Structured Curriculum Lesson Plan Day: 147-148 Subject: Mathematics Grade Level

STRUCTURED CURRICULUM LESSON PLAN
Day: 147-148 Subject: Mathematics Grade Level: 4
Correlations (SG,CAS,CFS): 10A2; 10B1, 10B2, 10B4; 10C1
ITBS/TAP: ISAT:
Analyze and interpret data presented in charts, Understand and use methods of data collection
graphs, tables and other displays and analysis, including tables, charts, and
comparisons.
Unit Focus/Foci
Analyzing Data
Instructional Focus/Foci
Unit vocabulary and pictographs
Materials
Six Group Activity: Pictographs

Math journal
Transparencies of pictographs in lesson (Optional)
Worksheet for game (Optional)
Enough playing cards to accommodate students
Educational Strategies/Instructional Procedures
Warm-up Activity:
No Warm-up Activity today.
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Lesson:
Vocabulary
Data are information taken from facts.

Data collection sheet is where data are recorded.
Questionnaire is a set of questions
Data processing is when the data that have been collected and recorded is simplified.
Data presentation is a way of showing data to other people in a way that is easy to read such as by
graphs, charts, and pictures.
Interpreting data means to read and understand what the data are telling us.
The five stages of handling data:

1. Collecting data
2. Recording data
3. Processing data
4. Representing data
5. Interpreting data
Ask students where data are found. (Television, magazines, newspapers, home, school, work, libraries,
etc.)
Introduce pictographs. Pictographs are graphs that use pictures to show data. A key is used to show
what each picture on the graphs means. Every pictograph must have a key.
Draw the pictograph below on the chalkboard or a transparency. Have students identify the key and its
meaning. Ask students questions about the pictograph.
Tell students that Mrs. Jones asked her class to name their favorite subject. They were given a choice
of four subjects: math, reading, science, and social studies.
My Favorite Subject
Math X X X X X X
Reading X X X X
Science X X
Social Science X X X
Key: X means 1 student
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Ask: How many students chose Science? (2)
Which subject was most popular? (Math)
What is the title of the pictograph? (My favorite subject)
Draw the following pictograph on the chalkboard or a transparency.
Candy Bars Bought By Sue’s Friends

Dana
Kevin
Mike
Linda
Key: means 2 candy bars
Ask questions such as: What is the name of the pictograph? (Candy Bars by Sue’s friends)
What does mean? (1 Candy bar)
How many candy bars did Linda buy? (3)
Who purchased the most? (Kevin) Least? (Linda)
Game: Direct students to play in groups of 2 or 4.

Materials: Deck of shuffled cards placed face down; sheet for pictograph.
Rules: 1. Two students choose two of the suits (clubs and hearts or spades and diamonds.) If
four students play each will choose one suit.
2. Turn over the top card on the correct line.
3. Continue turning over the cards and drawing the pictures on the sheet.
4. The winner is the person who chooses the first suit to have five pictures
Card Suits
Hearts ♥ ♥ ♥
Clubs ♣ ♣
Diamonds ♦ ♦ ♦ ♦ ♦
Spades ♠ ♠
Key means 1 card
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Ten Statements
Review the ten statements and have the students write yes if they heard it in today’s lesson and no if
they did not. If the answer is no, say: The statement is true, but it was not heard in today’s lesson.
1. Data is information taken from facts. (yes)

2. Interpreting data means to read and understand what the data is telling. (yes)
3. There are 8 quarts in 2 gallons. (no)
4. A questionnaire is a set of questions. (yes)
5. Pictographs are graphs that use pictures to show data. (yes)
6. The distance around a circle is called the circumference. (no)
7. A key is used to show what each picture on the graph mans. (yes)
8. Data presentation is a way of showing data to other people in a way that is easy to read. (yes)
9. A chevron is a comparison symbol. (no)
10. A data collection sheet is used to record data. (yes)
Free-Choice Lesson
Have students choose a lesson from the Free-Choice Activity sheet (one box per day).
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Pictographs as a teacher-
directed activity.
Math Workshop
Have students work in the Math Workshop after completing their Free-Choice Lesson.
Integration with Core Subject(s)
LA: Understand explicit, factual information

Understand the meaning of words in context
SC: Apply scientific method to solve problems

Analyze and interpret data
SS: Read and interpret maps, charts, tables, graphs and cartoons
Sequence information, especially using timelines
Select appropriate information for intended purpose
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Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Student response during lesson, Ten Statement review
Homework
Assign students to draw a pictograph and write 2 questions that can be answered by analyzing the data
presented in it.
Teacher Notes
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Six-Group Activity
Analyzing Data: Pictographs
Materials:
5 index cards (5” x 7”)

1 black marker
1 pencil
1 pictograph
1 envelope (9 ½“ x 6 ½“)
Prepare the following index cards using the black marker to write the questions on the front of the
cards. Use the pencil to write the answers on the back of the cards.
Questions:
1) How much more money did John win in 1989 than in 1985?
2) Of the years shown, in which year did the leading money winner earn the smallest amount of
money?
3) What year was Brian the leading money winner, and how much did he win?
4) For the years 1985 to 1989, did all of the leading money winners earn over $100,000?
5) How much money did Walter Rice win in 1986? (Hint: ½of the symbol equals ½of $25,000.)
Answers:
1) $100,000
2) 1986
3) 1988, $175,000
4) yes
5) $162,500
Have the students find and compare values found using the pictograph.
Make a copy of this study board and use it to reteach this lesson.
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A Pictograph
A pictograph uses picture symbols to help you understand data. In the pictograph below, each pizza
symbol stands for 80 pizzas sold. How many pizzas does Pie in the Sky sell weekly?
Average Weekly Pizza Sales
Place Amount
Dalta’s Pizza
Pizza Place
Pie in the Sky
Bonita’s Pizza
= 80 pizzas
Pie in the Sky’s sales are shown as two and one half pizzas. The key below the pictograph shows that
each picture of a whole pizza represents 80 pizzas. Pie in the Sky’s sales are represented by two and
one half pizza symbols.
⇒ 2 × 80 pizzas 160 pizzas

=
⇒ + × 80 pizzas
1
= 40 pizzas
2
about 200 pizzas
The answer is: Pie in the Sky sells about 200 pizzas a week.
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Use this pictograph to ask the students some questions before doing the activity.
Example: What was the difference from 1986 to 1987?

What year had the least amount of prize money?
In what year was the prize money the greatest?
Indianapolis 500 Approximate Total Prize Money
1985: $3,000,000
1986: $4,000,000
1987: $4,500,000
1988: $5,000,000
1989: $6,000,000
1990: $6,500,000
Tell the students that they are going to do an activity that calls for them to answer questions about a
pictograph. Lay a card on the table and allow students time to write the answer before you reveal the
answer. Store this activity in the 9 ½″ x 6 ½″ envelope.
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Pictograph
Professional Bowling Association

Leading Many Winners
1985 John Smith
1986 Walter Rice
1987 Pete Weber
1988 Brian Jones
1989 John Smith
$=25,000
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Day: 149 Subject: Mathematics Grade Level: 4
Correlations (SG,CAS,CFS): 10B1, 10B2, 10B3 10B4; 10C1
ITBS/TAP: ISAT:
Anayze and interpret data presented in charts, Understand and use methods of data collection
graphs, tables and other displays and anaylsis, including tables, charts, and
comparisons
Unit Focus/Foci
Analyzing Data
Tally marks and block graphs
Materials
Six Group Activity: Interpreting a Bar Graph

Math journal
Snap cubes or colored blocks (red, black, brown, and yellow).
Warm-up Activity:
Have students exchange their pictographs (homework from last lesson) and answer the questions
developed as part of the assignment. Then have students write a new question for the pictograph they
are reviewing.
Lesson:
Explain that that tally marks are used to keep count. Write 1=1 and 1111=5 on the chalkboard. Tell
students that 1111 is also called a gate.
Write 1111 1111 11 on the chalkboard. Ask students how much this is. (12) Write a few more
amounts and have students count them.
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Next, write 7 on the chalkboard. Have a student come to chalkboard and write the amount using tally
marks. Ask students why the gates are important. (So the amounts can be easily counted.) Write
several more numbers on the chalkboard. Have volunteers come to chalkboard and write the tally mark
equivalents.
A graph is a picture used to make data clearer and easier to read and understand.
A block graph is a collection of blocks. Each block stands for something.
Use snap cubes to help the class make a block graph. On the chalkboard, write the title Hair Color.
Use the red, yellow (blonde), black, and brown cubes. Write the headings Red, Blond, Black, and
Brown on the chalkboard below the title. Have students come up and place a cube representing their
hair color under the correct heading. Cubes should be connected. If there are no cubes, use tally
marks.
Give students graph paper and help them make a block graph showing their class data.
Example:
Hair Color
4
Frequency
0
Black Brown Red Blond
Hair Color
Tell students that frequency means how often or how many.
Have students compose questions for the block graph.
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Ten Statements
1. Tally marks are used to keep count. (yes)

2. A graph is a picture used to make data clearer and easier to read and understand. (yes)
3. A block graph is a collection of blocks that stand for something. (yes)
4. Range is the difference between the greatest and the least numbers in a group of numbers. (no)
5. A single tally mark is equal to 1. (yes)
6. The symbol for 5 tally mark is equal to 1. (no)
7. A polygon is a closed two-dimensional figure formed by line segments. (no)
8. Two gates are equal to 10. (yes)
9. An ordered pair is a pair of numbers that give the location of a point on a graph. (no)
10. Frequency means how often or how many. (yes)
Free-Choice Lesson
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Interpreting a Bar Graph
as a teacher-directed activity.
Math Workshop


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Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Homework
Provide students with graph paper and have make a block graph depicting the number of windows,
doors, tables, and chairs in their home.
Teacher Notes
459
Six-Group Activity
Analyzing Data: Interpreting a Bar Graph
Materials:
10 index cards (5”x 7”)

1 black marker
1 pencil
1 bar graph illustration
1 envelope (9 ½”x 6 ½”)
Prepare the following index cards using the black marker to write the problems on the front of the index
cards. Use the pencil to write the answers on the back of the index cards.
Front of the card:
Ask: Estimate the Native American population of each of these states:
New Mexico
New York
Texas
Alaska
Oklahoma
Which two states have about the same Native American population?
What is the difference in population between Arizona and Michigan?
Which state has the smallest Native American population?
Which state has the third largest population of Native Americans?
Answers:
140,000
70,000
90,000
300,000
250,000
North Carolina and Texas
150,000
Michigan
California
Make a copy of this study board to use to reteach this lesson.
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A Bar Graph
A bar graph uses bars to represent amounts.

A horizontal axis runs across the top or bottom of a graph.
A vertical axis runs up and down the left side of a graph.
A scale is a series of marks at known intervals on a line for the purpose of measuring.
100,000
90,000
80,000
70,000
60,000
50,000
40,000
30,000
20,000
10,000
0
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Cities Where Native Americans Live
This bar graph shows the U.S. cities with the largest Native American populations. Each bar represents
how many Native Americans live in each of the cities. The names of those cities are shown on the
horizontal axis.
Look at the scale on the vertical axis. To estimate population, use a ruler to measure the top of each
bar with the scale.
Use this bar graph to work with students before doing this activity. (Draw this on a sheet of paper.)
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Park and Recreation Land by County
Plymouth
Range
County
San Pedro
Kane
Dawton
0 4 8 12 16 20
Acres (in hundreds)
Ask these questions:
1. What is the title of the graph?

2. What does the vertical axis represent?
3. What does the horizontal axis represent?
4. What is the range of values on the scale?
5. The scale is measured in multiples of… …
Answers to questions:
1. Park and Recreation Land by County

2. Counties
3. Acres (in hundreds)
4. 0 to 20
5. 4
Tell the students that they are going to do an activity using bar graphs. Place the picture of the bar
graph in the center of the table so all students can see it, then say: Estimate the Native American
population of... After every card, turn it over to reveal the answer and say: The answer is… ...
Store this activity in the envelope.
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Population
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50,000
100,000
150,000
200,000
250,000
300,000
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States
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States Largest Native American Population
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Correlations (SG,CAS,CFS): 8D5; 10B1, 10B2, 10B3, 10B4; 10C2
ITBS/TAP: ISAT:
graphs, tables and other displays and analysis, including tables, charts and
comparisons
Unit Focus/Foci
Analyzing Data
Bar graphs, data collection sheets
Materials
Six Group Activity: Constructing a Bar Graph

Math journal
Transparency of bar graph in lesson (Optional)
Graph paper transparency
Warm-up Activity:
No Warm Activity today.
Lesson:
A bar graph shows information using bars. It is similar to a block graph, but uses bars instead of
block. Both graphs can be used to show the differences between things. A bar graph has a title, labels,
bars, a vertical axis, and a horizontal axis. The plural of axis is axes. Review the term frequency.
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Draw the bar graph below on the chalkboard or a transparency.
Our Favorite Fruit
3
Frequency
0
Banana Plum Peach Apple
Fruit
Ask: Is frequency on the horizontal or vertical axis? (Vertical)

How many children like peaches the best? (3)
Which fruit was liked the least? (plums)
How many more children liked apples than plums? (3)
Ask volunteers to compose additional questions for the bar graph.
Tell students that they are going to prepare for a class survey to determine each student’s cookie
preference.
Write: What is your favorite cookie? List oatmeal, sandwich, butter, and chocolate on the board.
Tell students that they are going to make a data collection sheet to record their responses.
Our Favorite Cookies

Types of Cookie Tallies Frequency
Oatmeal Example: 1111 1111 11 12
Sandwich
Butter
Chocolate chip
Review tally marks.
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Use tally marks to record student responses. Call on each student to give their preference. Record
them on the chart. Have students copy the data collection sheet in their math journals.
Prepare a transparency on blank graph paper. As students give the title and labels write them in their
proper places. Then write the numbers along the horizonatal axis.
Our Favorite Cookies
Oatmeal
Sandwich
Types
Butter
Chocolate chip
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32
Frequency
Fill in the bar graph according to the data collection sheet. Next, ask students to compose questions for
the graph. Write them on the chalkboard or transparency.
Point out on the graph that the bars are all the same width and have gaps of equal width between them.
Ten Statements
1. A hexagon is a polygon with six sides (no)

2. Frequency means how often or how many. (yes)
3. A bar graph shows information using bars. (yes)
4. The vertical axis goes up and down. (yes)
5. A bar graph should have a title. (yes)
6. A bar graph is similar to a block graph but uses bars instead of blocks. (yes)
7. An even number is any number that is a multiple of 2. (no)
8. Bar graphs are used to show the difference between things. (yes)
9. A rectangle is a quadrilateral in which all four angles are right angles. (no)
10. A data collection sheet is used to record data. (yes)
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Free Choice Lesson
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Constructing a Bar Graph
as a teacher-directed activity.
Math Workshop


Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
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Assessment
Homework
Have students compose a survey question with 4 or 5 possible responses. Tell them also to make a
data collection sheet for it. Tell students to conduct the survey in class during next session.
Teacher Notes
468
Six-Group Activity
Analyzing Data: Constructing a Bar Graph
Materials:
1 Information Sheet
1 Answer Sheet
1 envelope (9 ½”x 6 ½”)
Use the information sheet to construct a bar graph. After the students have constructed the graph, show
the answer sheet.
Make a copy of this study board to use when reteaching this activity.
Percent of Americans Participating in

Selected Activities
Vertical Axis
Name of graph
20
18
16
14
12
Range
10
8
6
4
2
0
Horizontal Axis
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Scale
Information
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Use this bar graph to teach students how to construct a graph. Write this information on a sheet of
paper.
Program E.R. N.Y.P.D. 60 Minutes Seinfeld

Rating Points 20 16 35 21
Label the axes, and title the graph or write the title of the graph.
Write down all the information the students give you on the graph.
Ask: What is the title of the graph? (What Programs People Watch)
What is the range of rating points? (0-35)
What are the programs? (E.R., N.Y.P.D., 60 Minutes, Seinfeld)
What are the ratings points of E.R., N.Y.P.D., 60 Minutes, and Seinfeld? (20, 18, 35, 23)
What Programs People Watch
35
Rating Points
30
25
20
15
10
5
0
E.R. N.Y.P.D. 60 Minutes Seinfeld
Programs
Tell students that they are going to do an activity that calls for them to construct a bar graph from
information given. Lay the information card on the table and allow the students time to complete the
graph before revealing the answer sheet showing how their graphs should look. Store this activity in the
envelope.
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Information Sheet
Parkside School took a survey of students’ favorite television programs. How can
you use this data to make a bar graph?
• Steve Harvey was the favorite of 120 students.
• 7th Heaven was the favorite program of 90 students.
• Brandy was the favorite program of 49 students.
• Soap operas were the favorite programs of 60 students.
Construct a bar graph using this data.
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Answer Sheet
Favorite T.V. Programs of Students at

Parkside School
120
110
Number of Students
100
90
80
70
60
50
40
30
20
10
0
7th Heaven Brandy Soap Steve
Operas Harvey
Programs
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Correlations (SG,CAS,CFS): 8B2
ITBS/TAP: ISAT:
Analyze and interpert data presented in charts, Understand and use methods of data collection
graphs, tables, and other display and analysis, incuding tables, charts, and
comparisons
Unit Focus/Foci
Analyzing Data
Plotting points on a grid
Materials
Six Group Activity: Line Plots

Math journal
Graph transparency or chalkboard graph
Overhead markers or chalk
Graph Paper (homework)
Warm-up Activity:
No Warm-up Activity today
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Lesson:
Display a grid like this using the overhead projector or use a chalkboard graph.
16
15
14
13
12
11
10
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Ask class if they are familiar with the Milton Bradley game Connect Four. Have students tell how to
play it, if they know.
Tell class they are going to play a game similar to Connect Four. Divide class into two teams. One
team is l and one team is 7. The object of the game is to get four of the marks in a row across, up
and down, or diagonally. Show examples of this on the transparency. Choose a number between 1
and 10. Call on one student from each team to choose a number between 1 and 10. The team closest
to the chosen number goes first. Teams will alternate turns. Go up and down the rows allowing
everyone a chance to play until the game is over. To begin the game call on the first student to give two
numbers between 0 and 15. For example, team x chooses 3 and 8. Be certain to count across 3 and
count up 8 on the graph. Write x on the graph at (3, 8). Team d chooses 4 and 6. Count across 4
and up 6. Write d on the graph at (4, 6).
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16
15
14
13
12
11
10
8
x
7
2
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Allow each team to choose two more numbers and plot them on the grid. Next, discuss the process of
plotting points. Tell students to note that the first number goes across and the second one goes up.
Continue alternating turns until one team has four in a row. At this time, discuss strategies such as
blocking the other team’s moves.
Choose one student form each team to plot the points in the second game.
Display a clean graph transparency. Tell students that the goal is to mark where 6 and 7 would be
positioned on this graph. Have a volunteer explain where the mark would be placed. Go right 6 and
then up 7. Plot the point on the graph.
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16
15
14
13
12
11
10
2
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Remind students that across is the horizontal axis and up and down is the vertical axis. Write (6, 7) on
the transparency. Tell students that (6, 7) is called an ordered point. The first number tells how far to
the right to go. The second number tells how far up to go. Marking this point on the graph is called
plotting a point.
Plot the points (3, 7) and (7, 3) on the graph. Check that students understand that order is important.
Ten Statements
1. 7, 5 in parentheses is an ordered pair. (yes)

2. Across on the graph is the horizontal axis. (yes)
3. Compostite numbers have more than two factors. (no)
4. The first number of an ordered pair tells how far to the right to go. (yes)
5. A product is the result of multiplying two numbers together. (no)
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6. The ordered pair (7, 3) is different form the ordered pair (3, 7). (yes)
7. The second number of an ordered pair tells how far up to go. (yes)
8. Marking an ordered pair on a graph is called plotting a point. (yes)
9. Up and down on the graph is the vertical graph. (yes)
10. A mixed number is a number made up of a whole number and a fraction. (no)
Free Choice Lesson
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Line Plots as a teacher-
directed activity.
Math Workshop


Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
477
Assessment
Student response during lesson, Ten Statements review
Homework
Give each student a piece of graph paper. Have them number the horizontal and vertical axes.
Students are to plot the following points:
1. 5, 3
2. 0, 7
3. 8, 2
4. 4, 0
5. 2, 6
Next have studnts plot on e ordered pair of their own choosing.
Students should write the letter A above the point, and write the ordered pair in parentheses below the
grid. Example: (6, 5)
Teacher Notes
478
Six-Group Activity
Analyzing Data: Line Plots
Materials:
1 Information Sheet
1 Answer Sheet
1 envelope (9 ½” x 6 ½”)
Construct a graph using plots and information given.
Make a copy of this study board and use it to reteach this lesson.
Line Plot
A line plot can be used to order lists of data. To make a line plot, first make a number line. Then put
an X above each number as many times as the number appears in the list.
A line plot also allows you to see the shape of data. If you draw a line above the X’s, you can see that
the data curves up and down.
A cluster is a group of data that are close together on a line plot.

A gap is a space between data on a line plot.
An outlier is a data point that is very far from the other values on either end of a line plot.
Example:
Outlier Cluster Gap
X X
X X X X
X X X X X X X X X X X
___________________________________________________________________________
20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
35 36 37 38 39 40 41 42 43 44 45 46 47 48 49
50
Use this line plot to teach students before doing the activity.
479
1992 Regular NFL Season Final Standing (National Conference)
Team Number of Wins
New York Giants 8
Philadelphia Eagles 10
Washington Redskins 14
Phoenix Cardinals 4
Dallas Cowboys 11
Minnesota Vikings 8
Green Bay Packers 4
Detroit Lions 12
Chicago Bears 11
Tampa Bay Buccaneers 3
San Francisco 49ers 10
Los Angeles Rams 3
New Orleans Saints 11
Atlanta Falcons 10
As you give the directions on constructing a line plot, write and draw the steps.
Step 1. Draw a line across your paper. ______________________________
Step 2. Find the scale you are working

with. (In this case, the fewest
number of wins is 3, and the ______________________________
largest is 14.) Write these numbers 3 4 5 6 7 8
9 10 11 12 13 14
under your line as shown and fill
in the values in between.
Step 3. Now use an X to record each number X

of wins on the number line. (The ______________________________
Giants had 8 wins, so put an X above 3 4 5 6 7 8 9
10 11 12 13 14
the 8 on the number line.)
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Step 4. Continue making the X’s in a stack X X
above the appropriate numbers. (The X X X X X
values for the Eagles, the Redskins, X X X X XX X
the Cardinals, the Cowboys, and ______________________________
Vikings are now added.) 3 4 5 6 7 8
9 10 11 12 13 14
Tell the students that they are going to do an activity that calls for them to construct a line plot. Show
them the information sheet and allow time for them to draw the answer. Display the answer sheet to
show what the graph should look like. Store this activity in the envelope.
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INFORMATION SHEET
Number of Members in the House of Representatives, by State, 1990
Alabama 7 Louisiana 8 Ohio 21
Alaska 2 Maine 2 Oklahoma 6
Arizona 5 Maryland 8 Oregon 5
Arkansas 4 Massachusetts 11 Pennsylvania 23
California 45 Michigan 18 Rhode Island 2
Colorado 6 Minnesota 8 South Carolina 6
Connecticut 6 Mississippi 5 South Dakota 2
Delaware 2 Missouri 9 Tennessee 9
Florida 19 Montana 2 Texas 27
Georgia 10 Nebraska 3 Utah 3
Hawaii 2 Nevada 2 Vermont 4
Idaho 2 New Hampshire 2 Virginia 10
Illinois 22 New Jersey 14 Washington 8
Indiana 10 New Mexico 3 West Virginia 9
Iowa 6 New York 34 Wisconsin 9
Kansas 5 North Carolina 11 Wyoming 2
Kentucky 7 North Dakota 2
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483
Answer Sheet
x
x
x
x
x
x
x
x x
x xx xx
xx xx xxx
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xxxxxx xxx x
xxxxxx xxx x x x x x x x x x
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
Correlations (SG,CAS,CFS): 8B2; 8D5; 10A2; 10B1, 10B2, 10B3, 10B4; 10C1
ITBS/TAP: ISAT:
graphs, tables , and other displays and analysis, including tables, charts, and
comparisons
Unit Focus/Foci
Analyzing Data
Line graphs
Materials
Six Group Activity: Line Graphs

Math journals
Transparency of “Average Temperature in Oz City”
Graph paper
Warm-up Activity:
No Warm-up Activity today
Lesson:
A line graph is often used to show changes over a period of time, for example, with temperature. Line
graphs use a line to show how things change. The line goes up, goes down, or stays the same. If the
line goes up it show an increase. In the line goes down it shows a decrease. If the line if flat the value
stays the same. The horizontal axis shows the changes. Display the line graph Average Temperature
in Oz City (found on the next page) on the overhead or reproduce for class. Have students identify the
parts: title, labels, horizontal and vertical axes. Have volunteers answer the questions, and provide
additional ones with answers.
485
Average Temperature in Oz City
100
90
80
70
Temperature oF
60
50
40
30
20
10
August
June
December
January
February
March
May
April
November
September
October
July
Months
1. In which month is Oz the hottest?
2. What was the change in temperature between March and May?
3. Which month was cooler, May or September?
4. How many degrees warmer was June than May?
486
Distribute graph paper and the data below to the students, and have them create a line graph.
Jerry’s Bowling Averages
WEEK SCORES
1 80
2 75
3 85
4 90
95
90
Scores
85
80
75
70
1 2 3 4
Week
Ten Statements
1. The vertex is the point where two rays meet. (no)

2. Line graphs use a line to show how things change. (yes)
3. If the line goes down on the graph there was a decrease. (yes)
4. An addend is a number that is added to another number. (no)
5. Line graphs are often used to show changes over a period of time. (yes)
6. The lines on the bar graph go up, go down or stay the same. (yes)
7. A line graph has a title. (yes)
8. Equivalent fractions are fractions that have the same value. (no)
9. If the line on the graph goes up it means there was an increase. (yes)
10. The horizontal axis shows the change. (yes)
487
Free-Choice Lesson
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Line Graphs as a teacher-
directed activity.
Math Workshop


Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
488
Assessment
Homework
Students are to compose 4 questions for the line graph they created in class.
Teacher Notes
489
490
491
Six–Group Activity
Analyzing Data: Line Graphs
Materials:
2 illustrations of line graphs

1 envelope (9 ½” x 6 ½”)
1 black marker
1 pencil
Prepare the index cards using the black marker to write each question below on the front of a different
index card. Use the pencil to write the answer on the back of each index card.
Questions:
The graph shows the average price of what? (raw sugar)

The price of sugar is measured in what? (cents per pound)
The graph shows the rise and fall of raw sugar prices for what years? (1980-1987)
In 1986, a pound of sugar would have cost? ($.16)
What happened between 1982 and 1984? (raw sugar prices rose)
Between what years was there the biggest decrease in raw sugar prices?
(1984-1985)
What is the difference in price between a pound of sugar in 1985 and a pound of sugar
in 1986? ( 3 cents)
What is the difference between the highest and the lowest raw sugar prices shown on
the graph? (9 cents)
What did sugar prices do from 1980-1985?
(fell sharply, rose, then fell sharply again)
What is the title of this graph? (Average Price of Raw Sugar)
Say: The first thing you do to scan a line graph is to find the graph title, the axes’ names and the
labeled points along each axis.
Point to the graph and say: This graph shows the number of people living below the poverty level.
The question is… from what year to what year? Find the horizontal axis title. (Years)
Find the first and last years included on the graph. (Point this out.) The answer is 1981-1987.
Say: The next step in reading a line graph is to find the information line, and read the labeled
points along the horizontal and vertical axes.
492
Say: The question is: In 1987, how many people were living below the poverty level? (32 million)
First find 1987 on the horizontal axis. (Point this out.) From the bottom of the graph, move
directly upward to the information line.
Next, from this point on the information line, move to the left to the labeled point on the vertical
axis. Read the labeled point on the vertical axis. (32)
The answer is: 32 million people were living below the poverty level.
The last step is finding answers to comprehension questions. Inferences and predictions can be made
by comparing values represented on the information line.
The question according to the graph is: In what three years was the number of people living in poverty
the highest?
Display the picture of the graph Average Prices of Raw Sugar ask the students questions about the
graph using the activity cards. Give immediate feedback by revealing the answers on the back of the
index cards.
Use the graph Persons Below Poverty Level to reteach this activity.
493
Persons Below Poverty Level
40
39
38
Number of People (In Millions)
37
36
35
34
33
32
31
30
1981 1982 1983 1984 1985 1986 1987
Years
494
Directions for reading a graph:
Say: First scan across the information line from left to right. Identify the three consecutive
points on the information line that are higher than any others. (Point this out on the graph.)
For each of these three points, move directly downward to the horizontal axis. Read the years labeled
directly below the designated points on the information line. The answer is 1982, 1983, and 1984.
Tell the students that they are going to do an activity on line graphs. Say: I am going to show you a
picture of a line graph and I want you to answer questions about the graph. After each question,
reveal the answer by turning the card over. Store this activity in the envelope.
495
Correlations (SG,CAS,CFS): 10A2; 10B1, 10B2, 10B4, 10B5
ITBS/TAP: ISAT:
graphs, tables, and other displays and analysis, including tables, charts, and
comparisons
Unit Focus/Foci
Analyzing Data
Schedules, comparing bar graphs and line graphs
Materials
Six Group Activity: Identifying Locations

Math journals
Optional-Student copies of schedule, line graph, and bar graph
Warm-up Activity:
Answers are in parentheses.

If the clock is now 11:30 A.M., tell what time it will be…
1. …in 20 minutes (11:50 a.m.)

2. …in 1 hour and 30 minutes (1:00 p.m.)
3. …in 6 hours and 10 minutes (5:40 p.m.)
4. …in 10 hours and 15 minutes (9:45 p.m.)
Lesson:
Display the following schedule on a transparency for students, and ask questions about it. Tell students
that schedules are used to display data. They are also helpful for planning activities.
496
FRIDAY
7:00 News and weather

7:30 Bingo
8:00 Dogs and Cats
8:30 School Time
9:00 Math Fun
9:30 Pets
10:00 Mickey’s Playhouse
10:30 Kids TV
11:00 Doug’s Dog
11:10 Little Princess
11:30 My Best Friend
12:00 News and Weather
12:15 Shelly and Shirley
1:00 I’ve Got a Joke
Ask questions such as:
1. Which program starts at 11:00? (Doug’ Dog)

2. Which program comes after Little Princess? (My Best Friend)
3. Which show is the longest? ()
4. Which programs last exactly half an hour? (News andWeather, Bingo, Dogs and Cats, School
Time, Math Fun, Pets, Kids TV, and My Best Friend)
Discuss other types of schedules.
Next, display these graphs on a transparency. Have students describe their similarities, and interpret the
data on each.
Candy Sale for Room 404

Number of candy bars sold
80
70
60
50
40
30
20
10
1 2 3 4
Week
497
Candy Sales for Room 404
Number of candy bars sold

80
70
60
50
40
30
20
10
1 2 3 4
Week
Ten Statements
1. Schedules are used to display data. (yes)

2. Line graphs and bar graphs need labels for the horizontal and vertical axes. (yes)
3. Length is the measurement of distance between two endpoints. (no)
4. Schedules are helpful for planning activities. (yes)
5. Parallel lines are lines that never intersect. (no)
6. Bar graphs and line graphs can display the same data. (yes)
7. Bar graphs and line graphs can be used to show the difference between things. (yes)
8. Bar graphs and line graphs both have titles. (yes)
9. A train schedule will tell what time a train arrives and departs. (yes)
10. A triangle is a polygon with three sides and three angles. (no)
Free-Choice Lesson
498
Six-Group Activity
Have a group of students, two from each ability level, complete an activity on Identifying Locations as a
teacher-directed activity.
Math Workshop


Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
499
Assessment
Homework
Find a schedule and write 5 questions for it. Bring in the schedule with questions.
Study for test.
Teacher Notes
500
Six-Group Activity
Analyzing Data: Identifying Locations
Materials:
1 picture of a graph
1 envelope (9 ½” x 6 ½”)
1 black marker
1 pencil
Activity Card Sheet
Prepare the following by cutting out the activity cards provided in the pages that follow. Glue each of
them to an index card. Use the pencil to write the answers on provided below the back of each card.
(See attached Activity Card sheet.)
Answers:
(10,0) (5,5) (2, 8) (0, 5) (6,0)
A soccer ball Turtle (3, 4) Flashlight (4, 8)
Write words or numbers to complete the directions and write the ordered pair for the object.
Make a copy of this study board and use it to reteach this activity.
501
Coordinate Plane
You can use a grid to locate points on a map. The location of the baked bread can be described in
words. Go 3 squares right, then 4 squares up.
10
9
8
7
6
5
4
3
2
1
0
0 1 2 3 4 5 6 7 8 9 10
The location of the loaf of bread can also be described using an ordered pair. An ordered pair is a pair
of numbers that describes a location.
(3, 4) The first number tells how many squares to move to the right. The second number tells how
many squares to move up.
Use the grid in the study board to reteach this activity.
Display the picture of the coordinate plane. Tell the students to use the graph to answer the questions.
After every card is displayed and the answer is written, reveal the answer, saying: The answer is…
…Store this activity in the envelope.
502
COORDINATE PLANE
10
0
0 1 2 3 4 5 6 7 8 9 10
503
ACTIVITY CARDS
To find ,
walk ______ to the right, then __
up.
The answer is
(_____,_____)
504
ACTIVITY CARDS
To find ,
walk _____ to the right, then
_____ up.
The answer is
(_____,_____)
505
ACTIVITY CARDS
To find
The answer is
(___, ___)
506
ACTIVITY CARDS
To find
The answer is
(___, ___)
507
ACTIVITY CARDS
To find
The answer is
(___, ___)
508
ACTIVITY CARDS
Which treasure can be found by

walking 0 squares right, then 10
squares up?
The answer is
(___, ___)
509
ACTIVITY CARDS
What can be found by walking 10

squares to the right, then 9
squares up?
The answer is
(___, ___)
510
ACTIVITY CARDS
What is the ordered pair of the

book?
The answer is
(___, ___)
511
ACTIVITY CARDS
What picture is at this location (7,

3)?
The answer is
(___, ___)
512
ACTIVITY CARDS
The bike is at what location?
The answer is
(___, ___)
513
Correlations (SG,CAS,CFS): 8B2; 8D5; 10B1, 10B2, 10B4, 10B5
ITBS/TAP: ISAT:
graphs, tables, and other displays and analysis, including tables, charts, and
comparisons
Unit Focus/Foci
Analyzing Data
Formal assessment
Materials
Math journals
Prepared test
Warm-up Activity:
No Warm-up Activity today.
514
Test
Circle the letter of the answer.
1. We record information on a ____________________.
A. meter
B. chevron
C. data collection sheet
2. ____________________ means reading and understanding what the data are telling you.
A. Tallying
B. Interpreting data
C. Data
3. Information taken from facts is . ____________________
A. Tally
B. Data
C. Key
4. A ____________________ is used to show what each picture on a graph means.
A. key
B. data
C. tally
5. A ____________________ is used to show changes over a period of time.
A. Pictograph
B. Key
C. Line graph
Count the tally marks.
6. 1111 1111 ____________________.
7. 1111 1111 1111 1111 11 ____________________.
515
Write tally marks for each number.
8. 13 ____________________.
9. 20 ____________________.
10. If l stands for 10 coins on a pictograph, how would you show 35 coins?
____________________.
Use the bar graph.
Favorite Pets
7
Number of Students
CAT DOG RABBIT FISH HORSE
Pet
516
11. How many students were surveyed?
12. What was the least favorite pet?
13. How many more students said the dog than said fish?
Use the line graph
Room 109’s Food Drive
30
25
20
Number of Cans
15
10
MON TUE WED THU FRI
14. How many cans were collected on Thursday?
15. On which day were the most cans collected?
16. How many cans were collected on Tuesday, Wednesday, and Thursday?
517
Use the grid.
7 E
A
6
5
4 B D
3 C
2
F
1
0 1 2 3 4 5 6 7
17. Give the ordered pair for letter A.
18. Give the ordered pair for letter F.
19. Tell what letter is found at (2, 3).
20. Tell what letter is found at (6, 6).
518
Ten Statements
No Ten Statements today
Free-Choice Lesson
Six-Group Activity
No Six-Group Activity today
Math Workshop


Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
519
Assessment
Homework
Teacher Notes
Answers to Test:
1. C
2. B
3. B
4. A
5. C
6. 10
7. 22
8. 1111 1111 111
9. 1111 1111 1111 1111
10.
11. 22
12. horse
13. 6
14. 25
15. Friday
16. 60
17. (1,6)
18. 6,0)
19. C
20. E
520

Structured Curriculum Lesson Plan Day: 147-148 Subject: Mathematics Grade Level

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STRUCTURED CURRICULUM LESSON PLAN

Day: 147-148 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 10A2; 10B1, 10B2, 10B4; 10C1

Unit vocabulary and pictographs

Six Group Activity: Pictographs

Educational Strategies/Instructional Procedures

No Warm-up Activity today.

Data are information taken from facts.

The five stages of handling data:

Key: X means 1 student

Draw the following pictograph on the chalkboard or a transparency.

Candy Bars Bought By Sue’s Friends

Key: means 2 candy bars

Game: Direct students to play in groups of 2 or 4.

Key means 1 card

1. Data is information taken from facts. (yes)

Integration with Core Subject(s)

LA: Understand explicit, factual information

SC: Apply scientific method to solve problems

Student response during lesson, Ten Statement review

Analyzing Data: Pictographs

5 index cards (5” x 7”)

Average Weekly Pizza Sales

Pie in the Sky

⇒ 2 × 80 pizzas 160 pizzas

Example: What was the difference from 1986 to 1987?

Indianapolis 500 Approximate Total Prize Money

Professional Bowling Association

1985 John Smith

1986 Walter Rice

1987 Pete Weber

1988 Brian Jones

1989 John Smith

Day: 149 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 10B1, 10B2, 10B3 10B4; 10C1

Tally marks and block graphs

Six Group Activity: Interpreting a Bar Graph

Educational Strategies/Instructional Procedures

Tell students that frequency means how often or how many.

Have students compose questions for the block graph.

1. Tally marks are used to keep count. (yes)

Integration with Core Subject(s)

LA: Understand explicit, factual information

SC: Apply scientific method to solve problems

Student response during lesson, Ten Statement review

Analyzing Data: Interpreting a Bar Graph

10 index cards (5”x 7”)

Front of the card:

Ask: Estimate the Native American population of each of these states:

Make a copy of this study board to use to reteach this lesson.

A bar graph uses bars to represent amounts.

Cities Where Native Americans Live

Ask these questions:

1. What is the title of the graph?

1. Park and Recreation Land by County

Day: 150 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 8D5; 10B1, 10B2, 10B3, 10B4; 10C2

Bar graphs, data collection sheets

Six Group Activity: Constructing a Bar Graph

Educational Strategies/Instructional Procedures

No Warm Activity today.

Our Favorite Fruit

Ask: Is frequency on the horizontal or vertical axis? (Vertical)