Name: Paige Petty Date: 10/07/10
School: Delta Elementary School Grade: 5
Teaching Strategy: Whole Group Time Required: 60 min.
1. Subject/Content Area- Mathematics/ Data and Graphs
2. Alabama Course of Study Correlation- Grade 5 (14.) Analyze data collected from a survey or experiment to determine results and factors that affect results.
· Identifying the type of graph, including stem-and-leaf plot, line plot, bar graph, line graph, and Venn diagram, that most accurately represents given data.
· Determining the measures of central tendency to analyze data
o Example: finding the mean, median, and mode for a set of data
3. Concept-
· Data
· Bar graph
· Line graph
· Venn diagram
· Mean
· Median
· Mode
4. Behavioral Objectives- The student will be able to
· Identify and create a bar graph, line graph, and Venn diagram to represent data.
· Determine the mean, median, and mode for a set of data.
5. Evaluation- Walk around the class to check each student’s paper for the following: Can the students correctly represent the data from life through their graph artwork? Do the children grasp the concept of mean, median, and mode? In closure, students will compare their graph artwork to that of their peers.
6. Materials-
· markers, crayons, or colored pencils
· colored copy paper (2 pages for each child)
· stapler (provided by the teacher)
· calculator
7. Teaching/Learning Procedures
A. Motivation- Ask students to raise their hand if they have a favorite season. Next, lead a discussion about what is good/bad in each season. Tell the children that we are going to graph this. After doing this as a class, tell the children that you can graph anything and everything. Next, lead a discussion about what we could graph. After hearing all the ideas, tell the students that we are going to create a flip book with a bar graph, line graph, and Venn diagram about some of the ideas the students talked about. Then we are going to find the mean, median, and mode of the data. Understanding of the mean, median and mode is important for use with all sets of numbers, and as an introductory concept in statistics.
B. Instructional Procedures-
· Distribute two pieces of color copy paper to each student. Demonstrate how to fold the papers to make a flip book. Have the students get out their markers, colored pencils, and/or crayons.
· Instruct students to put their name, class number, and the title “Graphs”. Then ask students to write “Bar Graph” on the second page, “Line Graph” on the third page, “Venn Diagram” on the fourth page.
· After the students have finished making the graphs with the data we have discussed (such as their favorite animals, favorite food, and a Venn about fishing and hunting), discuss what mean means and how to get it. Distribute calculators so can get the mean (average) of the data they collected from the bar graph and line graph.
· Discuss median (middle number) and mode (number that occurs most often). Then allow students to do this on the bar graph and line graph.
· After the students have finished their flip book, instruct the students to raise their hand, so that the teacher can staple their booklet together.
Sample questions to use throughout the lesson:
· Tell me what you know about graphs.
· How do you know your answer is correct?
· Did you do more or less than your neighbor?
· What are some things we can use graphs for?
· Can you create another problem to collect data like this one?
C. Closure-Allow each student to share their flip book with the class. Have the students compare their booklets to see all of the different ideas. Also, ask students which graph is their favorite and why. I would also display the student’s artwork up in inside/outside the classroom.
8. Supplemental Activities-
· For early finishers, students will be asked/allowed to start on homework or read their AR book.
· For enrichment, ask students to write in their journals about what new information they learned.
· Remediation would occur during the actual activity to assure the student is matching the correct data to the graphs.
9. Professional Reflection: This lesson worked perfectly. The instructional objectives were met. The flip books were fantastic. The students did really great with them and had fun making them. The students had prior knowledge of this, but still liked doing it. The students were productively engaged because it related to them, which really helped them stay on task and participate. There was one student who had a little trouble with mean, median, and mode, but I went over it again with her and she understood. I asked her to work the next graph to make sure she got it and she did. I would not change anything about this lesson. If I had to I would include more data for the students to graph and more types of graphs. The students really enjoyed making the flip books and the lesson. They actually asked if we could graph more stuff another day. I would definitely teach this lesson again.
