What playground toy should the principal buy for us?
Lesson 4 of 7
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.
Setting Up the Learning
Yesterday we discussed that we can use graphs to determine if statements are “true” or “false”. We said “true” statements are right, we can prove that they are correct. False statements are wrong, we can use the graph to show they are incorrect.
People use graphs to convince us of things. For example, we are making a class graph about what toys we would like to have on the playground. When we tell Mr. Johnson about our data he has to know how to figure out if we are telling him the truth or tricking him! He has to use evidence from the data to see if what we are saying is true or false.
Objective : Your thinking job today is: How can I use my data to decide which statement is true about my graph?
Class Data Collection
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."
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.
I will have students bring their graphs back to the carpet so that they can use the graphs for evidence. I will encourage students to physically point to the evidence in the data that shows them who is telling the true statement.
I will then present a few conflicting statements about the data. To do this, I'll have a student say something about the data (true or false) and then I'll say something else about the data. This will insure there is always one true statement and always one false statement.
After each set of statements, students will partner talk and use the graph as evidence.
Partner Talk: Who is saying the true statement? How do you know?
I'll follow this routine as many times as you have time for. Each time I do a partner talk, I'll make sure to immediately share out student thinking after the share and model using strong evidence.
As I continue the routine, the statements I present will get progressively more difficult. The type of statements I am planning on using are:
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.