Students should have opportunities reading and solving problems using scaled graphs before being asked to draw one. The standard requires students to be able to solve one and two step word problems using graphs. Providing students with the opportunity to create questions that can be answered using their created graphs in addition to answering teacher derived questions should be part of the tasks in this unit. Should students not include two step problems, the teacher needs to model how to develop grade level appropriate problem solving questions. Students should experience using different intervals to further develop their understanding of scale graphs and number facts. While exploring data concepts, students should Pose a question, Collect data, data, and data (PCAI). Students should graph data that is relevant to their Analyze Interpret lives. COMMON MISCONCEPTIONS Students might misread the scale or fail to use the key when determining the amounts shown on the graph. Often, students count each square as one. To avoid this error, have students include tick marks between each interval. Students should begin each scale with 0. They should think of skip-counting when determining the value of a bar since the scale is not in single units. Students may encounter confusion when determining the most appropriate graph to use to display data. Through increased exploration and use of these three types of graphs, students should construct an understanding of which graph is the most appropriate to use depending upon the question and data collected. These experiences should lend themselves to students understanding. ESSENTIAL QUESTIONS How are tables, bar graphs, and line plot graphs useful ways to display data? How do I decide what increments to use for my scale? How can graphs be used to display data gathered from a survey? How can graphs be used to compare related data? MATERIALS in the Data Part II” student recording sheet “It’s Plain paper Large container of small objects buttons, blocks, marbles, or Unifix cubes, or similar – object Paper and Markers measure markers, crayons, rulers and other supplies needed to create graphs by Stuart J. Murphy, or a similar book Lemonade for Sale GROUPING
Students should have opportunities reading and solving problems using scaled graphs before being asked to draw one. The standard requires students to be able to solve one and two step word problems using graphs. Providing students with the opportunity to create questions that can be answered using their created graphs in addition to answering teacher derived questions should be part of the tasks in this unit. Should students not include two step problems, the teacher needs to model how to develop grade level appropriate problem solving questions. Students should experience using different intervals to further develop their understanding of scale graphs and number facts. While exploring data concepts, students should Pose a question, Collect data, Analyze data, and Interpret data (PCAI). Students should graph data that is relevant to their lives. COMMON MISCONCEPTIONS Students might misread the scale or fail to use the key when determining the amounts shown on the graph. Often, students count each square as one. To avoid this error, have students include tick marks between each interval. Students should begin each scale with 0. They should think of skip-counting when determining the value of a bar since the scale is not in single units. Students may encounter confusion when determining the most appropriate graph to use to display data. Through increased exploration and use of these three types of graphs, students should construct an understanding of which graph is the most appropriate to use depending upon the question and data collected. These experiences should lend themselves to students understanding. ESSENTIAL QUESTIONS How are tables, bar graphs, and line plot graphs useful ways to display data? How do I decide what increments to use for my scale? How can graphs be used to display data gathered from a survey? How can graphs be used to compare related data? MATERIALS “It’s in the Data Part II” student recording sheet Plain paper Large container of small objects – buttons, blocks, marbles, or Unifix cubes, or similar object Paper and Markers measure markers, crayons, rulers and other supplies needed to create graphs Lemonade for Sale by Stuart J. Murphy, or a similar book GROUPING