Beacon Lesson Plan Library

Dealing with Data

Ann Hanson
Bay District Schools

Description

Students collect, organize, and display data using a bar graph, line graph, pie graph, or picture graph.

Objectives

The student collects, organizes, and displays data in a variety of forms, including tables, line graphs, charts, bar graphs, to determine how different ways of presenting data can lead to different interpretations.

The student formulates hypotheses, designs experiments, collects and interprets data, and evaluates hypotheses by making inferences and drawing conclusions based on statistics (range, mean, median, and mode) and tables, graphs, and charts.

Materials

-Meter stick
-Measuring tape/standard measure
-Markers
-Stencils(optional)
-One large piece of chart paper per group
-Pencil/paper
-T.V.

Preparations

Have samples of graphs displayed.
Have sample of assessment for student accountability (prepare this according to your own expectations of your students).
Have measuring tapes/meter sticks available
Prepare slips of paper each with one type of graph listed on it. Place in bowl or other container.

Procedures

1. Students collect data from the following list and record on paper:
a. The number of hours they watch T.V. from the time they get home from school until the time they go to bed.
b. Measure their height, with the help of a partner, to the nearest centimeter, and record data on paper.
c. Write down the name of one of their teachers and the number of students in that class.
d. Measure one of their feet to the nearest 1/2 inch (0.5) and record data on paper.

2. Students work in groups to compile their data and transfer this to a graph. The type of graph is decided by the ruler (leader) of the group, who draws it from a bowl of various types of graphs (bar, line, pie, or picture) written down on paper.

3. Students complete their graphs and then the graphs are displayed on the wall in the hall.

Assessments

I assess this lesson by having students write a summary answering the following questions:
1. What kind of graph is this?
2. What type of data is represented?
3. Of what item is there the most? The least?
4. What would be a good title for this graph?
5. How does your graph compare to another graph in the class?

Criteria to look for are accuracy and completeness of information.

Extensions

I extended this lesson by using statistics (mean, median, mode, and range).
After creating graphs, students then found mean, median, mode, and range for each set of data and drew conclusions about their own real-world situations.
Return to the Beacon Lesson Plan Library.