Grade: Lesson Title: Date:

Strand / Curriculum Expectations Students will identify, through investigation, graphs that present data in misleading ways. Students will demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations.

What do students need to know and be able to do? (consider prior knowledge based in curriculum)Students need to know and understand the difference between the terms bias and unbias in relation to mathematical situations. Students need to know how to create a proper bar graph using scales, titles, and labels. Students can read and infer information from a variety of graphs. They also know that the scale on a graph can be changed to suit the data.

Learning GoalsContent:Students will create bar graphs from a specific point of view in order to mislead the audience/reader.

Process: Oral Communication:Students will learn how to work as a group and add to a conversation with the intent to provide positive ideas and feedback.

Do the math (anticipate different strategies students may try) Anticipated Consolidation Highlights and Summary (what skills does each strategy emphasize)

Students may change the scale:

-larger increments give the illusion of the bars being not too far apart in height.

-smaller increments give the illusion of bars being far apart in height.

-Use same colour of bars to give an illusion of bar being close together in height.

-Use a title that misleads.

-Change the units in the scale according to the purpose of the misleading graph.

-Ability to manipulate the graphs in a way to purposely mislead the audience or sway the reader to the point of view of whomever made the graph.

Lesson Components Anticipated Student Responses and

Teacher Prompts / Questions

During / Action / Working On It

Students are given data to represent on a bar graph. They are given a specific point of view which they are to express on the graph, they will create the graphs in groups of two or three.

See attached excerpt from TIPS 4RM Grade 7document, Unit 3

Task:

In the role of teacher/parent/student, create a bar graph from the following data showing your point of view. Below your graph, explain how you illustrated this particular point of view.

ObservationNotes collected by insiders

Scaffolding Questions How else can you represent this?How are these ___the same or different?If I do ____, what will happen?How can you prove your answer or verify your estimate?How do you know?Have you found all the possibilities? How could you arrive at the same answer in a different way?

For example: Students are given the data for hours of TV watched per day by a student for the school year. They are then given the role of a student, parent, or teacher. They need to represent the data on a bar graph that will mislead the reader according to their point of view. For example, the parent point of view may want the graph to show that students watch too much TV on a daily basis during the school year.

Student work

Before / Minds-on / Getting Started

Show a variety of misleading graphs for the purpose of showing how and why these graphs were created in this way.

See attached excerpt from TIPS 4RM Grade 7 document, Unit 3.5.1, Whose Story is it.

Scaffolding Questions:-What is the main idea of these graphs?

-What point of view is being expressed by these graphs?

-Do you notice anything that should be changed with these graphs?

-Do you think these graphs are biased or unbiased?

-What do you notice about the scale of the graphs?

Students looking at data, for titles and labels appropriateto the scenario

Lesson Components Anticipated Student Responses and Teacher Prompts / Questions

After / Consolidation / Reflecting and Connecting

What work will be shared?What skills will be highlighted?How will connections be explicitly emphasized?

Several pieces of student work selected to share with the class with the intent of compiling a list of ways that information can be manipulated to create a particular bias.This list to be an anchor chart of ideas that can be added to in future lessons. (See attached)

Concepts observed in action to be part of the consolidation include:-scale-title-size and spacing of bars-words chosen in title-use of colour-units chosen (how could you change the units to change the appearance of the data)

Scaffolding Questions:How is this solution similar or different from this one?What have you learned today?

What message are you trying to give to your audience?What have you done to your graph to represent your point of view?

Additional Ideas from consolidation: -orientation of the paper can change the appearance of the data-

Consolidation Exit Card/ReflectionHow will we know who really learned this?Students were given the task of searching for a misleading graph in the media and bringing it in the next day.

Homework task: students asked to bring to class tomorrow, an example of a graph that

indicates a bias.