Line Graphs 6 Grade Math Lesson th Objective: Realizing the importance of line graphs, creating a line graph, and recognizing when it is appropriate to use a line graph. Lesson: The students have briefly been introduced to what a line graph is and when appropriate situations are to use line graphs. To start the lesson, we did a fun little activity just to get excitement going. Average temperatures of 5 different cities around the world was collected and students each received a piece of paper that had these cities along with the average temperatures on it (included in excel file). The students were given the pieces of papers, face down. Questions were then asked about the information that they had and one student was picked to turn his/her paper over and find the answer. Only a few seconds were given before they had to turn the paper back over and someone else got a turn. Some of the questions: 1. Which place is the warmest in July? 2. Where is it 71 degrees in June? 3. Where is it the coldest in January? 4. What is the temperature in Pretoria in May? 5. When is it summer in Tokyo? 6. Who can have a swim party over Christmas break? 7. Which city has the greatest range of temperatures during a year? After a while, the students were asked why they took so long to get the information and how could we present the data to make it easier. The information was put in a table and from the table a bar graph was created since the students have been studying bar graphs. The bar graph was hard to read with so much information so one of the students suggested a line graph. A line graph was created and the questions were asked again. This time however, the students could answer most the questions within a few seconds. The lesson was extended by having the students graph the data that they collected in their science class the previous week. The lab was “the temperature of water lab” and the students took measurements of the water temperature every 2 minutes after dumping some ice in the water. After each group created a graph with their own data, the class data was collected, put in an excel spreadsheet and line graphs were created. The students compared their graphs to the ones on the screen, created with excel. Extension: Two of the classes picked the concept up really fast and completed the graphs with time left over. For these classes we brainstormed things in everyday life that could be graphed. We collected information and they then created graphs with that information. One of the graphs we made were # of children who had a birthday in each month. As a review, we used that information to go over mode, range, minimum, and maximum. Extension: To bring geography into the class, the students had to find out on which continents the 5 cities were located and also be able to point out the country on a world map. Reflection: The students really enjoyed the activity and the game played before the actual lesson. The game got the excitement level up and everyone wanted a turn to see if they could find the information fast enough. In the first class students were somewhat unsure of what information to put on which axis, and also that both graphs can cross at the same zero. To clear up this misunderstanding, the „body‟ of the graph was created and students from different groups were asked to come show where they would put their 1st data point, where they would put the next, and so forth.