Mathematics Grade 4
Objectives:
• Students will be able to use Apple works spreadsheet to create a bar
graph.
• Students will be able to use the TI-73 to create a bar graph.
Materials:
• Class hand length data
• Apple works software
• Apple works instruction sheet
• One computer with LED display
• Graphing calculators
• Instruction for making bar graphs on the TI-73
Procedures:
Anticipatory Set
Students have gathered all the class room data on the hand lengths
(in centimeters) of each student. The class has created a bar graph
using Post-It notes on the board at the front of the room. They have
also created a bar graph with pencil and paper in their math journals.
The class was given other sets of data and was asked to create bar graphs
based on them, as well.
Check for Understanding
All bar graphs in students’ math journals was reviewed by the teacher.
Another bar graph was peer reviewed and the necessary changes were made
to insure that all students were creating bar graphs with the same characteristics.
Classroom discussion emphasized the components of a bar graph. For
example, that both axes must have labels, that the graph needs a title,
and that the increments measured off on the X or Y axis need to be congruent.
Modeling and Guided Activity One
In the computer lab, students need their class data set and the instructions
for creating a bar graph on Apple works. To begin the lesson, have
students log on and open the Apple works program. They need to choose
spreadsheet and then the teacher will demonstrate steps on the LED overhead
as students follow along. Ask students to raise hands as they finish,
so a teacher or another student can check their created graphs. Have
all students save their work and choose several to print.
Next, have students manipulate the numbers on their graph and make
note of the changes
Closure Activity One
Bring the class back together as a group for a wrap-up discussion.
Looking at the printed copies of the bar graphs, have students compare
their computer generated graph with their hand drawn one. Note and
explain any discrepancies as a class. Make sure to point out to the
students how one small change in data can greatly influence the graph.
Provide some examples of these types of influences if there are none offered
by the students.
Modeling and Guided Activity Two
Using the graphing calculators, model for students how to enter the
hand data into the data lists. Provide a list of steps for this activity
as well. Once the data is entered, go through the necessary steps
one-by-one with the class, checking after every step that the class is
with you, until a bar graph is displayed on the graphing calculator.
It is important here for students to understand several things when
using the calculators. First of all, the data has to be entered accurately.
Without accurate data, all of the information produced by the calculator
is meaningless to the original question. Secondly, the same things
that are true for the hand drawn graph and the computer generated graph
are true with the calculator. The user must enter in dimensions for
the X and Y axis, even though no labels appear on the screen of a graph.
Finally, the graph on the calculator allows easy manipulation of data and
immediate visual results like the computer graphs. This easy manipulation
can help answer many “what if” when analyzing the data.
Closure Activity Two
As with the computer made graphs, have the students compare the calculator
graphs with their hand drawn graphs. Again, note any discrepancies
and as a class determine their cause. Model some data changes in
the data set and let students predict the expected change in the graphs
and then check their predictions. Have a class discussion on how
changes in data affect the look of bar graphs.
Michigan Department of Education Content Strands and Benchmarks for Mathematics
Strand I CS 2 Patterns, Relationships and Functions
Students describe the relationships among variables, predict what will
happen to one variable as another is changed, analyze natural variation
and sources of variability, and compare patterns of change.
Benchmark 2
Recognize that change is often predictable, but variable, and that
patterns emerge that help to describe the change.
Benchmark 4
Use tables, charts, open sentences and hands-on models to represent
change and variability.
Strand III CS 1 Data Analysis and Statistics
Students collect and explore data, organize data into a useful form,
and develop skill in representing and reading data displayed in different
formats.
Benchmark 1
Collect and explore data through measuring, counting and conducting
surveys and experiments.
Benchmark 2
Organize data using concrete objects, pictures, tallies, tables, charts,
diagrams and graphs.
Benchmark 3
Present data using a variety of appropriate representations and explain
the meaning of the data.
Benchmark 4
Identify what data are needed to answer a particular question or solve
a problem, and design and implement strategies to obtain, organize and
present those data.
Strand III CS 2 Data Analysis and Statistics
Students examine data and describe characteristics of a distribution,
relate data to the situation from which they arose, and use data to answer
questions convincingly and persuasively.
Benchmark 2
Describe the shape of the data using informal language.
Strand IV. CS 1 Number Sense and Numeration
Students experience counting and measuring activities to develop intuitive
sense about numbers, develop understanding about properties of numbers,
understand the need for and existence of different sets of numbers, and
investigate properties od special numbers.
Benchmark 4
Apply their understanding of number systems to model and solve problems.
Strand IV. CS 2 Number Sense and Numeration
Students recognize that numbers are used in different ways such as
counting, measuring, ordering and estimating, understand and produce multiple
representations of a number, and translate among equivalent representations.
Benchmark 2
Explore and recognize different representations for the same number
and explain why they are the same.