LESSON 2

Name of Lesson: Graphing

Duration: 60 minutes

Objectives:
To have students understand how
to create, and interpret pictographs,
bar graphs, and line graphs by the
end of the lesson.

Curriculum Objectives:
General Outcomes:
Collect, display and analyze data to solve problems.
(Alberta Education, 2014, page 33)
Specific Outcomes:
Create, label and interpret line graphs to draw conclusions.
(Alberta Education, 2014, page 33)

Materials:
Graphs, computers/iPads

Formative Assessment from last

class: Ask students if their family
gave them any new ideas about the
topic.

Lesson

Task/Activity

Formative/Summative
Assessment

Link to Previous Lesson(s):

Students will begin the lesson by sharing their findings from their
homework assignment. Each student will share with the class what
their family answered to the questions on What is probability? and
What are statistics? (Rubric for participation attached below)
Learners Differentiation:
Challenged or ELL learners: ELL students will be provided with
translated graphs and students with learning disabilities will assigned
a group partner to help them through the tasks.

Students will share their information about what their friends and family said
about probability and statistics.
Students will be introduced to three different types of graphs, and asked
questions regarding the data within the graphs.
1. Students will work in groups of 3.
2. Students will be provided a pictograph and asked questions regarding the
data within the graph.
2. Students will be provided a bar graph and asked questions regarding the data
within the graph.
3. Students will be shown a line graph and asked questions regarding the data
within the graph.
4. Students will be asked to try to determine the differences between the
content of each graph, and will try to decide why certain data is represented
differently than others.
5. For homework, students will be asked to come up with their own pictograph,
bar graph, and line graph within their groups.
Ask students to discuss what their group thinks are the differences and
similarities amongst the three graphs presented?
Students will be asked to share their ideas about which information and data
they will use to create their own pictographs, line graphs, and bar graphs.
Students can use computers and ipads to research different ideas for data.

Reflection
Students engagement should be monitored throughout group work. Teachers should make sure that each
group member is engaged. If one group member is not engaged with the material, the teacher should
discuss some ideas with this student about how to make the content within the graphs more relatable and
applicable to his or her learning.
Take note about any misconceptions that may arise about different types of graph. For grade six students,
its often difficult to interpret a pictograph when each item represents 5 items instead of 1. Try to mediate
these misconceptions by explaining how items can represent other amounts of items.