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5-D-1-2

Page history last edited by Brenda Butz 6 years, 2 months ago

5.D.1.2 Create and analyze line and double-bar graphs with whole numbers, fractions, and decimals increments.

In a Nutshell

In objective 5.D.1.2, students will need to know when to use line graphs versus bar graphs and justify their reasoning. In fourth grade, students use single bar graphs and so we will extend to double bar graphs and now include line graphs. Students will need to create graphs that do not necessarily have an origin point of zero and determine the most efficient increments to use for the data collected.

Student Actions	Teacher Actions
Develop the Ability to Make Conjectures, Model, and Generalize by collecting data using observations, surveys, experiments, and represent the data collected into tables and graphs such as line plots, bar graphs, and line graphs. Develop the Ability to Communicate Mathematically by justifying the use of a bar graph compared to a line graph. Develop a Deep and Flexible Conceptual Understanding by comparing different representations of the same data and evaluating how well each representation shows important aspects of the data. Develop the Ability to Communicate Mathematically by using the graphs to summarize the information, including central tendencies and range.	Implement tasks that promote reasoning and problem solving by designing investigations to address a question and consider how data-collection methods affect the nature of the data set. Pose purposeful questions that ask students to explain their strategies for creating a data set. Implement tasks that promote reasoning and problem solving by providing students with real world tasks that allow opportunities to explain how to use tables and graphs and interpret results. Use and connect mathematical representations to assist students to develop appropriate scales since they are no longer working with just whole numbers. Be sure to provide them opportunities to determine the scales themselves and not always provide a graph with predetermined and labeled scales.
Key Understandings	Misconceptions
Create a line and double-bar graph with a title, a x-axis title, and a y-axis title. Choose the correct increment scale for the graph. Understand that line graphs are used for showing data over time and bar graphs are used for the comparison of objects. Read decimal and fraction increments. Understand increases and decreases in line graphs. Realize that graph is a visual representation of data.	Confuse the two axes of a graph. Think that the points on the graph stay in the same position even if the axes change. Think that graphs begin at the origin. Think that the greatest numbers labeled on the axes represent the greatest values reached. EX. If a graph of a race has the distance axis labeled up to 120 meters, the race is for 120 meters (even if it is a 100-meter race). Believe that increments only have to read what the data says, and they don’t have to be equal. Think all increments show whole numbers.