FOCUS QUESTION

In what ways can I represent and interpret information?

SPECIFIC OBJS.

1.Collect data using direct observation, experiments, interviews and questionnaires

2. Solve problems in which data is given by means of a graph or diagram

CONTENT SUMMARY

A line graph, also known as a line chart, is a type of chart used to visualize the value of something over time. For example, a finance department may plot the change in the amount of cash the company has on hand over time. The line graph consists of a horizontal x-axis and a vertical y-axis.

ENGAGE

Students will try to decipher what data representation tool can be made from the jumbled word below.

N I E L G A P H R

Students will tell what a line graph is and when they believe it is appropriate to use.

EXPLORE

Let us listen to this video clip to learn more about line graph.

Video clip : Line Graph

Now what should be included on a line graph?

What does it show?

EXPLAIN

When are line graphs used?

Now examine the line graph below and provide statements about it.

Monthly Sneakers sales for a year at a store

EXTEND/ELABORATE

1. In groups I want you to examine the temperature reading on the given thermometer for a week and record the findings of your observation on a line graph. Check the temperature at 10:00 am each day.

Make at least five statements about the graph.

2.Try to interpret the double line graph below and answer the questions.

You can watch this video clip and try to answer the questions relating to it.

Video: Line Graph.

EVALUATE

Answer the questions below relating to the line graph.

FOLLOW UP PRACTICE EXERCISES

5E Lesson Plan – Mathematics

Grade: 6
Duration: 1 hour
Topic: Collecting and Representing Data – Line Graphs
Focus Question: In what ways can I represent and interpret information?

Objectives

By the end of the lesson, students should be able to:

Collect data using direct observation, experiments, interviews, and questionnaires.
Solve problems in which data is given by means of a graph or diagram.

1. ENGAGE (5 minutes)

Teacher shows a short clip or image of a weather forecast line graph showing temperature changes throughout a week.
Ask students:
- What information do you see here?
- How is this different from looking at just a list of numbers?
- Why do you think people use line graphs to show information like this?

👉 Purpose: Arouse curiosity and link to real-life use of line graphs.

2. EXPLORE (15 minutes)

Activity:
- Students will conduct a mini-experiment by recording the classroom temperature every 2 minutes for 10 minutes using a thermometer (or use simulated data provided by teacher if thermometer is unavailable).
- In groups, they record observations in a table.

👉 STEM Connection: Students use Science (temperature measurement), Technology (digital thermometers or teacher’s projected data), Engineering (data collection setup), and Math (graph representation).

👉 Differentiation:

Support learners: Provide a partially filled table.
On-level learners: Collect and record independently.
Advanced learners: Ask them to suggest other variables that can be tracked (like number of people entering the room, heartbeats after exercise, etc.).

3. EXPLAIN (15 minutes)

Teacher guides students through the steps to construct a line graph:
1. Draw the axes (x-axis: time, y-axis: temperature).
2. Label both axes with units.
3. Plot the points.
4. Connect points with straight lines.
5. Title the graph.
Teacher constructs one sample line graph on the board/chart while students create their own graphs from their group’s data.

👉 Discuss how line graphs show trends/patterns over time, unlike bar graphs or pie charts.

4. ELABORATE (15 minutes)

Problem-Solving Task:
- Students are given a line graph of rainfall over 6 months (teacher-provided).
- In groups, they answer questions such as:
  - In which month was rainfall highest?
  - Between which months did rainfall decrease?
  - What is the difference between the rainfall in March and May?

👉 Differentiation:

Support learners: Direct them to identify highest/lowest points only.
On-level learners: Answer all provided questions.
Advanced learners: Create 2–3 of their own questions from the graph and exchange with a partner group.

5. EVALUATE (10 minutes)

Three-Tier Evaluation

Tier 1 (Recall/Basic)
- Define a line graph.
- State one advantage of using a line graph.
Tier 2 (Application/Skill)
- Construct a line graph using given data (teacher provides a dataset of students’ weekly study hours).
Tier 3 (Reasoning/Extension)
- Interpret a line graph showing electricity usage in a household over a week and explain:
  - At what time of day usage is highest and why.
  - Suggestions for reducing electricity consumption (linking to STEM – energy conservation).

👉 Teacher provides oral/written feedback and collects student work for assessment.

Closure

Revisit focus question: In what ways can I represent and interpret information?
Students respond: “We can use line graphs to show how information changes over time and to interpret patterns and trends.”

GRADE 6 CONCEPTS - (NSC) by Janice Bowes-Wellington

Tuesday, November 17, 2020

Collecting and representing data (Line Graph)