1. Topic-
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2. Content-
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| Double line graph, scale, labels, key, plotting, increasing, decreasing,
difference |
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3. Goals: Aims/Outcomes-
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VSC 4.A.1 Students will be able to collect, organize, and display
data.
VSC 4.B.1 Students will be able to analyze data. |
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4. Objectives-
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VSC 4.A.1.e Students will be able to organize and display data using
a double line graph
VSC 4.B.1.d Students will be able to interpret data in double line
graphs. |
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5. Materials and Aids-
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| No. 2 pencils, colored pencils, rulers, graph paper, tables of data
(previously collected) |
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6. Procedures/Methods-
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A. Introduction-
1. Using an example graph, teacher will review with students their
impressions of double bar graphs and how they were able to proceed
from collected data from a survey to a visually-presented graph of
data.
2. Teacher will discuss with students the data they collected from
various classrooms the day previous (i.e., populations of boys and
girls in classrooms).
3. Teacher will discuss how the data the students have collected can
be display in a different kind of graph - the double line graph. |
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B. Development-
1. Teacher will show a table of data that he has collected about
average running times for boys and girls among various elementary
and middle grade classes
2. Teacher will create a coordinate plane using techniques the students
have learned in creating double bar graphs, and will show the students
how to plot out one of the sets of data (e.g., the average running
times for the boys in grade 3-6) and connect lines between the data.
3. Teacher will show the students how the double line graph can effectively
show increases or decreases (trends). |
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C. Practice-
| 1. Teacher will invite each student up to the board to help him
plot out the data for the girls' average running times in order to
practice the skill of organizing and displaying data. |
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D. Independent Practice-
1. Teacher will then present the students with the data they collected
the previous day in table form.
2. Teacher will help the students set up coordinate planes on graph
paper, write labels for the y-axis and x-axis, appropriately scale
the y-axis, title the graph, and produce a useful key (all skills
the students have learned from producing double bar graphs).
3. Teacher will then ask students to plot their data and connect the
lines (with different colors or with different shapes for plotted
points). |
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E. Accommodations (Differentiated Instruction)-
1. Extended time
2. Breaks as necessary
3. Repetition of instructions
4. Writing for student who has verbatim writing accommodation |
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F. Checking for understanding-
1. Teacher will ask students several analysis-based questions about
the graphs they have created:
a) What is the difference between the number of boys in class #1 versus
class #2?
b) What is the total number of girls in all the classes?
c) What class shows the biggest difference between number of boys
and number of girls? |
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G. Closure-
1. Teacher will tell students that double line graphs can help them
to visualize data rather than simply looking at it in a table.
2. Teacher will ask the students' opinions about which graph they
prefer - double bar or double line - and why (based on their analysis
of both kinds). |
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