The students will be able to analyze real life information from a table and display it in a line graph.

Data collected is represented in tables and the students will need to choose what they want to represent in their line graph.

20 minutes

The students will be working on the worksheet Deet’s Treats. (Holt, 2007). I chose this worksheet because it represents the line graphs with intervals on both the x and y axis. The problem starts out with taking the information from the 3 graphs and putting it back into a table. It also incorporates conversions and misleading graphs.** (SMP 1, 2, 6)**

50 minutes

Pass out the tables of information to each student. Ask them why the information In the tables have to represented in a line graph? (shows change over time). Ask if there are different ways to represent the data in the tables (monthly, weekly, yearly) As you ask questions and befoer you get responses, have the studetns do a **think-pair-share.**Allow students time to choose which table of information they are going to use. Pass out grid paper and instruct the students to make a line graph to represent their data set. As students start to work, be looking for the following in their line graphs:

Title

X and y axis

Time on the x axis

Frequency on the y axis

Scale and equal intervals, scale starting at zero

Dots connected by lines.

Label on x and y axis

Collect graphs for evidence of student learning.

**Tools: graph paper**

**(SMP 3 and 6)**

10 minutes

The students will be using an exit slip to reflect on their learning. The exit slip consists of 3 graphs. They will need to match the line graph to the scenario given. This is an abstract way of looking at graphs. An understanding of how constant speed and acceleration look in a line graph will need to be applied here. For example, a flat line means stopped and a positive line means acceleration.

**(SMP 1,2,6)**