UMF Unit-Wide Lesson Plan Template

Name:​ Josh Carey and Aurora Program: Secondary Course:

Turmelle Education - Mathematics EDU 361

Lesson Topic / Title:​ Identifying Misleading Graphs and Stats

Lesson Date: Lesson Length: Grade/Age:

11/21/19 45 - 60 minutes 7th/8th Gifted and
Talented Students
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences
learning experiences and performance tasks that support learners in reaching
rigorous curriculum goals based on content standards.
Learning Objective(s): Instructional Decisions / Reasoning:
Students will be able to independently By being able to independently interpret data
interpret and manipulate data sets in sets, students will be able to use their
order to find the sets’ median, mean, mode understanding to demonstrate their
and range. conceptual knowledge and ability to calculate
mean, median, mode and range.
Students will be able to recognize outliers
and misuse of statistical information.
Content Standard(s): Instructional Decisions / Reasoning:

Summarize and describe distributions.

CCSS.MATH.CONTENT.6.SP.B.4

Display numerical data in plots on a

number line, including dot plots,
histograms, and box plots.

CCSS.MATH.CONTENT.6.SP.B.5

Summarize numerical data sets in relation to

their context, such as by:

CCSS.MATH.CONTENT.6.SP.B.5.A

Reporting the number of observations.

CCSS.MATH.CONTENT.6.SP.B.5.B
 Describing the nature of the attribute
under investigation, including how it was
measured and its units of measurement.

CCSS.MATH.CONTENT.7.SP.A.1

Understand that statistics can be used to

gain information about a population by
examining a sample of the population;
generalizations about a population from a
sample are valid only if the sample is
representative of that population.
Understand that random sampling tends to
produce representative samples and
support valid inferences.

CCSS.MATH.CONTENT.7.SP.B.3

Informally assess the degree of visual

overlap of two numerical data
distributions with similar variabilities,
measuring the difference between the
centers by expressing it as a multiple of a
measure of variability. ​For example, the
mean height of players on the basketball
team is 10 cm greater than the mean height
of players on the soccer team, about twice
the variability (mean absolute deviation) on
either team; on a dot plot, the separation
between the two distributions of heights is
noticeable​.

Assessment - Uses assessment flexibly to expand and deepen understanding of

learner performance and determines best supports for continued learner growth.
Assessment: Instructional Decisions / Reasoning:
Formative Assessment - ​Creating
Misleading Graphs/Visuals​:

Instructional Materials and Resources - Stays current in content knowledge and

expands expertise in reviewing instructional materials from the perspectives of
both the discipline and individual learner needs.
Materials, Resources, and / or Instructional Decisions / Reasoning:
Technology:
1. Projector 1. To display the ​powerpoint and
graphs​ used in the lesson.

2. Paper and Graph Paper 2. Paper for students to create

their own examples of
misleading graphs.

Instructional Methods: Selects, creates, and sequences learning experiences and

performance tasks by using a variety of instructional approaches, strategies, and
technologies that make learning accessible to all learners and support learners in
reaching rigorous curriculum goals.
Teaching and Learning Sequence: Instructional Decisions / Reasoning:

Teachers will start by introducing

themselves, and giving an overview of
what the lesson will be covering:

“We’re going to be looking at graphs today,

folks!”
Teachers will then project four different
graphs onto the screen, one at a time.

While projecting the graphs, the teachers

will ask students whether or not they
believe what the graph is telling them.

1. Graph 1 is good:
2. Graph 2 is good:
3. Graph 3 is bad: Drake Graph
4. Graph 3 part 2 is correct version of
graph 3.

Teachers will then show a Ted Talk on

misleading graphs

Teachers will then transition into teaching

the students the five common ways that
people manipulate graphs to be
misleading.

Teachers at this time will give out a

handout​ over of the five commons ways
that graphs are manipulated to the
students (this handout will contain the five
infographics included in the ​powerpoint

After the students are taught the different

ways that people can manipulate graphs,
teachers will break the students into four
groups to identify the problems with
various graphs and then create their own
misleading graphs.

 The teachers will give four ​different types

of cereal nutrition labels​, and giving
students the scenario that they are going
to be working for one of the cereal
companies, and they want to make their
cereal company look the best in order to
sell more of their cereal.
Using the information that the students
have learned and the graphs that they
have been learning about, they are going to
be creating a misleading graph to sell their
cereal.
● Students will pick the brand of
cereal you want to "work for."
● Students will Decide which
nutrition fact they want to feature
in your graph to make their cereal
look the best, gathering their data
○ Options can include sugars,
Calories, Fat, Vitamins.
● Students will create a misleading
graph using the data collected, then
will answer the following question:
How can you alter your graph to
make your brand look healthier?
After you complete one graph, try
making a second graph.

● If students finish making their

graphs, they will create a second
graph which can either be a
"realistic graph" that displays the
data in a less biased way, or try to
 make a graph that is misleading in a
different way.

Meeting students’ needs Instructional Decisions / Reasoning:

(differentiation, extensions,
modifications, accommodations):

Planning more a shorter amount of time Accounting for bus schedule.

(45 minutes), but being ready to go for
longer (60 minutes).

To save time if necessary, we will omit:

● Examples from cases 1-5
● Remove Slide 4 and quickly go
through slide 8
● Make students switch graphs
earlier

Giving choice of whether students want to

work independently or partners.

Giving chance to extend on what they’re

learning by having them create a second
type of graph- either misleading in a
different way than their first or “realistic.”

UDL -
● Will be providing students the
opportunity to choose whatever
type of graph they know/are
comfortable with to work with
when creating their own set of
misleading data.
● Multiple means of representation-
will be presenting material both
orally, visually, and with text.

Field Courses Only – Post lesson

Reflection:
Teaching Standards and Rationale:

Direct Link to Common Core:

http://www.corestandards.org/Math/Content/

https://venngage.com/blog/misleading-graphs/