##
* *Reflection: Learning Communities
Graphing: Plotting Data - Section 1: Opener

I began this lesson by using an activity called See, Think, Wonder. This a great activity to incorporate into an subject area. Basically what it entails is showing an image to students and asking them what they see, think, and wonder about the image.

I had never heard of this concept until I was at a professional development session and my colleagues and I were sharing strategies. I was very intrigued by this concept and started using it my classroom right away.

It is important to have conversations around best practices with other educators in your field because everyone has something to bring to the table. There are so many great ideas out there floating around and some times all you have to do is strike up a conversation with a colleague.

*See, Think, Wonder*

*Learning Communities: See, Think, Wonder*

# Graphing: Plotting Data

Lesson 17 of 22

## Objective: Students will be able to plot ordered pairs in the first quadrant of the coordinate grid.

#### Opener

*10 min*

For the opener I will display a graph and do a See, Think, Wonder. The graph I display will have important elements missing from it so that the graph doesn’t really make sense. For example, I will omit some of the labels for the axes and the title of the graph.

At the end I will display the correct graph with all the parts and ask students if it made a difference in their understanding of the information.

*expand content*

#### Practice

*20 min*

I will model for the students how to take the table that we created yesterday in the duck! Rabbit! Activity and create a graph. I will then have students graph the combined data for their grade level.

As students begin to finish I will ask them to also graph the data for the other two grade levels. They should have three separate lines on their graphs. I will ask them to use different colors to create the points.

To wrap up the activity I will also teach students how to make a legend for their graph so that they can distinguish between the grade levels.

*expand content*

#### Closer

*10 min*

As an exit slip, I will have students write a list of things a graph has. I will allow the students to use the examples created today to guide them in creating their list.

*expand content*

##### Similar Lessons

Environment: Suburban

Environment: Rural

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

*Favorites(15)*

*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