Math 8 Representing Data (Chapter 1)

Lesson
Title/Focus

Smartie Graph & Misrepresenting Data

Date

September 15

Subject/Gra
de Level

Math 8

Time
Duratio
n

70 minutes

Unit

Representing Data

Teacher

Robyn Volek

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Statistics and Probability (Data Analysis)

1. Critique ways in which data is presented in circle graphs, line graphs, bar graphs
and pictographs

LEARNING OBJECTIVES
Students will:
1. Create graphs
2. Examine information and put it into graphs
3. Identify ways in which we can misrepresent data

ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:

Discussion
Work time
How can we display this data?
How can we misrepresent data?
Math booklets
Practice Questions
Smartie worksheet
Formative Assessment

LEARNING RESOURCES CONSULTED

Math Links 8

MATERIALS AND EQUIPMENT

Smartboard
Smartie Worksheet
Formative Assessment

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Introduction
Bell ringer questions on creating misrepresenting data

Time

Bell ringer questions on representing data

I expect all students to be respectful of each other, the
classroom, and myself. I expect all students to try their hardest
and ask for help when needed.
1. Bell ringer
2. Smartie Graphs
3. Misrepresenting Data

10 min

Transition to Body
Learning Activity
#1
Assessments/
Differentiation:

Body
Work periods to do posters
- If students do get all work done, they can work on their
formative or do practice questions for the next section.
Assessment: Math posters

Time

25 min

Differentiation: I will have modified worksheets that assist

students in creating certain graphs (circle). I will guide students
with creating graphs
Adapted from a template created by Dr. K. Roscoe

Learning Activity
#2
Assessments/
Differentiation

Math 8 Representing Data (Chapter 1)

Practice questions on misrepresenting data in booklets
Formative assessment on misrepresenting data
35 min

Learning Activity
#3
Assessments/
Differentiation

Closure
Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Time

Formative, Smartie assignment, practice questions

Positive feedback, formative feedback

Friday we will begin to learn how to critique graphs.

Sponge
Activity/Activities

Reflections from the

lesson

Im wondering how effective my bell ringer activities are. I like that they get
students organized right away in class, but I dont feel that they are as
effective as I would like them to be. Im thinking I should find better
questions, or just begin class right away with examples or practice
problems.

Adapted from a template created by Dr. K. Roscoe