##
* *Reflection: Problem-based Approaches
Wing Span - Section 2: Active Engagement

It is so important to create lessons with "teachable moments" feathered in. This lesson is about creating a graph, which the common core calls for. However, in order to add rigor and build in moments of comfortable struggle, I decided to not teach anything about creating an interval on the scale axis. Instead, I time my visit with groups as they are struggling with the scale.

In doing this, I am able to teach within the moment of need. This timing is critical and the students are actively listening and are receptive to the difficult skill.

*Creating Lessons With Teachable Moments*

*Problem-based Approaches: Creating Lessons With Teachable Moments*

# Wing Span

Lesson 4 of 14

## Objective: Students will be able to gather data and create a bar graph to compare information.

#### Mini-Lesson

*10 min*

To open the lesson, I explain to the students that graphs are used to display data in an easy way to compare information of different things, or to observe trends. I then place the terms "bar graph, line graph, plot graph, and interpret" on the board. The students are asked to write what they think they know about each of these terms in their math reflection journals.

Following the appropriate amount of time, I ask several volunteers to express what they wrote and think.

Next, I challenge the students to create a bar graph with a partner.

#### Resources

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#### Active Engagement

*25 min*

The student partnerships are given the attached Bat Wing Span Article about the nine bats found in Michigan. Within the article, there is information on the wingspan of each bat. The students are asked to read and gather the wingspan data, organize it in their math journals, and then display the information on a bar graph.

As they work and I converse with them, I am watching to see how they set up the graph. I am confident that my students can color the bar to the correct number, but today is about making choices in how to communicate data after gathering it.

These boys are finding choosing an interval challenging. I let them try and revise several times before I ask them to explain their thinking. As you listen, you will also see where they are drawing in extra lines on the graph paper as one of their solutions.

*expand content*

#### Closing

*10 min*

To close the lesson, student partnerships trade their graphs and check for similar work. If there are differences, they are asked to discuss within a larger group how different decisions were made.

However, everyone had the same data. The differences were that some teams colored the bars representing each bat in different colors. The discussions between students was a good one, as many realized that the color coding made the data easier to see and compare.

*expand content*

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- UNIT 1: Developing Mathematical Practices
- UNIT 2: Understanding Multiplication
- UNIT 3: Using Multiplication to Find Area
- UNIT 4: Understanding Division
- UNIT 5: Introduction To Fractions
- UNIT 6: Unit Fractions
- UNIT 7: Fractions: More Than A Whole
- UNIT 8: Comparing Fractions
- UNIT 9: Place Value
- UNIT 10: Fluency to Automoticity
- UNIT 11: Going Batty Over Measurement and Geometry
- UNIT 12: Review Activities

- LESSON 1: How Time Flies
- LESSON 2: Time Flies When You're Having Fun
- LESSON 3: How Can We Get It All Done?
- LESSON 4: Wing Span
- LESSON 5: What is Happening to the Little Brown Bat?
- LESSON 6: How Much Paint Do We Need?
- LESSON 7: Where Do These Nails Go?
- LESSON 8: Nailed It!
- LESSON 9: Tri Tri Triangles
- LESSON 10: What Angles are on a Bat House?
- LESSON 11: BUILDING DAY!
- LESSON 12: What Makes a Shape? Analyzing and Script Writing
- LESSON 13: Using a ShowMe as an Assessment
- LESSON 14: Polygon Puzzle