1. Topic-
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2. Content-
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3.MD.B.3. Draw a scaled picture graph and a scaled bar graph to
represent a data set with several categories. Solve one- and two-step
"how many more"� and "how many less"� problems using information
presented in scaled bar graphs
Vocabulary:
Pictograph
Bar
Line
Double Line
Scale
Data
Information
Symbol
Horizontal
Vertical |
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3. Goals: Aims/Outcomes-
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1.Know how to read a graph
2.Know how to make a graph
3.Know why we use graphs
4.Explain what a graph is
5.Interpret information as a graph |
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4. Objectives-
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1.SWBAT analyze graphs to answer questions
2.SWBAT determine what graph best represents information
3.SWBAT create a graph from data expressed as word problems |
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5. Materials and Aids-
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Pencils
Paper (answer sheet)
Smart board
Personal white boards
Dry erase markers |
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6. Procedures/Methods-
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A. Introduction-
| TW review previous graphs with students, asking them essential questions
to activate prior knowledge. TW transition into new lesson introducing
new graphs with examples. SW copy notes that will be for personal
development and used as an additional tool. TW turn to smart board
and display examples of question to be answered. |
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B. Development-
| When questions are displayed on the smart board teacher will model
the first one for students. The will then practice individually on
their white boards. |
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C. Practice-
| Once ample amount of time is given to individual practice, TE will
have an a activity sheet to assess for understanding. |
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Accommodations (Differentiated Instruction)-
| Time during recess will be given to additional support for students
who may need it. |
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Checking for understanding-
| The assessment that was given during the lesson will be assessed
so that TWBAT know where to go next in the days ahead. A exit ticket
will be given also as a way to know if students are grasping the concept
of graphs and how they work. |
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