Lesson Plan 1: Graph Theory

Name of Lesson​: Map Coloring (for 6th grade)

Lesson Objective or Purpose​: What mathematical skills and understanding will be developed?
Standard: P.CM-DM.A: QR P.CMDM.A.1: Study the following topics related to vertex-edge graph: Euler circuits,
Hamilton circuits, shortest path, ​vertex coloring​, and adjacency matrices.

1. Students will develop strategies for vertex coloring (graph coloring).

a. This is done through exploring and using algorithms (computer and by hand).
2. Students will work by themselves and in groups.

Lesson Tasks, Problems, and Activities​:

Color/ Notational Key for Lesson Task

★ Red ​=> ​things you definitely need to tell students (​for their packet​)
★ Purple ​=> ​approximate​ time
★ Green ​=>​ movement/actions
★ Quotations (“”) refer to things that should be said

Worksheet: Map Coloring​ (Answer Key below)

Day 1

Each table will need some sort of coloring utensils (crayons).

Each student needs Day 1 packet.

● Warm Up (​5 mins​)

○ Have students work on the warm up individually for​ 5 mins
○ “Remember this is a ​rough draft ​so it is okay if you don’t find the exact solution yet. Try your
best!”
○ Write​ ​“​red​” ​words on the board or under document camera on your copy of a worksheet
○ If student finishes coloring early have them answer questions 1,2, & 3 in “Group Work”
● Group Work (​25 mins​)
○ Questions 1-3: “Take the next ​5 mins​ to answer the questions 1- 3 on your own. If you finish early,
look over the group work section”
○ Questions 4 and 5: Have students take ​3 mins​ to talk about results and ​2 mins​ to write out
responses.
○ Attempts 1-3: “Now you are going to work with you table mates to try and find the least amount
of colors to color the 15 arizona counties such that no counties that share a border are the same
color. You will have ​15 mins​ to try at least 3 different strategies or ‘attempts’. If your group
finishes early then you can get more paper ‘here’ (​point to where the extra attempt’s papers are​).
Note, each member is responsible for filling out their own worksheet”
○ Monitor student solutions primarily for either using four colors, starting to color counties who
share the most borders with other countries first, or other interesting/noteworthy methods.
Order for presentations should go from strategies that were close to the “vertex coloring” method
to strategies that have elements directly from the “vertex coloring” method.
■ Be sure to walk around and ask each student group ​what​ they are ​doing​, ​what​ they are
trying​, ​what​ they are ​changing​, and other such questions. Ask follow up questions as
needed, such as ​why​.
● ​ 0 mins)​
Notes (2
○ Have groups present work based on the order you monitored for during group work time (close to
known algorithm to using parts/whole of algorithm). Students may use board, document-camera,
 or other techniques appropriate within the classroom. “Be sure to write down at least ​5 ​ideas
from your peer’s presentations” (​15 mins​)
■ Be sure to remind students to take notes, especially in order to answer the exit ticket
questions.
○ Questions 1 & 2 (Exit Ticket Day 1): Have students fill out answers to these questions during the
last ​5 mins​. After they are done instruct them to rip paper and turn in that bottom half. “ When
you are done answering those questions, rip the paper (​rip your copy of paper as example​) so that
you can keep the packet and I keep the exit ticket”
● If time allows:​ (if each student has a school provided computer) have them begin looking up possible
maps for homework ​OR​ (if computers must be checked out, that is there are none in the classroom for the
day) pass out the last attempt paper and explain (verbally and with Day 2 packet under the document
camera) to do steps 1 and 2 on the Day 2 packet (​Note: Do Not Pass Out Day 2 Packet​; just have it
“onhand”).

Day 2

Each table will need some sort of coloring utensils (crayons) and computer.

Each student needs a Day 2 packet and “Last Attempt” worksheets.

● “Today we are going to finish what we started yesterday and find the least amount of colors to color the
AZ countie such that border counties do not share a color”
○ Have students share what maps they found for homework with their table mates (​5 mins​)
○ Ask (verbal & written on board/doc-cam)
■ Which map did you find?
■ How is it colored (if at all)?
■ How do you think they colored it (or would color it)?
● Making the “AZ County” Graph (​5 mins​)
○ “Alright, now we are going to begin to find the answer to our question …. (​pause​)... what question
are we trying to answer again? (​cold call or take volunteer​)”
○ Have students complete ​steps​ 1 and 2 on worksheet (this will help later when they put the graph
on the online resources).
■ Be sure to show an example of connecting the lines to a dot for at least one county. For
example, the middle county is connected to 6 other dots because it shares its border with
6 other counties.
○ Go around to each table group and make sure at least one person has the right degree at each
vertex. Students with the right degree, mark their papers (maybe with a cactus stamp).
■ Say: “Be sure to check your graphs with your table mates with a “mark” (stamp) on it
since they have they have the correct one”
● Vocabulary (​10 mins​)
○ “Before we go and construct the graph online, we are going to need to define some terms to help
us better use the online resource, Graph Online”
○ Write out and verbally say the following definitions for dots and lines (if there are other terms
needed write them in the margins AND add to worksheet later)​ write under doc-cam​.
■ Dots: ​In graph theory dots are called vertices, so a ​dot​ is a ​vertex​.
■ Lines: ​In graph theory lines are called edges, so a ​line​ is an ​edge​.
■ Have students draw out the following picture to accompany the words (​on the right​)
 ■ ASK: “How many edges (and lines) are in the graph we just drew? “
○ “On our “Last Attempt” paper, what do the ​vertices​ (dots) represent? Take a ​minute​ to talk with
your table mates”
■ Answer: ​The vertices represent the counties of Arizona (AZ) (​write this on your copy as
well​)
○ “What do the ​edges​ (lines) represent? Take a ​minute​ to talk with your table mates”
■ Answer: ​The edges represent the borders a given county shares (​write this on your copy
as well​)
○ Make sure students write what's in red on their own paper, that is the students copy off the
document camera.
● Using Technology (​15 mins)​
○ Before students go to the website, pull up the website to briefly go over what they will do for this
section and show them where the buttons are…
■ “Add vertex” is 4th from the left.
■ “Connect vertices” is 5th form the left,
■ “Algorithms” is 6th from the left.
○ “Now you are going to work in your table groups to recreate the “Last Attempt” graph on Graph
Online. What are some things we need to be weary (cautious) of? Take the next ​minute ​to talk
over with your group” (​call on a few tables to answer question​)
○ Walk around tables, checking their degrees on vertices, using the computers apportitely, and
using the website. Some questions to ask while walking around are below.
■ How is it going?
■ Does your graph online match the one you have drawn for the “Last Attempt”? How do
you know?
■ What is easy/ hard about using this website?
■ Anything interesting you’ve found out?
● How to Color a Graph (1 ​ 5 mins​)
○ This can either be done as a whole class or within table groups or individually (​allow students to
vote on which one they would like to do, choosing the majority or compromising as needed​)
○ Regardless of the vote, do the first iteration of ​steps 6 through 9​ together.
○ If done at tables, walk around checking on student work.
○ If done ALL together, go through each iteration asking similar questions to the ones below and
writing​ under document camera on your “Last Attempt” worksheet.
○ (Possible) QUESTIONS
■ What step are you at/what are you going to do next? Why?
■ Which vertex should you color now? Why?
■ Which has the most edges connected to it? How do you know?
○ “Exit Ticket”: Have students pull out a piece of paper to answer the question OR have them go on
to the Google classroom and respond to the discussion post by the end of the day (student’s
choice).
 ■ Exit Ticket Questions
1. What was something interesting you learned?
2. What are you still confused about? (only ask this question on a discussion post if
classroom environment is accepting of a productive struggle)
3. What is the least amount of colors you can color so that no border counties share
the same color? How do you know?
● If Time Allows: Self Inquiry
○ Have students look in to and begin to think about what Euler and Hamiltonian Cycles are within
the context of the AZ county situation by completing this section of the packet.

Evidence of Success​: What exactly do I expect students to be able to do at the end of the lesson, and how will I
know?
My students will try and explain their own strategies to color the map.
My students will correctly find the least amount of colors it takes to color the AZ counties map.
My students will practice using technology and the vertex coloring method to color a graph.
Lesson Launch Notes​: Lesson Closure Notes​:
Day 1: First page of Map Coloring worksheet under Day 1: Exit Ticket: Students will answer questions about
warm up section. Has students doing a rough draft of what they observed from peer groups concerning how
their initial ideas on how to color the counties. they choose to color the counties. Questions are
Day 2: Go over homework from day 1 as a short above, in the lesson task section.
discussion with table mates. Questions are above, in
the lesson task section. Day 2: “Exit Ticket”: Answers 3 of the questions on
either a piece of paper before leaving OR online
(Google classroom) by the end of the day.

1. What was something interesting you learned?

2. What are you still confused about? (only ask
this question on a discussion post if classroom
environment is accepting of a productive
struggle)
3. What is the least amount of colors you can
color so that no border counties share the same
color? How do you know?

Notes and Nuances​: ​vocabulary​, connections, ​common mistakes, typical misconceptions​, etc.
Graphs​: A collection of dots (vertices) and lines (edges)
➢ May confuse ​graph for the “pictorial” version of a function​.
○ A solution: Explain how we use the word”graph” to describe lines, curves, functions, and other
such things. The word is much broader than we may perceive, but note that we do use it to
describe something that is visual/ pictorial in mathematics.
Vertex​: A dot
➢ May think ​vertices are only on 3D shapes​.
○ A solution: Explain how that is true, but we can also use it to describe 2D “cornes” or, rather,
where two distinct lines (edges) meet.

Edge​: A line segment

➢ May think ​edges only on “cliffs” or (like before) are only on 3D objects​.
○ A solution: Explain that, once again, the is true, but we can also describe the lines connecting
vertices (dots) as edges.
Note:​ Edges (lines) lie between at least two vertices (dots).
Vertex Coloring​ (called “Graph Coloring” on website): A process used to color a graph such that no connected
vertices share the same color and the least amount of colors is used.
➢ May have trouble ​seeing the importance of this method​.
○ A solution: Explain that we don’t only use this process to color maps, but for other things such as
sudoku, scheduling, seating, and so on (​https://www.youtube.com/watch?v=y4RAYQjKb5Y​).

​Main Day 1 Misconception​: the ​set up to the activity

➢ Students may be confused about the wording of the “inspiration” for the activity. That is what it means to
use the minimum number of colors such that no two bordering counties share a color.
○ Solution Process 1​: Pull up a picture of a map and ask them (1) Is it easier to read a map when all
the areas (counties) are the same color? Why? (2) For this map, are there any bordering counties
that are the same color?
■ Link to use
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.mapsofworld.com%2Fusa
%2Fstates%2Farizona%2Farizona-county-map.html&psig=AOvVaw0iQQpM4GjPB9GiLIt9k
N_-&ust=1581995471809000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCMj4-cPO1-c
CFQAAAAAdAAAAABAD
■ “Since the counties are different colors it does make the map easier to read in order to
better see where each county is. To build off that, ​we​ ​(​our class​) ​can use less colors than
this website to color all the counties! So, that is what we will be exploring today: how we
can use the least amount of colors to color AZ counties so that no counties next to each
other are the same color.”
○ Solution Process 2​: Have students talk in their table groups what the goal of this 2 day activity will
be. Then have students share responses.
○ Solution Process 3​: Explain how we don’t want counties next to each other to be the same color
AND we want to use the least amount of colors possible (that is changing up the wordings order).

​Main Day 2 Misconceptions

➢ Degree of vertices​ (when making the graph on the “Last Attempt” paper ​AND​ on the website)
○ Note: We do not discuss, nor define, the word degree. If needed degree refers to the number of
edges connected to a vertex. Though, you can just say “number of lines/edges connected to a
dot/vertex”
○ A Solution Process​: Have students write down how many countries are bordering each county OR
how many lines (edges) are connected to a dot (vertex). ​This is why making sure at least one
group member has the right degrees is crucial since you will not be able to check everyone's graph
during the “Making the “AZ County” Graph” section.​ Below are the degrees of each vertex.
 ➢ Vocabulary
○ Refer to above for possible solutions.
➢ Using Technology​, that is using the website
○ A Solution​: Go through the procedures as a class, rather than in groups. Since this may take away
some agency the students had for this section, be sure to ask students what to do “next” and
“how many edges ‘this vertex’ have” and other similar questions. Call on each table at least once.
➢ Coloring graph by hand​, that is properly using the algorithm
○ A Solution​: If students initially choose to not work as a class, work as a class. This would involve
bringing in positive aspects students have already been using.
○ A Solution​: If students have been working as a class, go through each vertex one at a time and ask
specific questions rather than the broader ones from “possible questions” under the “How to
Color a Graph” section.

What steps 1 to 2 should result in for Day 2 Packet

 
What steps 6 to 9 could result in for Day 2 Packet
● Note that students do not have to “color” it this exact way; it just has to be 4 colors at least.

Resources​:
1. http://discrete.openmathbooks.org/dmoi2/sec
_coloring.html
2. https://www.google.com/url?sa=i&url=https%3
A%2F%2Facademickids.com%2Fencyclopedia%
2Findex.php%2FList_of_Arizona_counties&psig
Homework​:
Day 1: FInd an uncolored map (fictional or real)
Day 2: Filling out discussion post (if they did not do the
exit ticket).
 =AOvVaw2_14IfKVpO6YC8qU2gkHBX&ust=158
1621307658000&source=images&cd=vfe&ved=
0CAIQjRxqFwoTCLCRmdXczOcCFQAAAAAdAAA
AABAD
3. https://graphonline.ru/en/
4. https://www.youtube.com/watch?v=y4RAYQjK
b5Y
5. https://www.google.com/url?sa=i&url=https%3
A%2F%2Fwww.mapsofworld.com%2Fusa%2Fst
ates%2Farizona%2Farizona-county-map.html&
psig=AOvVaw0iQQpM4GjPB9GiLIt9kN_-&ust=1
581995471809000&source=images&cd=vfe&ve
d=0CAIQjRxqFwoTCMj4-cPO1-cCFQAAAAAdAA
AAABAD
Post-Lesson Reflections​:
None Currently
Adapted from “Accessible Mathematics: 10 Instructional Shifts that Raise Student Achievement”, by Steven Leinwand
 Answer Key: ​Day 1: Map Coloring  
note, some answers will vary  
Today we are going to be coloring the different counties of Arizona. ​BUT 
here’s the catch: you want to use the l​ east amount of colors​ so that n
​ o 
bordering counties a​ re the same color.   
 
Warm Up 
Take the next ​5​ minutes to try and find the least amount of colors to color 
the counties by yourself.  
Remember this is a ​rough draft or first draft​, so we are not looking for the 
exact solution yet.   
 

   
Group Work 
Now you are going to work with your group mates to try and solve this puzzle. 
Begin by answering the following questions.  
 
1. How many counties are there?  
There are 15 counties   
2. How many colors did you use? 
Answers will vary 
3. What was your process? Strategy? Explain in 3 sentences.   
Answers will vary 
 
 
 
 
 
 
4. Who in your group used the least amount of colors? 
Answers will vary 
 
 
5. What was their process? Strategy? Explain in 3 sentences.   
Answers will vary 
 
 
 
 
 
 
Use the next few pages to try out different strategies, process, and 
techniques until your group is sure you have used the least amount of colors. 
Be sure to record the processes you are using to color for each attempt.  
   
Answers will vary: ​Attempt 1  

 
Describe the Process Used 
Answers will vary   
Answers will vary: ​Attempt 2 

 
Describe the Process Used 
Answers will vary   
Answers will vary: ​Attempt 3 

 
Describe the Process Used 
Answers will vary 
   
Notes 
Write or draw a few notes about what your classmates presented. Write at 
least ​5​ ideas.   
 
 
 
 
 
 
 
Exit Ticket 
1. Which explanation did you like best? Why? Explain in at least 5 
sentences.  
Answers will vary 
 
 
 
 
 
 
 
 
 
 
2. Was your group's answer the same or different? Explain in at least 3 
sentences.  
Answers will vary 
   
 Day 2: Map Coloring 
Making the “Arizona County”​ ​Graph 
1. Place a dot in each county on your “Last Attempt”  
2. Connect the dots so that countries that are next to each other (share a 
border) share a line. ​Advice​:You may want to find out how many counties 
connect to a given county before marking dots.  
 
Vocabulary 
 
Dots: ​Are called vertices in Graph Theory, so a dot is a vertex  
 
Lines: ​Are called edges in Graph Theory, so a line is an edge   
 
What do the ​vertices​ (dots) represent? 
They represent the counties.  
 
What do the ​edges​ (lines) represent?  
They represent the borders the counties share with other counties.  
 
Using Technology  
3. Now go to ​https://graphonline.ru/en/ 
4. Recreate the graph you have drawn steps 1 and 2.  
○ Go to “add vertex” and put 15 dots in the white space 
○ Go to “connect vertices” to copy your edges form “Last Attempt” 
5. Now go to “Algorithms” and click on “Graph Coloring” 
○ Be sure to keep this tab open since we may use it later for “If 
Time Allows” 
How many colors does the website use?  
4 
So, what is the least amount of colors we can use to color the counties of 
Arizona so that counties next to each other do not share a color?   
It is 4 colors.    
Below we will use a ​ systematic​ ​approach​ to color the graph by hand.  
How to Color a Graph 
Go back to your “Last Attempt” to complete the following.  
6. Circle the dot with the most lines connected to it in ​green​.  
7. Then circle, in ​green​, the next dot that has the ​most lines connected to 
it A
​ ND​ i​ s not connected to the dot from step 6    
8. Do number 4 until there are no more dots to circle​ green 
9. Repeat​ steps ​6 to 8​, changing the color you use, until all the dots are 
colored.  
○ Once a dot is circled we do not color it again.   
 
How many different colors did you use? ​4  
 
 
   
If Time Allows: Self Inquiry 
Look up the following words and write, or draw, what they mean.  
 
Eulerian Cycle: ​Something about only going to each edge once and ending 
where you started.  
 
 
 
 
 
 
 
Hamiltonian Cycle: ​Something about only going to each vertex once and ending 
where you started.  
 
  
 
 
 
 
 
If you wanted to travel to each county (vertex) and then return where you 
started, which would you need to find: Eulerian or Hamiltonian Cycle? Why? 
Hamiltonian, because we care about the vertex, that is the counties we are 
traveling to.  
 
 
 
 
 
Using the website from before (look under “Algorithms” again)…  
Is there a ​Hamiltonian​ Cycle?  
 
What does that mean?