## Exit slip line graphs.pdf - Section 3: Closure

# Line Graph Activity

Lesson 21 of 23

## Objective: The students will be able to analyze real life information from a table and display it in a line graph.

## Big Idea: Data collected is represented in tables and the students will need to choose what they want to represent in their line graph.

*80 minutes*

#### DO NOW

*20 min*

The students will be working on the worksheet Deet’s Treats. (Holt, 2007). I chose this worksheet because it represents the line graphs with intervals on both the x and y axis. The problem starts out with taking the information from the 3 graphs and putting it back into a table. It also incorporates conversions and misleading graphs.** (SMP 1, 2, 6)**

#### Resources

*expand content*

Pass out the tables of information to each student. Ask them why the information In the tables have to represented in a line graph? (shows change over time). Ask if there are different ways to represent the data in the tables (monthly, weekly, yearly) As you ask questions and befoer you get responses, have the studetns do a **think-pair-share.**Allow students time to choose which table of information they are going to use. Pass out grid paper and instruct the students to make a line graph to represent their data set. As students start to work, be looking for the following in their line graphs:

Title

X and y axis

Time on the x axis

Frequency on the y axis

Scale and equal intervals, scale starting at zero

Dots connected by lines.

Label on x and y axis

Collect graphs for evidence of student learning.

**Tools: graph paper**

**(SMP 3 and 6)**

*expand content*

#### Closure

*10 min*

The students will be using an exit slip to reflect on their learning. The exit slip consists of 3 graphs. They will need to match the line graph to the scenario given. This is an abstract way of looking at graphs. An understanding of how constant speed and acceleration look in a line graph will need to be applied here. For example, a flat line means stopped and a positive line means acceleration.

**(SMP 1,2,6)**

*expand content*

##### Similar Lessons

Environment: Urban

###### The Egg in a Flask Mystery (Day 1 of 2)

*Favorites(36)*

*Resources(18)*

Environment: Suburban

###### Median, Mode, and Range

*Favorites(19)*

*Resources(25)*

Environment: Urban

- LESSON 1: Statistically Speaking....
- LESSON 2: What Does the Data Tell Us? Describing Data
- LESSON 3: Describing Data Activity
- LESSON 4: Analyze this! Mean Median Mode and Range
- LESSON 5: Analyze This Part 2!
- LESSON 6: What's Your Frequency? Analyzing and Creating Frequency Tables and Line Plots
- LESSON 7: Line Plot Activity
- LESSON 8: Box and Whiskers... Analyzing and Creating
- LESSON 9: Box and Whiskers Activity
- LESSON 10: Hilarious Histograms. Analzying and Creating
- LESSON 11: Histogram activity
- LESSON 12: Mean absolute deviation. What does it mean?
- LESSON 13: What's in your name?
- LESSON 14: Misleading_Leading_Graphs
- LESSON 15: Say it with Stats! Review
- LESSON 16: Bar none. Analyzing and creating bar graphs
- LESSON 17: Bar Graph Activity
- LESSON 18: Analyzing and Creating Circle Graphs
- LESSON 19: Circle Graph Activity
- LESSON 20: Line me up. Analzying and Creating Line Graphs
- LESSON 21: Line Graph Activity
- LESSON 22: Places Everyone. Analyzing and Creating Stem and Leaf Plots.
- LESSON 23: Stem and Leaf Plots_Activity