Graphing sequence: level 5 &6

UNIT TITLE: Graphing in today’s world

INTRODUCE AND SUMMARISE UNIT: Students will have the opportunity to create their own bar graphs that have a meaning. They will
use technology to create their own bar graphs. The students will make comparisons and judegments between their own graphs and
other students graphs. This is a hands-on unit that allows the students a bit of freedom to choose something they are interested in as
their overall questions for their bar graph. Students are able to survey other students in the school, staff members and parents to
inform their graphs.
Maths Discipline: Data representation and interpretation
Level: 5/6
List of Victorian Curriculum content:

 Describe and interpret different data sets in context (VCMSP207)

 Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital
technologies (VCMSP206)
 Pose questions and collect categorical or numerical data by observation or survey (VCMSP205)
 Construct, interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables
(VCMSP235)
 Interpret secondary data presented in digital media and elsewhere (VCMSP236)

Stage 1 Desired Results

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 BIG PICTURE LEARNING GOALS
 Students will be able to
create their own bar graphs
by hand and on Microsoft
excel.
 Students can interpret data
to make comparisons,
conclusions and comments
about their graph and other
peer graphs.
Evidence: Assessment task
2
Intro
Students will be able to independently use their learnings about bar and line graphs to create
their own questions, survey the class and make a graph. With this graph they will make
conclusions and comparisons based on the purpose of their graphs.
They will use different methods to represent their data such as graph paper and Microsoft excel.
MEANING – The teacher helps students construct ESSENTIAL QUESTIONS – the teacher
meaning about the important ideas associated with the provokes essential unit learnings with
curriculum statement: students will understand… these questions – they are compatible
with meanings - see left.
 Students will understand why we use graphs.  What is the difference between
 Students will understand the difference between line the types of bar graphs and what
and bar graphs and which ones are suitable for type of data would you see on
different types of data. each graph.
 Students will understand how to make a graph with a  What conclusions and
purpose. comparisons might you make
 Students will understand how the comparisons and about your graph to inform your
judgments may inform their purpose and be used to purpose and make decisions.
make decisions.  Why is this graph suitable for
your data you have collected?
 What does this data tell you?
 What does a bar graph need on
the x and y axis and what might
be a suitable heading for your bar
graph?
 PERFORMANCE TASK(s):
Students will create numerous bar and line graphs that will be used to assess their acquired knowledge in this topic. A pre- and post-
test will be conducted to assess student progress in this particular topic. I will write and provide verbal comments based on the
students graphs and conclusions they have made. This will be done throughout the entire sequence. Student reflections will be used to
inform my overall assessment of their under standings. All of the formative and summative assessments will be aligned with the
Victorian curriculum at an appropriate level.
OTHER EVIDENCE:
 Observations
 Pre and post test
 Student self -reflection.
 Contribution through class discussions.
 Graphs made throughout class.
 Comparisons and comments made by students about their graphs.

Stage 3 Learning Plan – summary of key learning events

Session Present sequence of learning events as snapshots: condensed but thorough Brief resources and materials
number encapsulations of lessons.
1. Lesson 1: Intro to graphs  Student maths books
 Kahoot it quiz:
LI: Students will be able to increase their knowledge on bar graphs https://create.kahoot.it/details/
graphs/6c1f3e9b-18af-4c6b-
SC:
 Students will practice their 3 times tables by completing a quick 1 minute ad6d-fc19831a910e
test
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  Students will complete a quiz on ‘Kahoot it’ to their best ability
 Students will increase their knowledge by going through the answers to the
test

Main content:

 Ask students to write down everything they know about bar and line graphs
in their maths books.
 Students will add to this page throughout the sequence and at the end of
the sequence as an overall reflection.
 Students will then complete a quiz on Kahoot it to test their knowledge.
 The data collected from the quiz will inform the rest of the sequence.
 Students will then participate in a class discussion about each question. The
teacher may model some questions using examples on the board.
 The students will add to their page they have already started as a reflection.

2 Lesson 2: Intro to bar graphs  Graph paper

LI: students will be able to create a bar graph by hand

SC:
 Students will practice their 8 times tables.
 Students will discuss what a bar graph is.

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  Students will watch a demonstration of how to create a bar graph on graph
paper.
 Students will help collect data as a whole class.
 Students will create their own bar graphs using graph paper.

Main content:
 There will be a tally on the board with numbers 1-5 to choose from
 The students will come up and choose which is their favourite numbers out of
these 5 numbers.
 The students will then stand around the table and watch a demonstration of
how to create a bar graph.
 I will make my first bar graph ‘bad’ so students can learn from the mistakes. I
will label my axis wrong, not use a ruler, leave a title off and count by random
numbers on the x-axis.
 My second demonstration will be how to do it correctly, I will use the data that
we collected as a whole class.
 The students will then create their bar graph and pin it on the display board.
 If they finish early, they will look at other peers work and write on the board
some similarities, differences and something interesting.
 At the end we will discuss the similarities and differences and what makes a
good bar graph.

3 Lesson 3: Statistical questions

 Maths books

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 LI: to be able to collect data using a statistical question and represent the data on a  Youtube video (on blog:
bar graph. https://missmacsclassroom.
wordpress.com/2018/05/11
SC:
/statistical-questions-
 Students will practice their 7 times tables by completing a quick 1 minute
graphs-data-maths-surveys/)
quiz.
 Students will participate in a class discussion about a bar graph.
 Students will be able to collect data correctly by creating a survey.
 Students will survey the class and collect results.

Main content:
 Discuss the bar chart from last week
 Watch a youtube video on how to collect data.
 Students will collect their data from their question and must check in with
the teacher first.
 Class discussion on what data the students found.
 If they finish early they will begin to make comparisons and statements.

Note: my teaching blog will be used a visual and something students can refer back to.

https://missmacsclassroom.wordpress.com/2018/05/11/statistical-questions-graphs-
data-maths-surveys/

4 Lesson: Creating our own graphs  Maths books

 Youtube video (on blog:
LI: to be able to represent your own data on a bar graph and make comparisons. https://missmacsclassroom.
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 wordpress.com/2018/05/11
/statistical-questions-
SC: graphs-data-maths-surveys/)
 Students will practice their 8 times tables by completing a quick 1 minute
quiz
 Students will then have a class discussion about their questions from last
lesson
 Students will make their own bar graph
 Students will think about if there question/data was appropriate and why

Main content:
 Discuss the bar graph and questions from last lesson.
 Students will create their own bar graph.
 Re watch YouTube video half way through the class.
 Students will pin their graphs on the display board.
 Get students to notice how ‘other’ skews the data by creating a class
discussion.
 Must have a set of choice to ensure accurate data.
 Help students understand how to develop a question.
 E.g. overall question: What are 6/5s’s favourite type of animal? question you
ask students: what is your favourite type of animal from the list below?
Rather than asking your overall question.
 Explain to students that most of them were asking each other the wrong
kind of question which might have skewed their data.

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  Use dom’s as an example ‘what are you favourite teachers in 6/5’s? students
might think it’s a trick question because not everyone are teachers in the
classroom.
 Tell students that it could have been reworded to ‘what is your favourite
staff member in 6/5s.
 Re-watch the you tube video from last lesson and turn and talk to each other
about what question they might use next time.
 Get students to make a statement about their own graph and share it with
the class.

5&6 Lesson 5&6: Creating another question and using Microsoft excel- creating a purpose  Maths books
for their graph.  Computers
 Graph paper
LI: I can create a statistical question with a purpose and use excel to create a bar  Electronic whiteboard
graph. I can make conclusions and comparisons using my bar graph.
SC:
 Students will practice their times tables by completing a quick 1 minute quiz
 Students will then watch a demonstration on how to make a bar graph on
excel. They will be reminded about what they must do to create their bar
graph by hand.
 Students will complete both their graphs and make atleast 5 written
comparisons, judgements or conclusions about their graphs.
Main content:
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  Discuss what they know about Microsoft excel
 Demonstrate how to use excel on the big screen (youtube video on blog if
they forget how to do it).
 Discuss what we need to remember when doing our graph by hand
 When creating their questions students need to create a purpose for their
graph and display this on their graph. Use the excel bar graph example and
discuss what its purpose could be.
 Students will then create a new question which will be used to inform their
excel graph and their graph by hand.
 Students will use the laptops to create a bar graph on excel and use the grid
paper to creat a graph by hand
 Students will make atleast 5 written comparisons, judgement or conclusions
about their graph based on their purpose.
 Class discussion and share what the students have written and their
comparisons are.

Blog for students to refer back to:

https://missmacsclassroom.wordpress.com/2018/05/28/what-the-
purposeofourgraphs-maths-bargraphs/

Note: End of bar graph sequence: will complete the same test they did at the start as
a post test.