What playground toy should the principal buy for us?
Objective: SWBAT use a graph as evidence in a persuasive letter. SWBAT evaluate statements to determine which statement is true, citing evidence in the graph.
Big Idea: Students apply what they know about data analysis to determining which statements are true or false about a graph. Students also begin to understand how graphs are used in the real world by using a graph in a persuasive letter.
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Class Data Collection
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I'll start the lesson with a quick review of the words "true" and "false". To set student engagement and purpose for the lesson, I will tell them that the principal is considering buying new toys for our playground but he isn't sure what toys the students actually want to play with. I'll also tell the students that our job is to collect the data on his question and get back to him. Graphing lessons like this one lend themselves well to writing across the curriculum, which is a new shift in the Common Core, as we teach students to tell stories using data. I love the opportunity in a math lesson to get students writing a letter with a specific audience in mind, aka our principal. I'll write the survey question on chart paper: Which playground toys would you like to have more of on the playground? I'll collect class data, record in tally marks and then transfer on to a graph on chart paper. I'll ask: "Can someone help me analyze our data? Looking at this data, which toy do most of us want more of?" After the student presents the analysis, I will present a different conclusion back to the student: "I disagree. I am going to tell Mr. Johnson that we want more jump ropes instead." Guiding Questions:
To summarize how a student explained it, I will restate their explanation by saying: "I see now! You think the student is right because they saw jump ropes did not have the largest number, but instead basketballs did". I will have students record our class data on their own individual graphs. Everyone needs a copy so they can use it for evidence during the Class Data Analysis.
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Independent Practice
Closing
We will close out the day by writing a letter to the principal about what our data shows. This is aligned to Common Core's emphasis to writing across curriculum, particularly W1.7, "Participate in shared research and writing projects".
Guiding Questions prior to writing the letter: What do we want to convince Mr. Johnson to do? How does our data support that? We will send the graph with the letter.
See the attached picture of our class letter to Mr. Johnson, our principal.
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