Title of lesson Creating Bar Graphs - Grade level 6

(intro)

Subject Math Topic Graphs/ Data

Collection

Relevance Understanding graphs and data is a crucial skill to have for each
individual. Often, relevant scientific information that is important to the
general public will be displayed via graphs and charts. Students must
understand how to interpret these and this lesson gives students a
great opportunity to do so. Additionally, students will have a chance
to explore how to create a graph; this act will further their
understanding and knowledge regarding graphs and data collection
as they will be able to showcase that they truly understand what they
are doing. Taking a modern stance on this topic, various forms of
virtual graphing and technological graphs/ charts are extremely
prevalent in modern society and students must understand how to
interpret the data that is shown.

Resources Required ● Paper & pencils

● Rulers
● Handouts (attached below)
● Graph paper / notebooks

QEP Subject Area Math:

Competencies 2. To reason using mathematical concepts and processes
- Students will be developing their understanding of the concept
of bar graphs and the process of transforming data into a
visual representation.
3. To communicate by using mathematical language
- Students will be expected to use words such as: bar graph,
data, graph title, x and y axis; in an appropriate manner.

Learning Objectives ● Develop an understanding of how to collect data through the

use of surveying a group/population.
● Develop an understanding of how to represent data using a
bar graph. Additionally, understanding that scale is a huge
component of graphs and can be used to exaggerate certain
information.
● Build upon prior knowledge of how graphs can be utilized in a
way to share information in a visual and efficient way.
Essential Question(s) How can one represent data? What is data and how is it collected?
What components are part of a bar graph? Why are graphs important
(for communicating information)?

Lesson Introduction (hook): Student will know:

Timing

● “Today we will be looking at the ● The components that make up a bar

uses for graph making and will graph (title, axis’, sub-titles, data/bars,
attempt to create our own using numbers, a grid, scale…).
5-10 data from our classmates.” ● How to collect data using tally marks
mins ● With this idea in mind, we will turn and/or pictographs.
our focus to the“Among Us” ● How to interpret visual data.
character creator website that
students will be using.
https://www.amongusavatarmaker.
com
● Students will each have their own
“character” within the game that
they can utilize for the lesson/
activity we are about to continue
with. They will create these
characters with the website and
share them on a shared Google
Doc that students will have access
to. (Perhaps even Google
Classroom or even Teams has
options for this!)

Development (Learning activities – step Students will understand:

by step sequential procedure):
● Students will have a chance to
share their created “Among Us”
characters with their peers.
25 mins ● On the shared website
(https://lucid.app/invitations/acce
pt/176cf5ce-f5da-4471-a72f-
27abe9f6e208) students can add
 and see the various characters that
are created. We will limit the
number of color options that they
25 mins have so that each student has a
similar color choice.
● Before moving on to the next
portion, we will have a brief lesson
in which we explore how to properly
create a graph.
● We can highlight each component
of a graph (the axis, the titles, the
scale/ increases, what goes where,
etc.) and how to properly format it
with the given tools that they will
have.
● Next, students will collect the data
of how many colors of character
there are and create “graphs” with
this information. This part (along
with the graphing portion) will be
done in paper.
● Each student should keep a “tally
chart” of the various colors that
they will use to guide their graphs.
● This tally chart will be used to
facilitate the creation of the graph.
● They will use what they learned
previously in the lesson to correctly
create a graph and pick applicable
scale, colors, spacing, etc. to
accurately depict the information
that is shown.
● How graphs are used to represent a
collection of data in a visual and
efficient manner.
● The importance of graphs and data in
everyday situations.
● The impact that scale has on the
information offered within a graph.
Students will do:
● Collect data (individually) using class
information.
● Take note of their data using tally
marks and/or pictographs. (This may
be done online)
● Each student will independently
create a bar graph to display the
information that is given/ shown.
Cross Curricular Competencies:
To Use Information (and communications
technologies):
- The data that students will be
collecting will be their information
that they must use to create their
graphs.
- Students will be using the
information about the characters
that make up a bar graph
throughout their work.
To Communicate Appropriately:
- Mathematical terminology and
vocabulary should be used
appropriately when describing
their process and speaking to
others.
To Adopt Effective Work Methods:
 - Time management and
organization will be worked on
throughout this lesson.

To Use Creativity:
- Students will be creating their bar-
graphs and have some creative
freedom.
- Eventually, students will be
creating their own data collecting
questions.
- During character creation,
students are allowed the creative
freedom to design as they wish
according to the guidelines of the
website.

To Cooperate With Others:

- Sections of the lesson will involve
peer collaboration (as they are
utilizing data from their peers and
may collect data on their own).

Broad Areas of Learning:

Personal and Career Planning:

- Many careers consist of
processing data and creating
graphs.
- In their personal lives, graphs are
shown quite frequently to easily
display data.

Citizenship and Community:

5-10
mins - Community projects often include
surveys of the general public.

Universal Design for Learning/

Differentiation:
 ● Students will be presented with multiple
ways to demonstrate a number (visual
learners, and others).
● Outlines will be provided for reference.
● Activities will be short and concise to
maintain the attention of those who
have trouble focusing.
● Technology will be used to assist
students who work better with design
and it will help visualize the concepts
(data) all on one platform. Less work
will be written (a break from writing on
paper).

Closure (transition): FORMATIVE - Assessment FOR learning:

● Once students have completed
their “Among Us” graphs, they
- What components are part of a bar-
will have a chance to pick a
graph?
question that they wish to ask - Data collecting activity
their peers. - Bar-graph creating activity
● This question will be aimed at - Checking in for understanding (silent
having set solutions that thumb plus final emoticon exit card)
students can pick from.
● The purpose of this is so FORMATIVE - Assessment AS learning:
students can keep tally charts of
the answers that are given. ---
● These tally charts, yet again, will
be utilized to create another
graph that will be personal to
their own question.
SUMMATIVE - Assessment OF learning:

---

Further considerations (follow up activities)

● Pie Charts (with lessons on percentages)

● Line Graphs
● Students can explore the same batch of data in multiple ways. What other graphs can
be made using the given data? Example: “the character hats”, “the character pets” etc.
● Students can explore what happens when the “sample” of the data collection is much
larger than 20-30 students. We could facilitate a situation where we asked the whole
 school to create “Among Us” characters and we had a sample size of 200 (or more)
students. In this scenario, the “scale” would have a much greater impact. This is
important as it showcases how differing scales can be used to “misrepresent” various
data/ information.

https://www.amongusavatarmaker.com (character maker)