.R. N.Y.P.D. 60 Minutes Seinfeld

Rating Points 20 16 35 21

Label the axes, and title the graph or write the title of the graph.

Write down all the information the students give you on the graph.

Ask: What is the title of the graph? (What Programs People Watch)

What is the range of rating points? (0-35)

What are the programs? (E.R., N.Y.P.D., 60 Minutes, Seinfeld)

What are the ratings points of E.R., N.Y.P.D., 60 Minutes, and Seinfeld? (20, 18, 35, 23)

Tell students that they are going to do an activity that calls for them to construct a bar graph from

information given. Lay the information card on the table and allow the students time to complete the

graph before revealing the answer sheet showing how their graphs should look. Store this activity in theenvelope.

What Programs People Watch

05

101520253035

E.R. N.Y.P.D. 60 Minutes Seinfeld

Programs

R

atingPoints


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Information Sheet

Parkside School took a survey of students favorite television programs. How canyou use this data to make a bar graph?

Steve Harvey was the favorite of 120 students.

7th

Heaven was the favorite program of 90 students.

Brandy was the favorite program of 49 students.

Soap operas were the favorite programs of 60 students.

Construct a bar graph using this data.


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Answer Sheet

Favorite T.V. Programs of Students at

Parkside School

0102030405060708090

100110

120

7th Heaven Brandy SoapOperas

SteveHarvey

Programs

Nu

mberofStudent


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Correlations (SG,CAS,CFS): 8B2

ITBS/TAP:

Analyze and interpert data presented in charts,

graphs, tables, and other display

ISAT:


and analysis, incuding tables, charts, and

comparisons

Unit Focus/Foci

Analyzing Data


Plotting points on a grid

Materials

Six Group Activity: Line Plots

Math journal

Graph transparency or chalkboard graph

Overhead markers or chalk

Graph Paper (homework)


Warm-up Activity:

No Warm-up Activity today


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Lesson:

Display a grid like this using the overhead projector or use a chalkboard graph.

Ask class if they are familiar with the Milton Bradley game Connect Four. Have students tell how to

play it, if they know.

Tell class they are going to play a game similar to Connect Four. Divide class into two teams. One

team isl and one team is 7. The object of the game is to get four of the marks in a row across, up

and down, or diagonally. Show examples of this on the transparency. Choose a number between 1

and 10. Call on one student from each team to choose a number between 1 and 10. The team closestto the chosen number goes first. Teams will alternate turns. Go up and down the rows allowing

everyone a chance to play until the game is over. To begin the game call on the first student to give two

numbers between 0 and 15. For example, teamx chooses 3 and 8. Be certain to count across 3 and

count up 8 on the graph. Writex on the graph at (3, 8). Team chooses 4 and 6. Count across 4

and up 6. Write on the graph at (4, 6).

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19


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Allow each team to choose two more numbers and plot them on the grid. Next, discuss the process of

plotting points. Tell students to note that the first number goes across and the second one goes up.

Continue alternating turns until one team has four in a row. At this time, discuss strategies such as

blocking the other teams moves.

Choose one student form each team to plot the points in the second game.

Display a clean graph transparency. Tell students that the goal is to mark where 6 and 7 would bepositioned on this graph. Have a volunteer explain where the mark would be placed. Go right 6 and

then up 7. Plot the point on the graph.

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

x


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Remind students that across is the horizontal axis and up and down is the vertical axis. Write (6, 7) onthe transparency. Tell students that (6, 7) is called an ordered point. The first number tells how far to

the right to go. The second number tells how far up to go. Marking this point on the graph is called

plotting a point.

Plot the points (3, 7) and (7, 3) on the graph. Check that students understand that order is important.

Ten Statements



1. 7, 5 in parentheses is an ordered pair. (yes)

2. Across on the graph is the horizontal axis. (yes)

3. Compostite numbers have more than two factors. (no)

4. The first number of an ordered pair tells how far to the right to go. (yes)

5. A product is the result of multiplying two numbers together. (no)

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16


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6. The ordered pair (7, 3) is different form the ordered pair (3, 7). (yes)

7. The second number of an ordered pair tells how far up to go. (yes)

8. Marking an ordered pair on a graph is called plotting a point. (yes)

9. Up and down on the graph is the vertical graph. (yes)

10. A mixed number is a number made up of a whole number and a fraction. (no)

Free Choice Lesson


Six-Group Activity

Have a group of students, two from each ability level, complete an activity on Line Plots as a teacher-

directed activity.

Math Workshop










Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation:

Technology:


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Assessment

Student response during lesson, Ten Statements review

Homework

Give each student a piece of graph paper. Have them number the horizontal and vertical axes.

Students are to plot the following points:

1. 5, 3

2. 0, 7

3. 8, 2

4. 4, 0

5. 2, 6

Next have studnts plot on e ordered pair of their own choosing.

Students should write the letter A above the point, and write the ordered pair in parentheses below the

grid. Example: (6, 5)

Teacher Notes


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1992 Regular NFL Season Final Standing (National Conference)

Team Number of Wins

New York Giants 8

Philadelphia Eagles 10

Washington Redskins 14

Phoenix Cardinals 4

Dallas Cowboys 11

Minnesota Vikings 8

Green Bay Packers 4

Detroit Lions 12

Chicago Bears 11

Tampa Bay Buccaneers 3

San Francisco 49ers 10

Los Angeles Rams 3

New Orleans Saints 11

Atlanta Falcons 10

As you give the directions on constructing a line plot, write and draw the steps.

Step 1. Draw a line across your paper. ______________________________

Step 2. Find the scale you are working

with. (In this case, the fewestnumber of wins is 3, and the ______________________________

largest is 14.) Write these numbers 3 4 5 6 7 89 10 11 12 13 14

under your line as shown and fill

in the values in between.

Step 3. Now use an X to record each number X

of wins on the number line. (The ______________________________

Giants had 8 wins, so put an X above 3 4 5 6 7 8 910 11 12 13 14

the 8 on the number line.)


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INFORMATION SHEET

Number of Members in the House of Representatives, by State, 1990

Alabama 7 Louisiana 8 Ohio 21

Alaska 2 Maine 2 Oklahoma 6

Arizona 5 Maryland 8 Oregon 5

Arkansas 4 Massachusetts 11 Pennsylvania 23

California 45 Michigan 18 Rhode Island 2

Colorado 6 Minnesota 8 South Carolina 6

Connecticut 6 Mississippi 5 South Dakota 2

Delaware 2 Missouri 9 Tennessee 9

Florida 19 Montana 2 Texas 27

Georgia 10 Nebraska 3 Utah 3

Hawaii 2 Nevada 2 Vermont 4

Idaho 2 New Hampshire 2 Virginia 10

Illinois 22 New Jersey 14 Washington 8

Indiana 10 New Mexico 3 West Virginia 9

Iowa 6 New York 34 Wisconsin 9

Kansas 5 North Carolina 11 Wyoming 2

Kentucky 7 North Dakota 2


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AnswerSheet

x

xxx

xxx

x

x

x

xx

xx

xx

xx

xxx

xxxxxxxxx

x

xxxxxxxxx

x

x

xx

xxx

x

x

1234567891

011121314151617181920212223

242526272829303132333435363738394041424344454647484950


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Correlations (SG,CAS,CFS): 8B2; 8D5; 10A2; 10B1, 10B2, 10B3, 10B4; 10C1

ITBS/TAP:


graphs, tables , and other displays

ISAT:



comparisons

Unit Focus/Foci

Analyzing Data


Line graphs

Materials

Six Group Activity: Line Graphs

Math journals

Transparency of Average Temperature in Oz City

Graph paper


Warm-up Activity:

No Warm-up Activity today

Lesson:

A line graph is often used to show changes over a period of time, for example, with temperature. Line

graphs use a line to show how things change. The line goes up, goes down, or stays the same. If theline goes up it show an increase. In the line goes down it shows a decrease. If the line if flat the value

stays the same. The horizontal axis shows the changes. Display the line graphAverage Temperature

in Oz City (found on the next page) on the overhead or reproduce for class. Have students identify the

parts: title, labels, horizontal and vertical axes. Have volunteers answer the questions, and provide

additional ones with answers.


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Ma

June

Augus

Jul

Average Temperature in Oz City

Months

1. In which month is Oz the hottest?

2. What was the change in temperature between March and May?

3. Which month was cooler, May or September?

4. How many degrees warmer was June than May?

100

90

80

70

60

50

40

30

20

10

Januar

Februar

Marc

April

Septembe

Octobe

Novembe

December

TemperatureoF


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Free-Choice Lesson


Six-Group Activity

Have a group of students, two from each ability level, complete an activity on Line Graphs as a teacher-

directed activity.

Math Workshop



LA: Understand explicit, factual informationUnderstand the meaning of words in context






Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation:

Technology:


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Assessment


Homework

Students are to compose 4 questions for the line graph they created in class.

Teacher Notes


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SixGroup Activity

Analyzing Data: Line Graphs

Materials:

2 illustrations of line graphs


1 envelope (9 x 6 )

1 black marker

1 pencil

Prepare the index cards using the black marker to write each question below on the front of a different

index card. Use the pencil to write the answer on the back of each index card.

Questions:

The graph shows the average price of what? (raw sugar)

The price of sugar is measured in what? (cents per pound)

The graph shows the rise and fall of raw sugar prices for what years? (1980-1987)

In 1986, a pound of sugar would have cost? ($.16)

What happened between 1982 and 1984? (raw sugar prices rose)

Between what years was there the biggest decrease in raw sugar prices?

(1984-1985)

What is the difference in price between a pound of sugar in 1985 and a pound of sugar

in 1986? ( 3 cents)What is the difference between the highest and the lowest raw sugar prices shown on

the graph? (9 cents)

What did sugar prices do from 1980-1985?

(fell sharply, rose, then fell sharply again)

What is the title of this graph? (Average Price of Raw Sugar)

Say: The first thing you do to scan a line graph is to find the graph title, the axes names and the

labeled points along each axis.

Point to the graph and say: This graph shows the number of people living below the poverty level.The question is from what year to what year? Find the horizontal axis title. (Years)

Find the first and last years included on the graph. (Point this out.) The answer is 1981-1987.

Say: The next step in reading a line graph is to find the information line, and read the labeled

points along the horizontal and vertical axes.


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Say: The question is: In 1987, how many people were living below the poverty level? (32 million)

First find 1987 on the horizontal axis. (Point this out.) From the bottom of the graph, move

directly upward to the information line.

Next, from this point on the information line, move to the left to the labeled point on the vertical

axis. Read the labeled point on the vertical axis. (32)

The answer is: 32 million people were living below the poverty level.

The last step is finding answers to comprehension questions. Inferences and predictions can be made

by comparing values represented on the information line.

The question according to the graph is: In what three years was the number of people living in poverty

the highest?

Display the picture of the graphAverage Prices of Raw Sugarask the students questions about thegraph using the activity cards. Give immediate feedback by revealing the answers on the back of the

index cards.

Use the graph Persons Below Poverty Level to reteach this activity.


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Persons Below Poverty Level

30

31

32

33

34

35

36

37

38

39

40

1981 1982 1983 1984 1985 1986 1987

Years

Number

ofPeople(InMillions)


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Directions for reading a graph:

Say: First scan across the information line from left to right. Identify the three consecutive

points on the information line that are higher than any others. (Point this out on the graph.)

For each of these three points, move directly downward to the horizontal axis. Read the years labeleddirectly below the designated points on the information line. The answer is 1982, 1983, and 1984.

Tell the students that they are going to do an activity on line graphs. Say: I am going to show you a

picture of a line graph and I want you to answer questions about the graph. After each question,

reveal the answer by turning the card over. Store this activity in the envelope.


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30

80

70

60

50

20

10

FRIDAY

7:00 News and weather

7:30 Bingo

8:00 Dogs and Cats

8:30 School Time9:00 Math Fun

9:30 Pets

10:00 Mickeys Playhouse

10:30 Kids TV

11:00 Dougs Dog

11:10 Little Princess

11:30 My Best Friend

12:00 News and Weather

12:15 Shelly and Shirley

1:00 Ive Got a Joke

Ask questions such as:

1. Which program starts at 11:00? (Doug Dog)

2. Which program comes after Little Princess? (My Best Friend)

3. Which show is the longest? ()

4. Which programs last exactly half an hour? (News andWeather, Bingo, Dogs and Cats, School

Time, Math Fun, Pets, Kids TV, and My Best Friend)

Discuss other types of schedules.

Next, display these graphs on a transparency. Have students describe their similarities, and interpret the

data on each.

Candy Sale for Room 404

1 2 3 4

Week

40

Numberofcandybarssold


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30

80

70

6050

20

10

Candy Sales for Room 404

1 2 3 4

Week

Ten Statements



1. Schedules are used to display data. (yes)

2. Line graphs and bar graphs need labels for the horizontal and vertical axes. (yes)

3. Length is the measurement of distance between two endpoints. (no)

4. Schedules are helpful for planning activities. (yes)

5. Parallel lines are lines that never intersect. (no)6. Bar graphs and line graphs can display the same data. (yes)

7. Bar graphs and line graphs can be used to show the difference between things. (yes)

8. Bar graphs and line graphs both have titles. (yes)

9. A train schedule will tell what time a train arrives and departs. (yes)

10. A triangle is a polygon with three sides and three angles. (no)

Free-Choice Lesson


40

Numberofcandybarssold


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Six-Group Activity

Have a group of students, two from each ability level, complete an activity on Identifying Locations as a

teacher-directed activity.

Math Workshop










Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation:

Technology:


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Assessment


Homework

Find a schedule and write 5 questions for it. Bring in the schedule with questions.

Study for test.

Teacher Notes


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Six-Group Activity

Analyzing Data: Identifying Locations

Materials:

1 picture of a graph


1 envelope (9 x 6 )

1 black marker

1 pencil

Activity Card Sheet

Prepare the following by cutting out the activity cards provided in the pages that follow. Glue each of

them to an index card. Use the pencil to write the answers on provided below the back of each card.

(See attached Activity Card sheet.)

Answers:

(10,0) (5,5) (2, 8) (0, 5) (6,0)

A soccer ball Turtle (3, 4) Flashlight (4, 8)

Write words or numbers to complete the directions and write the ordered pair for the object.

Make a copy of this study board and use it to reteach this activity.


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Coordinate Plane

You can use a grid to locate points on a map. The location of the baked bread can be described in

words. Go 3 squares right, then 4 squares up.

01

23456789

10

0 1 2 3 4 5 6 7 8 9 10

The location of the loaf of bread can also be described using an ordered pair. An ordered pair is a pair

of numbers that describes a location.

(3, 4) The first number tells how many squares to move to the right. The second number tells how

many squares to move up.

Use the grid in the study board to reteach this activity.

Display the picture of the coordinate plane. Tell the students to use the graph to answer the questions.

After every card is displayed and the answer is written, reveal the answer, saying: The answer is

Store this activity in the envelope.


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COORDINATE PLANE

0

1

2

3

4

5

6

7

8

9

10

0 1 2 3 4 5 6 7 8 9 10


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ACTIVITY CARDS

To find ,walk ______ to the right, then __

up.The answer is

(_____,_____)


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ACTIVITY CARDS

To find

The answer is

(___, ___)


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ACTIVITY CARDS

To find

The answer is

(___, ___)


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ACTIVITY CARDS

To find

The answer is(___, ___)


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ACTIVITY CARDS

Which treasure can be found bywalking 0 squares right, then 10

squares up?



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ACTIVITY CARDS

What can be found by walking 10squares to the right, then 9

squares up?



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ACTIVITY CARDS

What is the ordered pair of the

book?



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ACTIVITY CARDS

What picture is at this location (7,3)?



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ACTIVITY CARDS

The bike is at what location?

The answer is

(___, ___)


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Correlations (SG,CAS,CFS): 8B2; 8D5; 10B1, 10B2, 10B4, 10B5

ITBS/TAP:


graphs, tables, and other displays

ISAT:



comparisons

Unit Focus/Foci

Analyzing Data


Formal assessment

Materials

Math journals

Prepared test


Warm-up Activity:

No Warm-up Activity today.


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Write tally marks for each number.

8. 13 ____________________.

9. 20 ____________________.

10. Ifl stands for 10 coins on a pictograph, how would you show 35 coins?

____________________.

Use the bar graph.

Favorite Pets

Pet

9

8

7

6

5

4

3

2

1

CAT DOG RABBIT FISH HORSE

Num

berofStudents


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11. How many students were surveyed?

12. What was the least favorite pet?

13. How many more students said the dog than said fish?

Use the line graph

Room 109s Food Drive

14. How many cans were collected on Thursday?

15. On which day were the most cans collected?

16. How many cans were collected on Tuesday, Wednesday, and Thursday?

MON TUE WED THU FRI

30

25

20

15

10

5

NumberofCa

ns


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Use the grid.

17. Give the ordered pair for letter A.

18. Give the ordered pair for letter F.

19. Tell what letter is found at (2, 3).

20. Tell what letter is found at (6, 6).

7

6

5

4

3

2

10 1 2 3 4 5 6 7

E

F

D

C

B

A


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Ten Statements



No Ten Statements today

Free-Choice Lesson


Six-Group Activity

No Six-Group Activity today

Math Workshop










Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation:

Technology:


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Assessment

Homework

Teacher Notes

Answers to Test:

1. C

2. B

3. B

4. A

5. C

6. 10

7. 22

8. 1111 1111 1119. 1111 1111 1111 1111

10.

11. 22

12. horse

13. 6

14. 25

15. Friday

16. 60

17. (1,6)

18. 6,0)19. C

20. E

structured curriculum lesson plan day: 147-148 subject: mathematics grade level:

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