The Typical 4th Grader
Created by Heather McCarthy
with
inspiration from Colleen Miller and Garnet Lynch
Whittier Elementary School
Frederick
County, Maryland
2001-2002
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Introduction Task Process Resources Evaluation Conclusion
Introduction: Graphs are used in every day life to make a
point much clearer or easier than text can. Click here to see what kind of graph was used to show
who’s reading Harry Potter according to the newspaper, USA Today. Discuss with
your partner: 1.) What type of graph is this? 2.) What can you learn from it? In
this web-based lesson, you will learn about reading, interpreting, and creating
graphs. You will be using this site as a guide to your assignment. After
reviewing the basics about graphs, you will collect information about you and
other 4th graders. Then, you will have the data you need to create
your own graph and a class graph.
USA TODAY SNAPSHOT
Harry Potter is popular with teens and
adults;
59% of the book’s buyers are 14 and over.
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v
First, you will refresh your memory on graphs.
v
Second, you will collect your individual data.
v
Third, you will collect your group’s data and
total the tally count for each category.
Ø
From that data, you will create a group graph for
each category. Be sure to choose the best graph for the data in each category.
Ø
Each group will have 9 graphs to represent each
category.
v
Finally, we will create a class graph representing
the “Typical 4th Grader in Our Class”. This graph will be presented
to the other 4th grade classes and displayed in the hallway.
v
Questions to always keep in mind:
Ø
How are 4th graders similar?
Ø
How are 4th graders different?
Ø
Based on the data collected, what conclusions can
be made about 4th grade students?
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Step #1:
v
First, refresh your memory about bar
graphs.
Refresh your memory about circle or pie graphs. Then, compare
bar and circle/pie graphs. Make sure you scroll down to see the
pictures on each site.
Ø
Share and discuss your ideas with your partner as
you search for the elements of each graph.
Ø
List the elements for both graphs on your worksheet.
Ø
These sites are your graphing resources, which
include all the important graph information.
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Step #2:
v
Second, you will need to collect your own
individual information on the table titled "Individual
Data" on your worksheet. Carefully look at the titles at the top of
each column and fill in accurate data. You may quietly ask your partner for
help if needed.
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Step #3:
v
Third, you will organize yourselves into groups of
5 by where you are sitting. Each group will have a computer for reference. On
the worksheet titled "Group
Data", everyone must record the group’s data and total the count for
all 9 categories.
Ø
Each person at your table takes a turn sharing
their individual information.
Ø
Each person records the group’s data and total on
the "Group Data" worksheet.
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Step #4:
v
Fourth, choose a category. Create an appropriate
graph to display the data in the category you chose and answer the 3 questions
using your data.
Ø
Using graph paper, each person in the group is
responsible for creating at least one graph representing a category of the
group’s data. Decide who will do what graph. Make sure all the important elements
are included. If you finish early, create a graph for one of the remaining
categories.
Ø
Answer the 3 main questions from your worksheet.
Use your graphed data and write your responses on the graph paper.
Ø
As a group, make sure all 9 graphs have all the
important elements and accurate information. Share the responses to the 3 main
questions. Everyone in the group is responsible!!
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Step #5:
v
Fifth, we will come together as a class, collect
and add up all our group data, and determine how to display it in one graph. We
will have discovered who the typical 4th grader in our classroom is!
Is it you?
v
Turn in the "Individual
Data" and "Group
Data" worksheets and the graphs
you created with responses to the questions.
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Step #6:
v
Last, help create the huge class graph
representing us. We will need to prepare how to present our class graph to the
other 4th grade classes and this will be on display in the hallway.
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Resources:
v Bar graph example on http://cstl.syr.edu/fipse/TabBar/RevBar/REVBAR.HTM
v
Circle or Pie graph example on http://cstl.syr.edu/fipse/TabBar/ReadCirc/REVCIRCL.HTM
v
Graph comparison example on http://cstl.syr.edu/fipse/TabBar/Compare/COMPARE.HTM
v Worksheets:
"Individual Data", "Group Data", and "Classroom Data"
v Question #1: How are 4th graders similar?
v Question #2: How are 4th graders different?
v Question #3: Based on the data collected, what
conclusions can be made about 4th grade students?
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Evaluation:
Check yourself to see if you
meet all the criteria for the worksheet and graph activities, as well as a participation score. 3 is the goal and 4 is best.
|
Activity |
1 |
2 |
3 |
4 |
||||
|
Worksheet |
Partially
completed |
Completed,
data partially accurate |
Completed,
data mostly accurate |
Completed,
data accurate |
||||
|
Graph |
Graph
holds some data but doesn't have meaning. |
Graph
holds data but it is not meaningful (doesn’t have all the elements or questions) |
Graph
holds data leading to a conclusion and it is mostly explained (3
questions mostly answered) |
Graph
holds meaningful, accurate data with well explained conclusions |
||||
|
Team Work |
Little
cooperation |
Partially
cooperated |
Cooperated |
Provided
direction for the team |
||||
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Congratulations!
You are a data expert! You have experienced collecting data, organizing data,
graphing data, displaying data, and interpreting data. You also have experience
working as a team. Why are these skills important? Discuss with your group.
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Extension/Assessment/Follow Up:
v Choose a data card and analyze the information on it.
v Select an appropriate graph to display the data on the card you
chose.
v Using graph paper, create a graph correctly displaying the data.
v Make 3 conclusions using the data in your graph. Write your
conclusions on your graph paper.
v Ask your partner to also make conclusions from your graph and
compare your responses.
