Lesson

Tables

Subject/Gra
de Level

Math- 6/7

Unit

Statistics

Date
Time
Duratio
n
Teache
r

March 10, 2015

45 min
Mr. Anderson

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Collect, display and analyze data to solve problems.

Create, label and interpret line graphs to draw conclusions.
LEARNING OBJECTIVES

Students will:
1. Identify difference between a line graph and a bar graph
2. Create their own line graphs
3. Identify different parts of a line graph

LEARNING RESOURCES CONSULTED

Weebly
POS

MATERIALS AND EQUIPMENT

laptop

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Get the smartboard set up with weebly

Introduction
Math Trick:
Have you ever created line graphs before? Why do they call it
a line graph?
We have some fun scenarios to work through at the end so I
need everyone participating and paying attention. If we focus,
we will be able to work in groups. Im looking to see if we
can take data and turn it into a graph.
Learn about line graph
Label parts of line graph
Make our own line graph
So what is a line graph?
Body
Difference between Line and Bar Graph (LO 1)
What would we use a graph for?
What is the difference between a bar graph and a line
graph?
What do these graphs have in common?

Time

5 min

Time

5 min

Randomly select students for questions

Parts of Line Graph (LO 3)
X,Y Axis
Deciding which data goes on which axis
Scenarios
o A school is selling juice vs pop and wants to see
which is more popular during the last 6 months of
the school year
Juice- 45, 32, 35, 20, 43, 38

10 min

Teacher Notes:
Assessments/
Differentiation

Pop- 22, 28, 25, 38, 23, 26

The football team is having a fundraiser and they
are selling bacon, ice cream, and cookies. We want
to find out which food is purchased the most after
the fundraiser.

Ask students to label graph after to check for understanding

Learning Activity
#3

Create Graph (LO 2)

Use interactivesites.weebly.com to help create data for
graph
Have students use data to create their own graphs

Teacher Notes:
Assessments/
Differentiation

Walk around to assist any that are struggling with translating

data into graph
Closure

Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Sponge
Activity/Activities

20 min

Time

What does a line graph tell us?

Thumbs up if we think we understand line graphs

3 min

Thanks for your work

We are going to work on some harder line graphs next time
and we will be focused on you explaining your own line graph
Interactivesites.weebly.com graphing tools
Good:
Interactive activities. The activities planned went well and I got a lot of the
students participating. There were only 2-3 students that werent actually
performing the tasks.
Getting everyone involved with sticks. One student was answering every
question until I pulled out the randomizer sticks. When I let them know
that I would be choosing students at random, they all started to focus and
get to work.
Walking around to check for learning. I noticed as I walked around and
looked at what they were working on, the students who werent working
quickly started and it also helped the students who were confused
because they could then secretly ask me questions.

Reflections from
the lesson

Work on:
Management. This is an especially hard class but I need to figure
something out to get the students to not disrupt the class and keep to
themselves. I would rather the students ignore me than disrupt others and
make a scene during my class. I need to talk to a few students and let
them know that I wont tolerate that behavior in my class not for my sake
but for the other students who do want to learn.
Beginning with more instruction. (Clear confusion). The beginning needs
to be spent on clearly outlining expectations. I think the activity of the
class caught me off-guard and I jumped into the activities too quickly.
My frustrations. I think my emotions came through a little bit during the
class. The students could tell that I was frustrated and at this age, they
feed off of it. I need to do better to keep my emotions contained and focus
on showing the students that I just care about their learning.

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