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# Graphing: Making a Table

Lesson 16 of 22

## Objective: Students will be able to create a table in order to prepare for graphing points in the first quadrant.

#### Opener

*15 min*

In this lesson students will be collecting data and creating a table. I will model for them how to collect data and create a table and then they will do it on their own.

I begin by reading the book Duck! Rabbit! This book really has nothing to do with math concepts but the premise of the book is what I will use to portray it as a real world math problem. There is a picture in the book that looks like it could be either a duck or a rabbit and there are two people making comments about the drawing throughout the book.

After reading the book I explain to students that they will be collecting data from other students during recess as to which animal they think the picture portrays. I split the class into small groups then assign each group a grade level of which they have to find students. They will be responsible for asking ten students and tallying responses.

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#### Practice

*30 min*

I collect data from 10 teachers in the building and make a tally sheet. With this information I then model to the students how I turned my tally sheet into a table. I point out how to create rows and columns with headings that correct identify the information in the table. I create and display my chart on the document camera.

I then have students create their own table based on their data results. Although students worked in groups to collect the data, I require that each of them make their own table of results. Once all members of the group are finished creating their own table, I have the students check for accuracy amongst the group.

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#### Closer

*15 min*

To wrap up this lesson I have the students display their tables by grade level on the document camera. As a class we create one table per grade level for all the information collected. For example, I had six groups that collected data and two groups per grade level 3-5. As a class we make a table for all third graders, then other table for fourth grade, then another for fifth grade. The goal would be to have three tables with totals of twenty for each table.

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###### Get in the Grid: Coordinate Graphing

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*Resources(24)*

Environment: Suburban

- LESSON 1: Acute, Obtuse, and Right Angles
- LESSON 2: Around the Room
- LESSON 3: Pattern Blocks Exploration
- LESSON 4: Greedy Triangle
- LESSON 5: Introduction to Protractors
- LESSON 6: Using the Protractor
- LESSON 7: Triangle Types
- LESSON 8: Types of Polygons
- LESSON 9: Classifying Polygons
- LESSON 10: Practice with Polygons
- LESSON 11: Irregular VS Regular Polygons
- LESSON 12: Coordinate Grid Introduction
- LESSON 13: Coordinate Grid Practice
- LESSON 14: Coordinate Grid Task: Jumbo Grid
- LESSON 15: Coordinate Grid Task: Battleship
- LESSON 16: Graphing: Making a Table
- LESSON 17: Graphing: Plotting Data
- LESSON 18: Graphing: Task
- LESSON 19: Graphing: Input VS Output
- LESSON 20: Geometry Review: Creating a Stations Review
- LESSON 21: Geometry Reveiw: The Stations
- LESSON 22: Assessment