FOCUS QUESTION

In what ways can I represent and interpret information?

SPECIFIC OBJS.

Identify patterns and trends in data and make inferences from these patterns and trends.

CONTENT SUMMARY

• A pattern- is a set of data that follows a recognizable form, which analysts then attempt to find in the current data.

• A trend - is an upwards or downwards shift in a set of data. A trend is the general direction of data over a period of time.

• Fluctuate - means rise and fall irregularly in number or amount.

• Increase - is a rise in size, amount, or degree of something.

• Decrease/decline - make or become smaller or fewer in size, amount or degree

. Constant - continuously over a period of time; always.

ENGAGE

Students in your groups I want you to examine the graphs and describe what they are and their uses.

Which of them do you think would best be suited for identifying patterns and trends in data? (Responses will be discussed).

EXPLORE

Peter was given the task of recording the temperature between the hours 9:00 a.m. to 9:00 p.m. The result is shown below. Examine the graph carefully.

• What is the data presented about?

• What is the temperature at 9 am?

• At what time is the temperature 88 degrees F?

• How would you describe the temperature pattern throughout the hours of the observation?

• What word can be used to describe the change in temperature between 12 p.m. and 3 p.m.?

• Describe the trend in temperature between 6 and 7 p.m.

• What trend do you notice in temperature between 9 am and 11a.m.?

• What is the trend after 3pm?

• What temperature would you predict for 10 pm?

• What could contribute to the difference in temperature?

(A whole class discussion will be conducted to discuss the questions above and to introduce students to key vocabulary to describe trends).

Other words that can be used to describe trends

Let us examine these line graphs below and describe trends depicted in each graph, using the terms: constant, decrease, fluctuate, decline and increase.

EXPLAIN

Explain what is meant by trends.

In pairs, I want you to analyze the graph below using the key vocabulary in question.

Be ready to make your presentation.

EXTEND/ELABORATE

Summarize the trends observed using words such as: increase, fluctuate, decrease, constant.

State three observation from examining the graph above. Ensure that the key vocabulary is included, ie, increase, fluctuate, decrease, constant.

Using the weather or sales, create your own bar graph or line graph showing data for a ten year period, that depicts increase, decrease, fluctuate and constant. Make one prediction from the data.

EVALUATE

Study the graph below then, answer the questions that follow.

TASK 1

1. What is the graph depicting?

2. What was the temperature reading on day 5?

3. What was the trend among days two, three and 4?

Circle the bubble to show if the statements about the graph are true or false.

Description	True	False
Day 6 was the coolest day.	O	O
The temperature increased consistently after the third day.	O	O
The hottest day was day 1	O	O

TASK 2

Open the link below and complete the activity.

Activity sheet

FOLLOW UP PRACTICE EXERCISES

ACTIVITY 3

5E Mathematics Lesson Plan – Grade 6

Topic: Collecting and Representing Data – Line Graphs
Focus Question: In what ways can I represent and interpret information?
Time: 1 hour
Objective:
By the end of the lesson, students will be able to:

Collect and represent data using line graphs.
Identify patterns and trends in data (patterns, trends, fluctuations, increases, decreases, constants).
Make inferences from observed patterns and trends.

Engage (5 minutes)

Begin with a quick poll: Ask students, “How many hours of screen time do you get daily?” (1–2, 3–4, 5–6, etc.).
Write responses on the board.
Ask: “If I wanted to show how this data changes over days or weeks, which type of graph would help me see increases, decreases, or patterns?”
Guide them toward line graphs as the best choice for showing changes over time.

Explore (15 minutes)

Provide students with a small dataset (e.g., “Average daily temperature for one week” or “Student attendance over 7 school days”).
In groups, students:
1. Plot the data on graph paper (time on the x-axis, values on the y-axis).
2. Draw the line graph connecting the points.
Encourage peer discussion: “What do you notice about the shape of the line?”

STEM Link:

Relate to real-world applications – scientists track climate change with line graphs, engineers monitor machine performance, businesses track sales trends.

Explain (15 minutes)

Discuss key concepts explicitly:
- Pattern: a recognizable form in data.
- Trend: general direction of data (upward or downward).
- Fluctuate: rise and fall irregularly.
- Increase: data moves upward.
- Decrease/Decline: data moves downward.
- Constant: data remains the same over a period.
Show a projected line graph and highlight examples of each (circle a part of the graph that is constant, another where it increases, etc.).
Students label parts of their graphs with these vocabulary terms.

Elaborate (15 minutes)

Give students a new dataset (e.g., “Number of books borrowed from the library each month” or “Rainfall over six weeks”).
In pairs, students:
1. Construct a line graph.
2. Identify at least two patterns/trends (e.g., “The data fluctuates between March and April,” “There is a steady increase in June”).
3. Make an inference: “What might cause this pattern?” (E.g., “More books borrowed during exam months.”).

Differentiation:

Tier 1 (Support): Provide partially completed line graphs (axes drawn, some points plotted).
Tier 2 (On-level): Students plot and interpret on their own.
Tier 3 (Challenge): Students create their own survey or observation data (e.g., number of cars passing the school in 10 minutes), then plot and analyze.

Evaluate (10 minutes)

Three-Tier Evaluation Task:

Tier 1 – Basic (Recall & Recognition):
- Define trend and pattern. Identify one increase and one decrease on a given line graph.
Tier 2 – Proficient (Interpretation):
- Given a line graph, describe the overall trend and explain where the data fluctuates.
Tier 3 – Advanced (Application & Inference):
- Analyze a line graph and explain what the trends suggest about real-world situations (e.g., sales, weather, or study habits).

Closure (5 minutes)

Revisit focus question: “In what ways can I represent and interpret information?”
Expected responses: “By using line graphs, I can show how data changes over time and identify patterns and trends such as increases, decreases, constants, or fluctuations.”
Reinforce real-life connections: line graphs help us make decisions in science, technology, engineering, and everyday life.

Examples

Line Graph Worksheet – Grade 6

Dataset: Average Daily Temperature Over One Week

Day	Temperature (°C)
Mon	28
Tue	30
Wed	27
Thu	29
Fri	31
Sat	32
Sun	30

Part A – Constructing the Line Graph

Plot the data on graph paper.
- Label the x-axis as “Days of the Week.”
- Label the y-axis as “Temperature (°C).”
- Plot each point and connect them with straight lines.
Title your graph: Average Daily Temperature Over One Week.

Part B – Understanding Vocabulary

Using your graph, identify the following:

A point where the temperature shows an increase.
A point where the temperature shows a decrease/decline.
A section where the data fluctuates.
A point where the data could be considered constant.
The overall trend of the data for the week.

Part C – Making Inferences

Answer the following:

On which day was the highest temperature recorded?
On which day was the lowest temperature recorded?
What might explain the fluctuation between Wednesday and Friday?
Based on the trend, what could you predict about the temperature for the next Monday?

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

Saturday, November 21, 2020

Patterns & Trends - Maths Strand: Statistics & Probability