Create and Analyze Bar GraphsUnit of Study: Represent DataGlobal Concept Guide: 2 of 3

Content Development It is important for students to correctly label a bar graph. The

graph needs a title. Each axis needs to be labeled. One with the categories of data (words or picture) and the other with the number of items, starting with 0.

Tally charts can be used to collect data for these graphs.

Students may need a review of the compare problem type during this unit.

Day 1Essential Question: How do you read and analyze bar graphs? Display Art Tools bar graph found on Go Math Lesson 10.3 p. 422. Discuss parts of a

bar graph—Title, Labels (Quantity and Item), and Colored Bars to represent quantity counted.

Students should jot down information that can be gathered from analyzing the bar graph, i.e. More people like paintbrushes than crayons. 2 people like crayons. Reading and analyzing prior to answering questions to help make generalizations. This

strategy should be used throughout data analysis unit to help students read and comprehend information from data and graphs.

Students complete p. 422, #s 1-5 as whole group to discuss and analyze Art Tools bar graph.

Independent practices: p. 423 -424 can be used for students to analyze the data from the provided graphs.

By the end of Day 1, students should be able to read and analyze a bar graph.

Day 2Essential Question: How do you create bar graphs? Use Voyages lesson, Block Out p. 9 – 12 to create a bar graph. Starting at Building

Skills and Strategies, students collect data about their favorite lunch choices and make a class bar graph.

Students should then be given the opportunity to collect data and create their own graphs either individually or with partners. A resource for this might be the Voyages Putting It Into Action page 10 (from the Block Out lesson) —”My Shape Graph.”

It is important to not just have students create the graph, they need to be either writing and answering questions about it. Allowing students to write and answer questions about the data will connect to Day 1 Read and Analyze Bar Graphs.

By the end of Day 2, students should be able to collect a set of data and correctly represent it on a bar graph. Students should be able to label and title the bar graph to match the data.

Day 3Essential Question: How can bar graphs help you solve problems? For the Engage and Building Conceptual Knowledge of Day 3,

students will use bar graphs to answer the problems on Go Math Lesson 10.7, p. 438 #1-2. By using the bar graph, students will be able to visually see 7 is 4 more than 3.

Complete Go Math p. 440- students will analyze a bar graph on favorite fruit. Question #8 is a higher order thinking question, but it is essential for students to build an understanding of the amount of people surveyed.

Additional problems - similar to Lesson 10.7 problem scenarios.

The performance task will be administered in the second half of this day. By the end of the Day 3, students should be able to use a bar graph to solve real world problems.

Enrich/Reteach/InterventionEnrich: Go Math p. 421B—Enrich activity

Students write riddles to be solved using the graph. Enrich Book, p. E85 Students survey and create a bar graph

about Favorite Season. The writing and reasoning section are crucial piece to examine data.

Reteach/Intervention: Go Math p. 425A Students who are struggle to create bar graphs

could use snap cubes to represent the data before recording in the grid paper.

Go Math p. 425B—Tier 1 and Tier 2 activity Interactive Online Resources Interpret Bar Graphs

The online resource reads the problem to students and is self-checking.

Literature Connection

Click on book covers to be linked to additional

literature resources.