Liz Appleton

April 2013

Lesson Plan
Grade/Subject: Grade 8 Math Unit: Data Analysis Lesson Duration: 57

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: Collect, display and analyze data to solve problems. Specific Learning Outcomes: Critique ways in which data is presented in circle graphs, line graphs, bar graphs and pictographs. [C, R, T, V] [ICT: C73.1, C73.2, F43.3]

LEARNING OBJECTIVES
Students will be able to: 1. Explain (B) how the format and visual representation of a given graph (P) can lead the data to be misinterpreted in class discussion. (C) (Cognition) 2. Identify (B) specific elements in graphs that can be manipulated to be misleading (P) in their own written work (C). (Cognition) 3. Compare (B) how misleading graphs can be changed to represent the given data accurately (P) in real world situations (C). (Cognition)

ASSESSMENTS
Observations: - Thumbs up, thumbs down for the yes/no questions - Circulating the room while they are working and looking for any problem areas. Key Questions: How many of you think that this is a true statistic? Why do you think it is untrue? What information does the graph give you that you did not know before? Was that a misleading statistic? Where are some places you have seen misleading statistics or information? Would the format of our graphs play a role in the information presented being misleading? What parts of a graph could be changed to be misleading? What is your first impression of this graph? What information is it telling you? What elements of the graph make it misleading to you as the reader? Is the data itself misleading as well What are some ways we have seen in the ads that make graphs misleading? Are there any concepts that are still unclear to you about misleading graphs? What are some things to look for when analyzing graphs? What elements of a graph can be changed to be misleading? Where can we find examples of misleading graphs? Did you like using real life examples in our work today? Is there anything about identifying

Liz Appleton

April 2013

misleading graphs that are unclear to you? Written/Performance Assessments: - Worksheet 8.5 - Practice questions - List of misleading graph elements on the board

LEARNING RESOURCES CONSULTED

Resource #1: Alberta Education Program of Studies Mathematics Resource #2: Math Focus 8 Text Resource #3: Math Focus 8 Teacher Resource Manual

MATERIALS AND EQUIPMENT

Teacher Resource Manual Math Focus 8 Textbook Whiteboard markers

Smartboard Worksheet Booklet Smart board presentation

PROCEDURE Introduction (_5_min.):

Hook/Attention Grabber: Write the statement on the board: 80% of students want homework on Saturdays Q: How many of you think that this is a true statistic? Q: Why do you think it is untrue? Show the students the picture of the graph Q: What information does the graph give you that you did not know before? Q: Was that a misleading statistic? Assessment of Prior Knowledge: Q: Where are some places you have seen misleading statistics or information? Q: Would the format of our graphs play a role in the information presented being misleading? Expectations for Learning and Behaviour: - Students will raise their hands when asked a question - The usual 5 Classroom norms will be reinforced. o Respect Yourself and Others o Be Prepared o Listen to Others Advance Organizer/Agenda: - Misleading advertisements - Practice Analyzing graphs - Worksheet 8.5 Transition to Body: Part of data analysis is being able to recognize when graphs do not accurately represent a set of given data. Today we are going to look at different types of graphs and discuss if they are misleading in any way those who are reading them.

Body (_47_min.):
Learning Activity #1: Real World Misleading advertisements - Tell the students to keep the following question in mind as we go through the next activity Q: What parts of a graph could be changed to be misleading? - Explain that I have found a few graphs that are a part of advertisements that are misleading - I want individuals to come up and circle or change things on each example that they find misleading on the smart board - We will then discuss as class the things they changed and why they were misleading - These questions will be asked of each graph: Q: What is your first impression of this graph? Q: What information is it telling you? Q: What elements of the graph make it misleading to you as the reader? Q: Is the data itself misleading as well?

Liz Appleton

April 2013

1. Chevy ad Misleading elements: Scale does not start at zero Other brand names are in darker writing Bars are uneven widths A proper scale would show the differences are not that big 2. Easy jet ad Misleading elements: No scale False information about the prius (actually get 56g/km) Bars are uneven widths A proper scale would show the differences are not that big 3. Best Buy Ad Background: Companys new trade-in program. Essentially, if you buy a piece of technology from Best Buy, you can trade it in later for an upgrade. The amount you get for your trade in depends on the amount of time elapsed since your purchase. Graph shows that offer. Misleading elements: 50% is the maximum making you think you are getting more back then you really are scale makes the 10% look like half of 50% so it looks very appealing proper scale would show that the products lose their value quite quickly Will show them the proper format of the graph 4. Citi bank Ad Misleading elements: The scale does not begin at zero The icons are all different shapes and colours Not really clear on what data they are showing. Is it P/Es or market value? Lower numbers are above the higher numbers Title is in the graph After we have gone through all of the ads the students will create a list on the board of the different elements of a graph that make the data misleading: Q: What are some ways we have seen in the ads that make graphs misleading? No Scale No Title No labels on the axises Different sizes of icons or bars Scale does not start at zero Horizontal axis is uneven Assessments/Differentiation: - The completed list of misleading graph elements will be the assessment of the day - I will question them about the different graphs to make sure that they understanding what makes a misleading graph. - The different graphs will expose them to the different ways misleading graphs can look

Transition: Now that we have looked at some real life examples of misleading graphs and what can make them so misleading you are going to practice analyzing and correcting them with a partner. When I am finished talking I need everyone to pull out their textbooks and make sure that you have a piece of grid paper, a ruler and a pencil. Learning Activity #2: Practice Analyzing Graphs - We will go through the example on pg. 350 as a class - I will ask the questions of them as stated in the textbook. If they have thought about the question and thing they have an answer they can stand without talking and wait until I call on someone for the answer. o A) Yes. The bars show approximately the same number in both graphs o B) The width of the bars, the scale, the colours of the bars o C) Graph 2 o D) It gives the impression that Vanessa scored more points. o E) Yes because the scale is not proper, the width of the bars is inconsistent

Liz Appleton

April 2013

Q: Are there any concepts that are still unclear to you about misleading graphs? Q: What are some things to look for when analyzing graphs?
Assessments/Differentiation: - Questions to them - The completed set of questions - If we are short on time I may just assign the questions as their assignment or we will go straight to the worksheet after the example.

Transition: When you are finished your practice questions you can begin working on your 8.5 worksheet, which is due Monday. Learning Activity #3: 8.5 worksheet - I will go through what they are doing with the work sheet - They will be given time to complete the worksheet
Assessments/Differentiation: The completed 8.5 worksheet will be the written assessment Serves as an extension and culmination of the concepts Transition: If you are done your worksheet hand it in on the desk at the front if not it is due for Monday. Before we finish I just want to review a few keep points with you. Sponge Activity: Students who finish early can work on worksheet 8.3 for extra practice and review of creating graphs.

Closure ( _5_min.):
Consolidation/Assessment of Learning: Q: What elements of a graph can be changed to be misleading? Q: Where can we find real life examples of misleading graphs? Feedback From Students Q: Did you like using real life examples in our work today? Q: Is there anything about identifying misleading graphs that are unclear to you? Feedback To Students: - Comment on things I saw going well in the lesson - Talk about any concepts I felt concern about and give them further clarification. Transition To Next Lesson: Monday we are going to be talking about changing the scale of different graphs and how that can affect the data. Reflection:

Liz Appleton

April 2013