EDUC 2220- Educational Technology Lesson Plan Template

Graphing Data

Kwanisha Broomfield
7th Grade Math

Common Core Standards:

MP.1 – Make sense of problems and persevere in solving them.

MP.3 – Construct viable arguments and critique the reasoning of others.
MP.4 – Model with Mathematics
MP.5 – Use appropriate tools strategically.
MP.6 – Attend to precision.

Lesson Summary:

Students will fill out a guided-document and create their own surveys to interview classmates. They must
interview at least 25 out of 35 classmates. The students will take the data from their surveys and create a
graph of their choice. Then, they will give an explanation on the information they collected and why they
chose to display their data in the way they did.

Estimated Duration:

This lesson will take approximately 3 class periods, with each class period lasting 50 minutes.

Commentary:

I anticipate that it may be a challenge to keep students on task while talking to eachother. Groupwork can be
fun for students, but it is easy for them to get off track. I will get the students hooked into the lesson by
allowing them to choose the questions for their survey and allowing them to talk freely about the
assignment.

Instructional Procedures:

Day 1:
On the first day of this lesson, I will begin with a 15-minute review PowerPoint on the types of graphs and
how to display information in them. I will give the students 10 minutes of instruction on what we will be
doing for the next 3 days. I will show them the document they will fill out about their project. The document
will ask, “What question/s will you ask on your survey, why did you choose these questions for your survey,
what kind of data do you expect to get from your survey, what type of graph will you use to organize the
survey data?” I will show an example survey that I created. For my example, I will have 2 questions. My
first survey question is, “Do you like Breakfast or Dinner more?” and my second question is, “Do you like
Donuts or Pizza more?”. The purpose of my example is to see if there is a correlation between people who
like breakfast or dinner more and people who like donuts or pizza more. I expect to see a positive
correlation. I will use a Bar Graph to compare my results by Groups. I will also explain other ways I could
display my data in different graphs and ways that wouldn’t work well to display my data based on my
questions. I will allow students to have complete freedom over their surveys. They can choose any topic, any
number of questions, and any type of graphs, if it is appropriate and can be explained in a logical way. They
will fill out the document for their surveys for the last 25-ish minutes of class.

Day 2:
On the second day of the lesson, I will ask students to get their document open again. They will be given the
full 50 minutes of class to collect data from their classmates about their surveys and for their graphs. They
will be required to collect a minimum of 25 other students’ data for their project. They will be allowed to
start on their graph if they collect enough data. They can use any form of technology such as PowerPoint or
excel to create the graph or use pencil and paper.

Day 3:
In the first 35 minutes of the last day of the lesson, Students will complete their document worksheets, finish
collecting all their survey data, and create a graph with a worded explanation of why they chose that graph
and what their data means. In the last 15 minutes of class I will give an exit assignment on the different types
of graphs to see if students understand the information.

Pre-Assessment:
To Pre-Assess students’ knowledge on types of graphs, I will give a review and ask students questions
throughout the review to test their knowledge before allowing them to work on their projects. I can call on
students who want to answer the questions.
Scoring Guidelines:

I will score the students pre-assessment as a whole class. I can ask the students if they understand the
information and if there is high class participation during the review, then I will know the students
have a good grasp on the topic of graphs. They will still be given the information again either way.

Post-Assessment:
The Post-Assessment will be based on their explanation of their use of the graph to display their data. If they
give a good, well thought out explanation then I will know they understand. There will also be an ungraded
exit ticket on the last day that will require them to answer a few questions about graphs. This will test their
knowledge.
Scoring Guidelines:
The explanation portion of the post-Assessment will be a “pass or fail” of understanding the topic score. The
explanation will be in the project document with the questions and the whole document will be graded
together. The exit ticket will have 5 questions. If students answer at least 3/5 questions correct, then they will
pass the exit ticket. However, the exit ticket will not be in the grade book. Seeing that my students can
explain their project results and can pass a quiz on the topic will show me they understand the topic.

Differentiated Instructional Support

To meet the needs of gifted students and students who might struggle with the material, I am allowing all
students to use whatever form of technology they would like to create their graph. If they feel like they can
create their graph on excel, then they can. Or, if they want to draw their graph by hand that is okay too. This
is a partial classroom activity so sharing and helping one another on surveys is encouraged.

Extension
https://www.skillsyouneed.com/num/graphs-charts.html
This website is a good aid for students to pick what kind of graph they want to use to display their data. It
gives detailed information and examples on how you can use different graphs to display data.
https://blog.hubspot.com/marketing/how-to-build-excel-graph
This website will show students how to create their graphs on excel.

Homework Options and Home Connections

This assignment is mostly an in-person assignment, as I have set aside a lot of class time for this lesson.
Students can make home connections by collecting data from their friends and family and knowing how to
organize their information into a graph.

Interdisciplinary Connections

I think it would be helpful to have students talk about the best ways to organize each other’s information into
a graph. We could talk as a class about what we learned from our data and why the correlations we observed
exists.

Materials and Resources:

For teachers PowerPoint, Microsoft Word, Printer

For students iPad, Laptop, Pencil, Paper, Ruler, Excel, PowerPoint

Key Vocabulary
Graph, Data, Survey

Additional Notes