## Student Work: Pictograph - Section 2: Graphing

# Class Surveys and Graphs

Lesson 3 of 4

## Objective: SWBAT select a type of graph and create it using a class survey frequency table.

*50 minutes*

#### Intro

*15 min*

*Yesterday we did a lot of great with with a frequency table, and today I’m going to give you more choices. One thing that great math thinkers do is make precise choices about the things they do and the things they make. We are going to create a vote in a class survey with 4 categories, and you’re going to use the data for your own frequency table. Once you have your data, you can decide what types of graphs you will use to represent the data you have. *

I let students suggest the categories and then we vote on our favorites. Students are much more exicted and eager to create a graph (or do anything, really) when they have a voice, a vote and participate in the process.

#### Resources

*expand content*

#### Graphing

*30 min*

*Alright, now that we have our data, you guys get to decide! You can create a dot graph, a pictograph or a bar graph today, it’s your choice. Think about the data you have and the numbers you have to work with, and think about what will make sense (MP1) for your work.*

Students work on their own to create four graphs today. They can make all of the decisions about their graph type. I circulate and ask questions about their choices (MP3). I want to hear students defend their choices, and provide reasons for why they selected the graph type.

*expand content*

#### Close

*5 min*

*Who would like to share one of their graphs for today? Explain the choices you made.*

I allow a few students to share out their work and explain the choices they made in creating their graph. I expect them to address the graph they chose, the size, their intervals and how they set up the bars.

You can also pose a few open ended questions using the following stems:

Can you explain what is happening….? (comprehension)

How would you apply what you’ve learned….to…..? (application)

What data point would you select to show….? (application)

How would you change….if….? (synthesis)

How would you prove….? (evaluation - this may be directed to the key)

*expand content*

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- UNIT 1: Crazy About Fractions
- UNIT 2: Sharing Equally with Division
- UNIT 3: The Relationship Between Multiplication and Division
- UNIT 4: Number Lines
- UNIT 5: Multiply or Divide with Word Problems
- UNIT 6: Telling Time
- UNIT 7: Problem Solving
- UNIT 8: 2-Digit by 1-Digit Multiplication
- UNIT 9: Measurement and Data
- UNIT 10: Math in the Real World
- UNIT 11: More Problem Solving Practice
- UNIT 12: Addition & Subtraction
- UNIT 13: 3rd Grade Expectations
- UNIT 14: Geometry
- UNIT 15: Surveys and Graphing
- UNIT 16: Fun with Multiplying and Dividing