Matching Graphs and Scenarios to Allow a Visual of Data

Matching Graphs and Scenarios

A person should be able to describe the monthly costs to operate a business, or talk about a marathon pace a runner ran to break a world record, graphs on a coordinate plane enable people to see the data. Graphs relay information about data in a visual way. If a person read almost any newspaper, especially in the business section, they will probably encounter graphs.

Points on a coordinate plane that are or are not connected with a line or smooth curve model, or represent, a relationship in a problem situation. In some problem situations, all the points on the coordinate plane will make sense. In other problem situations, not all the points will make sense. In addition, when you model a relationship on a coordinate plane, it is up to you to consider the situation and interpret the meaning of the data values shown.

The assessment that I have chosen for my lesson is a “card sort”. I will have eight graphs copied on card stock ready for the students to cut out. They will analyze each graph, match it to a scenario, and tape it next to the scenario it matches. For each graph, the students will label the x- and y-axes with the appropriate quantity and unit of measure. Then, they will write the title of the problem situation on each graph.

After completing the matching portion, the students will then answer four questions. The first question will ask the students to write down any similarities they notice in the graphs. Next, they will answer what differences they notice in the graphs. Thirdly, they will describe how they labeled the independent and dependent quantities in each graph. Lastly, they will analyze each graph from left to right and describe any graphical characteristics they notice.

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...be able to look at a graph and tell me if it is positively or negatively sloped, what the x- and y-intercepts are, and tell me the story behind the graph. If my students are able to do these things, this will help them be better prepared for life after high school no matter what field they pursue in life.

Upon completion of this task, the students will have photographs of different types of lines, the same lines reproduced on graph paper, the slope of the line, and the equation of the line. They will have at least one page of graphing paper for each line so they can make copies for their entire group and bind them together to use as a resource later in the unit.

This task should be fun and interesting for the students. It is my hope that this activity proves to be successful for my students and helps them to understand the necessary learning objectives set forth.