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Math – Period 1/2

Data Collection and Bar Graphs

Teacher​:​ Miss Scott

Date:​ 28/11/2016

Overview & Purpose

Goal: ​The students will collect and understand their own first hand data. The students will
begin to understand how to read and interpret a double bar graph.

● Students will learn that a double bar graph displays two sets of data.
● Students will understand that a double bar graph can be used to make comparisons
● Students will learn and label a bar graph with a title, horizontal axis, vertical axis,
scale, and legend.
● The students will be able to label whether data is “first hand” or “second hand”

General Learning Outcomes

Collect, display and analyze data to solve problems.

Specific Learning Outcomes

● Differentiate between first-hand and second-hand data.
● Construct and interpret double bar graphs to draw conclusions.

Materials Needed
● (19) Double Bar Graph Attribute Example.
● (19) Grid Paper
● (19) Table Template
● Math 5 Textbook

● Formative:
○ Observe and Listen
■ Pose questions such as: What is the same about both graphs? What is
different about the second graph? Why are the bars taller in the first
graph? Who might want this information? ​(SLO 2)
■ Bellwork: having the students complete textbook questions as practice
allows the teacher to collect their work at the end of the week and
determine if any re-teaching needs to occur in a specific area. ​(SLO 2)
■ Practice Bar Graph: Having the students complete a practice bar graph
that the class does together allows for the students to gain an
understanding of how to construct a double bar graph and allows the
students to ask any questions when needed. ​(SLO 2)


Introduction Have the students pull their questions and

answers they created from yesterday’s class.

Have them copy their material over to the

template provided. Explain to them that you
had them draw the table for practice as they
25 Minutes will not always be given a template to use.

Tell the students that each group will be going

to a different classroom to collect the data for
their question. Remind the students that they
need to be respectful and responsible because
you are guests in these classrooms. Also
remind the students that they need to be
collecting good data (example: girls and boys)
because they will be using the data another
day. Suggest to the students that they take two
colors to record the data in, one for the boy
answers and another for the girl answers.

Instruct each group towards what classroom

they will be conducting their survey.
Have Cassandra take group 1

Have Mrs Bettcher take group 3

You take Group 2
Group 4 can go on their own

Allow the students 5 minutes to record their

data and get back to the classroom.

Ask the students to put this away in the math

section of their binder so they do not lose it
because they will be needing it again.

Review “first hand” and “second hand” data

from the previous day by asking the students
what they normally wear on their feet while
they are at home.

Make a quick tally on the whiteboard.

→ Socks
→ Shoes
→ Slippers
→ Other

Ask the students if this data is “first hand” or

“second hand” data and why?

To introduce double bar graphs ask the

students if they can think of any way we
could display this data?

Tell the students that today we will be

learning about a special type of bar graph
called the double bar graph.

Transition Ask the students to pull out their math

3 Minutes
Hand out the math textbooks to each student.
Ask the students to turn to page 261.

Pull up the same to graphs on the computer.

Activity One Introduce double bar graphs to the students by

discussing the attributes each double bar
graph will contain. Use a graph and label each
attribute for the students to see. They should

be looking at the example provided and

labelling the corresponding areas.
→ Two sets of data
→ Title
→ Horizontal Axis
→ Vertical Axis
→ Scale
→ Legend

29 Minutes Tell students that each double bar graph must

contain these items. Ask the students to write
this in their scribblers for future reference.

Have the students turn to page 262 in the

→ Students across Canada were asked what
they usually eat for breakfast.
→ By looking at the bar graphs we can tell
that more students eat grain products than any
other food and most students eat breakfast,
some do not.
→ Show the students that if they combine the
two sets of data into one double bar graph we
are able to learn more information by making
comparisons between the two.

Ask the students what we can conclude by

looking at the double bar graph on page 262.
Ask the students what the title, horizontal
axis, vertical axis, scale, and legend represent.

Hand out the grid paper to the students.

Have Cassandra sit with group 1 to ensure

they are staying on task and keeping up with
the rest of the class.

Ask the students to take out the example from

the beginning of class yesterday (How you
get to school) tell them that with this data as a
class we will be making a double bar graph.
Ask the students what the first thing we
should do to start creating it is. ** Hint you
have to start with the attributes of a double
bar graph.**

Begin drawing the double bar graph on the

board. Make sure the students are following
along and copying it down onto their grid

Provide a wait time for students to copy it


Ask the students questions such as

→ What would be a good title for this graph?
→ How should we create the scale? 1 Person
for each square?
→ What should our legend be?
→ What should go on the horizontal axis?
(Methods of transportation)
→ What should go in the vertical axis?

Conclusion Ask the students to please put away their

textbooks and scribblers away.
3 Minutes Tell the students they can lineup for gym.