##
* *Reflection: Discourse and Questioning
Graphing: Task - Section 2: Practice

Guiding student thinking is very difficult at times. You can’t truly predict what the student is going to be thinking so it is hard to have explanations and perfect furthering questions prepared. This is the part that I think effective teachers excel at; they are able to think on their feet of ways to get the information they are seeking. They know ways to create the thought process in discovery. This discovery through questioning is a technique that I think I will be working on until the end of my career. How the student thinks is unpredictable but by arming yourself with guiding questions, you can get them to the point of self-discovery.

*Keep on Guiding*

*Discourse and Questioning: Keep on Guiding*

# Graphing: Task

Lesson 18 of 22

## Objective: Students will be able to represent a real world mathematical situation in a graph.

#### Opener

*15 min*

In this lesson I will be having my students create their own question with a group, collect data, make a table, and create a graph. In the opener of the lesson I would like to model for the students how I went from the beginning to the end in this graphing task.

The example I choose to use was to ask students what level on the clipchart they ended the day on yesterday. The clipchart in my classroom is a positive behavior system that my school has adopted. There are seven different levels.

I go through the thought process of how I choose this and then show them the rest of the process collecting data, making a table, and making a graph.

*Alright, I need to come up with a question I can ask people that will give me some data that I can make into a graph. Ahh, what about the clipchart? I guess I could ask all of you guys what level you ended on yesterday and put that information into a table. *

I create the table and then begin to ask the students the question.

*Alright, what level did you end on yesterday?*

I continue to collect answers from the class while tallying the information in the table. Once I have completed the tallies, I go back and write numbers for the tallies. From there I show students how I began to think of how I turned my table into ordered pairs for the graph. Finally, I showed them how I created my graph.

This will be an engaging activity for the students because they can make a connection to the data being presented. They were part of the collection process. I suggest thinking of something similar to use with your students so that they can make the connection as well.

*expand content*

#### Practice

*30 min*

It’s the students turn to come up with a question and go through the graphing process. I allow the students to work in groups of 3 or 4 peers of their choosing. I have included a video outlining the thought process of grouping in this activity.

I have the groups think of a question they can ask the other classmates during this class period. It is important to have the students check in with you when they have their topic so you can help them think through any deficiencies in their task. Once the students have cleared the question with me, I let them begin creating their table.

I allow the groups some time to create the question and table. I try to avoid having students start asking their question until the majority of the groups are finished with the first part of the task.

*Alright, now that everyone has created their question and table, you can begin to ask others the question your group came up with. *

The students are really excited to collect their data. The question they have created is real to them and they are eager to ask the question.

*Once you have collected all your data, go back to a desk and begin creating a graph to represent the information. Make sure to include all the items that are necessary to a graph. I want you to really focus on labeling the axis’s correctly.*

Although this is a very student lead task, the groups will need some clarifying when they begin graphing. I circulate the room and check for misconceptions and assist students when needed.

*expand content*

#### Closer

*15 min*

As a closer I have students present their data to the class and ask them if they can make any observations about their data. While students are presenting their data I focus on the coordinate grid parts of the graph.

*Who can tell me what this group put on their x-axis? What does this point on the graph mean?*

It is important to focus on the positives on the graphs that were created. The purpose of this lesson was to see if the students could create points on a graph in the first quadrant. If it’s not a perfect graph, focus on the things that are correct about the graph. Ask students how they could have done parts differently if they are incorrect in the presentation.

*expand content*

##### Similar Lessons

Environment: Suburban

Environment: Rural

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

*Favorites(25)*

*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