Unit: Grade 6 Flight Graphing.

Josh Wells Lesson #: Day 5

Outcome of Lesson: (Blooms or I can statement)
1. (Application)(Synthesis) I can illustrate and arrange collected data via graphs.

2. (Analysis)(Evaluation) I can analyze and interpret graphs to solve problems.

Hook:
Activity: A bar graph of you!
Materials: Large paper as long as tallest student. Yarn. Measuring Tape. Headshot of each student. Hole punch.
Prepare large paper with measurement increments along long side (metric).
Prep: Label height (y-axis) and students (x-axis). (Edge of paper to form two perpendicular lines from your origin point, left bottom
corner).
Paste on classroom wall.
Procedure: Students, one a time, step up to paper and a mark is made of their height. Ensure that each mark is approximately
equidistant and spaced further than the width of each headshot.
Punch holes in the bottom corners of each students headshot and attach yarn at least as long as the students height.
The picture is then glued to the large paper just below their mark. When all students have completed this step, have each write their
names at the bottom of their bar.
Trim each piece of yarn to length of floor.
The entire project should now resemble a bar graph!
Have students create hypothesis, inferences from the presented data (Timed, Pair, Share).

Learning Opportunities:

Time Learning Opportunity Connection to outcome

1hr
10min Math Graphing Centers. Math: Statistics and Probability 3.
each Objective Creating and Using graphs to analyze data. Graph collected data, and analyze the
Begin Centers. graph to solve problems.
-Center 1. (Math with self) Review of Graphing Basics (Graphing Basics Sheet) [C, CN, PS, R, T]
Students have the opportunity to silently review proper technique of creating
graphs via an all in one graphing basics review sheet. Math: Statistics and Probability. 1.
Review sheet Includes: Create, label and interpret line graphs
o Graph definition to draw conclusions.
o 8 important steps of graph creation [C, CN, PS, R, V]

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Unit: Grade 6 Flight Graphing.
Josh Wells Lesson #: Day 5
o Line graph example.
-Center 2. (Math with teacher) Airspeed vs. Altitude. Higher ceiling more advanced
scaffolding graph. Teacher able to guide learning.
Example questions:
o Are the two claims made below the graph accurate? Students must justify.
o Each decimal place represents what percent in change of airspeed?
o Approximately at what altitude could you achieve 100% increased airspeed?
http://www.parachutehistory.com/eng/asvsalt.html
-Center 3. (Math Games)
beginner http://www.abcya.com/fuzz_bugs_graphing.htm
o This game is very introductory but gives a great visual of how graphs
represent collected data.
intermediate https://ca.ixl.com/math/grade-6/create-double-bar-graphs
o A series of timed questions relating to interpreting data off double bar
graphs.
-Center 4. (Math with Someone)
Instructions: Interpret the data with your elbow partner.
Statistical Summary of Accidents Involving Canadian Aircraft 2015 worksheet.
o 5 questions relating to a double bar graph.
o 5th question is higher ceiling blooms.
-Center 5. (Math with Manipulatives)
All students at center choose a favorite number under 10.
Task: Individually create a bar graph with linking cubes that represents the collected
data.
Determine the average number using only the cubes. No pencils or calculators. Must
manipulate the cubes to discover an answer. (Ex. Remove cubes from larger
numbers to create equivalent towers.)
-Center 6. (Math writing)
Read and complete The Bar Graph handout.
First page is another summative review of graphing.
Bottom of 1st page should be completed during time.
2nd page can be considered an extension. More interpretation of data.
How do I check for understanding? Materials Needed
Math with teacher Observations Formative Feedback -Graphing Basics Review Sheet.
Math with someone - Worksheet answers Formative Feedback
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Unit: Grade 6 Flight Graphing.
Josh Wells Lesson #: Day 5
Math writing 1st page answer big picture understanding Formative Feedback -Statistical Summary of Accidents
Involving Canadian Aircraft 2015
worksheet.
What will I accept as evidence of understanding? -The Bar Graph review sheet.
This lesson was intended largely for review purposes and as a foundation for following lessons. -Internet ready devices.
Students will have opportunities to create and interpret bar and line graphs on days 6,8 and 12. Each
opportunity will be formatively and summative assessed and returned.
End of unit has a Final Cumulative Assessment review which tests graph data interpretation and
correct procedure to create graphs.

How am I differentiating the learning opportunity?

Most stations have a low floor beginning and high ceiling options or extensions.
Math with teacher begin with entry level questions scales to big picture extension. Students are
not required to answer all questions but are encouraged and given time to think.
Math with someone high level blooms question included.
Math writing 2nd page extension not required but available for fast learners.
TRANSITION: - Students will be up and moving every 10 minutes to transition from one center to another.

Noise Cancelling Ear-Muffs provided at Math writing and Math with self centers.
Accommodations Groups of three can be accommodated in the Math with Someone center if class has odd numbers.
Math with manipulatives (or technology) may have to low of a floor. Students may continue with
https://ca.ixl.com/math/grade-6/create-double-bar-graphs if original tasks proves to simple.

All considerations will be made to promote inclusion for all students. Those with disabilities, codes, and behavior
issues will be considered. Materials use and tools will be monitored closely for those who may need it.
Cooperative Learning Timed, Pair Share
Strategies used
Movement Breaks Students will have the opportunity to move every 10 minutes from center to center.
Hook activity involves multiple movement opportunities.
Modes of Learning V. Students interpret a visual representation of data when using graphs.
(Differentiation) A. Students conversate when completing both math with someone and math with teacher.
R. Math with self and Math reading are heavily focused on reading and writing.
K. Students are given a movement break every 10 minutes.
Higher Order Take home reflection. (Blooms-Evaluation) Explain why we use graphs to represent collected data? (Formative
Question(s) Feedback only)

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Unit: Grade 6 Flight Graphing.
Josh Wells Lesson #: Day 5

Reflection and Revisions: