# Create and Analyze Bar Graphs Unit of Study: Represent Data Global Concept Guide: 3 of 4.

## Presentation on theme: "Create and Analyze Bar Graphs Unit of Study: Represent Data Global Concept Guide: 3 of 4."— Presentation transcript:

Create and Analyze Bar Graphs Unit of Study: Represent Data Global Concept Guide: 3 of 4

Content Development  Using examples of bar graphs found in magazines, newspapers, etc would be a good real world example.  It is important for students to correctly label a bar graph. It needs a title. Each axis needs to be labeled. One with the categories of data (words or picture) and the other with the number of items, starting with 0.  Tally charts can be used to collect data for these graphs.  Students may need a review of the compare problem type during this unit.  Examples of how differentiation can happen in this GCG: varying the questions asked to the student readiness, small groups, varying the numbers used based on student readiness

Day 1  This day should be used to discuss the parts of a bar graph and their importance. Students should also be asked how they think they would read the graph.  If the teacher uses a tally chart or picture graph from a previous lesson to pre-make a bar graph, students can look at and discuss the similarities and differences of the two. (Ex. How can knowing how to read one of those help you figure out how to read a bar graph?)  Before asking students questions about the graph, the students can be asked to work with a partner to write down everything they can learn from the graph. (This should begin to get easier for the students, because they have done it in the previous lessons.)

Day 2  This day should give students the opportunities to create their own bar graphs. The grid paper can help them more easily do this. It is important to remind students of the important parts of the graph from yesterday.  If all students are presented with a tally chart or picture graph and asked to create their own bar graph and questions, the teacher can then purposefully select and sequence samples to show and discuss.  Students should then be given the opportunity to collect data and create their own graphs either individually or with partners.  It is important to not just have students create the graph, but they can also be either writing questions about it for a friend to answer.

Day 3  By the end of this day, students should be able to explain why bar graphs are a useful tool.  One way this may be accomplished could be to ask a question and have students write their choices on sticky notes. The students can then hang their sticky notes on the board. This should be very random. The teacher can then ask question about the information. Students should start to realize that it is not easy to answer the questions when the data is so randomly arranged. The teacher can work with the class to create a bar graph and then try to answer the questions again. This can help create a discussion about why bar graphs are helpful.  If students seem ready, the teacher can share some data with a large number of items and ask students how they could create a bar graph. Can we count by something other then ones? What would you choose and why?

Enrich/Reteach/Intervention Enrich:  Go Math p 421B—enrich activity (Students can also create and trade riddles like this for their own graphs.)  Present students with a scenario where there are 50-100 items. Have students discuss how they can create their graph on one piece of paper with such large numbers of items. Reteach/Intervention:  Students who are struggling to create bar graphs can use snap cubes to represent the data and then transfer it to grid paper.  Students who are struggling with analyzing a bar graph can use snap cubes to represent the data and then analyze.  Go Math page 425B—Tier 1 and Tier 2 activity

Literature Connection

Download ppt "Create and Analyze Bar Graphs Unit of Study: Represent Data Global Concept Guide: 3 of 4."

Similar presentations