# Lesson Plan

Objective: -Teach students that graphs can easily be manipulated to display something that the creator wants the viewer to believe that the data doesn’t actually support -For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. *This would not be the only instruction on this standard. Students would have learned a lot of this information and this lesson would give them a chance to either refresh what they have already learned or extend their knowledge in terms of real life context.

Lesson: 1. Start by having student interpret graphs on worksheet and re-draw them to be accurate representations “Ok today we are going to start by looking at some graphs, on your desks there is a worksheet with two graphs on it. Examine the graphs and answer the questions.” a. Allow students adequate time to finish. When it looks like they are done, move on. 2. Short discussions about the misrepresented graphs worksheet and what they wrote for pros and cons. Make sure to not move on until it seems like the class has a good idea about where the lesson is going, that graphs can be misrepresenting. Then have them split up into pairs to construct graphs that would be more “accurate” on paper. Then go through these graphs and discuss different NOT ideas (these are possible points that could be touched on, but are not limited to where the discussion will go). a. NOT ideas *Ask students pertaining to the NOT ideas of the graph technology. *If needed, provide scaffolding questions. i. Bias 1. What do these graphs portray? 2. What does the data behind the graph say? 3. What about the graphs can be skewed, what about graphs keeps this from happening ii. Trade-offs 1. Why is graphing better than just numerical information? 2. Create pro con list together 3. What are you losing when you create a graph and why is it important to understand that? (ON WHITE BOARD) iii. Limited 1. why were these graphs created?, who created the graph? 2. They don’t give the whole picture or the specific data 3. Can be skewed towards a particular point of view 3. Go to website http://nces.ed.gov/nceskids/createagraph/

a.

d.

1. Have students investigate misinterpretations of graphs in a public setting by doing so on their laptops a. Find a graph, screenshot, and email to posterous once again. 2. Have students look at the following website to see first-hand what Fox News does to skew graphs. (http://www.businessinsider.com/fox-newscharts-tricks-data-2012-11) a. Discuss the progression of technology, and how it has allowed the media to portray such things, and even the ease with which we can make a graph and manipulate it b. See if they can attribute this to something else aside from politics. c. Reflect on the importance of making a graph and unbiasedly displays the information given.

Worsheet

Worksheet 1: What are the pros and cons of this graph? What would you change to make it a better graph? page 1

How does this graph initially make you interpret consumer gratification? After more careful reasoning, what might you say about this graph?

page 2

These are graphs to help explain what is wrong with the graph on the worksheet above. Students might possibly come up with these on their own but if they don’t, they will be useful in explaining to students the misrepresentations of the graphs.