Lesson Title: Exploring Bar Graphs

Learning Intention: Students will be able to define a bar graph, identify its parts, and create a bar graph representing data.

Success Criteria: Students will be able to explain what a bar graph is, list its parts, and create a bar graph where one block represents 2, 5, or 10 units of data.

Introduction (10 minutes): - Begin by asking students if they have ever seen a bar graph before and what they think it represents. - Define a bar graph as a visual representation of data using bars of different lengths to show the frequency or amount of each category. - Show examples of bar graphs and discuss the different parts (title, x-axis, y-axis, bars, labels).

Main Part (30 minutes): - Introduce the concept of scale and explain that each block in the bar graph will represent 2, 5, or 10 units of data. - Provide students with a set of data and ask them to create a bar graph using the appropriate scale. - Allow time for students to work individually or in pairs to create their bar graphs. - Encourage students to discuss their graphs with their peers and explain their reasoning for choosing a specific scale.

Plenary (10 minutes): - Have students share their bar graphs with the class and explain their choices for the scale used. - Discuss any common misconceptions or challenges faced during the activity. - Review the parts of a bar graph and ask students to identify them in their own words.

Differentiation: - Provide additional support for students who may struggle with creating the bar graph by offering templates or scaffolding. - Challenge advanced students to create a bar graph using a different scale or to interpret a given bar graph to answer questions.

Assessment Strategies: - Observe students as they work on creating their bar graphs to assess their understanding of the concept. - Review students’ completed bar graphs to check for accuracy and understanding of the scale used. - Ask students to explain their reasoning for choosing a specific scale to assess their critical thinking skills.

Higher Order Thinking Questions: 1. How would the bar graph change if we used a different scale? (Analyzing) 2. Can you think of a real-life situation where a bar graph could be used to represent data? (Applying) 3. What conclusions can you draw from the data represented in the bar graph? (Evaluating)