Assignment 2

  

Basic Lesson Information
Subject / Topic	Workplace Math 10 / Creating and Interpreting Bar Graphs
Created by	Carson Hoang, Krystal Kong, Nizar Slimani
Allotted Time	20 minutes

 

Stage 1 - Curricular Elements and Pre-Lessons
Prerequisites any content required for grasping this lesson, such as homework or past instruction	- Homework from last class: watch tutorial lecture video on bar graphs and do basic starter exercises     - How to make bar graphs: assigning labels, making a scale, title and axes, bars     - How to read graphs and interpret them
Big Idea(s) / Essential Question(s) what students will understand and extract from the text that they’re reading (at a conceptual level, see connections to and between ideas, goes beyond the classroom learning)	- Representing and analyzing data allows us to notice and wonder about relationships.     - How do we choose the most appropriate graph to represent a set of data?     - How do graphs help summarize and analyze data?
Student Outcomes what students will do (activities to deepen understanding /important skills or processes)	- Explore, analyze, and apply mathematical ideas using graphs  - Model with mathematics in situational contexts. - Be able to connect mathematical concepts with each other, other areas, and personal interests. - Critically think about what graphs represent.
Content / Scope basic subject-specific knowledge, definitions, etc.	- Create, interpret, and critique graphs     - Horizontal and vertical bar graphs, comparing effectiveness of the two orientations     - Creating and reading bar graphs     - Interpreting the implications of data on provided graphs in context

 

Stage 2 - Learning Plan
Potential Barriers to Success: (Might include: engagement, motivation, organization, language ability, exceptionalities, reading level etc.)	1. They may not have watched the tutorial videos or done the basic exercises
What will you do?  (differentiation/adaptations)	1. Have a short section at the start to catch students up if they did not fully grasp the tutorial, or have time before class to answer questions
Infusing Aboriginal Education / First People’s Principles of Learning	- Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
Resources / Materials / Technology	Graph paper (cut into half sheets and provide scaffolding for exit slip responses), Slides: click link, Whiteboard and markers

 

Stage 3 - Post-Lesson
Homework	- Finish exit slip if not completed   - 1 sentence: what piece of information you can get from a bar graph   - 1 sentence: which orientation and why   - make your own bar graph exit slip activity at the end - Watch tutorial video on circle graphs and do a few circle graph exercises
Reflections

 

 

 

 

 

 

 

 

 

 

Agenda
Start - End Time	Topic/Activity	Teacher is doing…	Students are doing…	What’s the Point? (why?)
0:00 - 1:00 (1 minute)   (Krystal)	Average male height [Hook] + Outline   (slides 2-3)	- Present the graph of Average male height - Outlining the class roadmap	- Share quick thoughts	- Get students interested in the topic - Set expectations for lesson
1:00 - 4:00 (3 minutes)   (Krystal)	Tutorial   (slides 4-6)	- Explain the parts of a bar graph - Explain multi bar graphs - Explain the uses of bar graphs	- Answer quick questions such as “why bar graphs?” and “parts of a bar graph?”	- Make sure students have an understanding of how bar graphs work - Prepare students for the upcoming discussions and activities
4:00 - 7:00 (3 minutes)   (Nizar)	Demonstration   (slide 7)	- Demonstrate how to turn data into a bar graph: “How are we all feeling? How should we categorize ourselves here?” - Write on whiteboard	- Give suggestions on data to use for the demo bar graph  - Gather around whiteboard during demonstration	- Initial activity intended to connect content to students
7:00 - 9:30 (2 minutes 30 seconds)   (Nizar)	Discussion - Interpreting graphs activity   (slides 8-10)	- Display 2-3 “interesting” graphs with social commentary and ask students to interpret graphs’ implications - Also include graph from demonstration	- Answer questions by turn and on graph paper - Basic questions about data - Their meanings/inferences in short sentences	- Instill mindfulness and critical thinking into the content we are teaching in an interactive way - Embedded formative assessment of analytic skills
9:30 - 11:30 (2 minutes)   (Carson)	Discussion - Horizontal v.s. Vertical bar graphs   (slides 11-12)	- Display 1-2 pairs of graphs where one is horizontal, one is vertical (but all else is same) - Ask students to raise hands and pick the better orientation and why	- Upon seeing graphs, point to each one and ask if it’s horizontal/vertical (shout out together) - Pick the better orientation and explain why (hand raising) - Fill answers in graph paper	- To formatively assess students’ abilities to choose the better orientation of graph as a data representation and explain why - Add interactivity to lesson
11:30 - 13:30 (2 minutes)   (Carson)	Discussion - Axis breaks   (slide 13)	- Explain what axis breaks are in graphs - Show examples, including the hook graphs on male height and recontextualize	- Listening - If time permits, discuss pros/cons	- Tie in the hook with context
13:30 - 18:30 (5 minutes)   (all of us)	Exit slip - Creating your own graph!   (slide 14)	- Display the prompt - Walk around and check student progress in activity - Give suggestions based on what has been learned (horizontal vs vertical, axis breaks or not, basics)	- Using the class as data subjects, make up data about a topic (ex. phone usage, homework done during weekend) and make a bar graph on graph paper - Submit graph paper at end	- Formative assessment again - Give students chance to apply the lesson contents with their own input in a fun way
18:30 - 20:00 (1 minute 30 seconds)	Questions/Buffer   (slide 15)	- Open up for questions after “Demonstration” - Open up for questions at the end	- Ask questions if needed	- Buffer time