Lesson Plan | Active Learning | Bar or Pictorial Charts

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The Objectives stage is crucial for establishing a clear foundation of what is expected of students by the end of the lesson. By defining specific objectives, planning for subsequent activities and assessing student progress becomes easier. In this case, the focus is on ensuring that students can identify and interpret column and pictorial graphs, which are essential for visual and accessible data understanding.

Main Objectives:

1. Empower students to recognize and understand the structure and purpose of column and pictorial graphs.

2. Develop skills to interpret data presented in graphs, allowing the extraction of information such as totals and comparisons.

Side Objectives:

1. Encourage students' curiosity and interest in statistics and data visualization.

Introduction

Duration: (15 - 20 minutes)

The Introduction stage is designed to engage students and connect the prior knowledge gained at home with the learning environment in class. By presenting problem-based situations that simulate real contexts and contextualizing the importance of graphs in everyday life, the aim is to motivate students and demonstrate the relevance of the studied content. This approach seeks to prepare students to apply what they learned about column and pictorial graphs in a practical and meaningful way.

Problem-Based Situations

1. Imagine the school principal wants to know what students' favorite activity during recess is. He asks each class to record their preferences and then creates a column graph with this data. How can the principal use this graph to quickly understand the preferences of students across the entire school?

2. At a birthday party, three types of ice cream were served: chocolate, strawberry, and vanilla. Guests voted on their favorite flavor. Based on the votes, it is possible to create a pictorial graph that clearly shows which flavor was the most popular. How can this graph help the host decide which flavors to buy for the next party?

Contextualization

Graphs are powerful tools in our daily lives, helping us understand large amounts of information visually and quickly. For example, when we watch the weather forecast on TV and see the temperatures for upcoming days represented in graphs, it facilitates our understanding of how to dress or prepare for the weather. Additionally, companies use graphs to understand product performance in the market and governments to evaluate social and economic data. Knowing how to interpret graphs is a valuable skill that can be applied in various everyday situations, from choosing the best route to work to making data-based decisions.

Development

Duration: (65 - 75 minutes)

The Development stage is designed to allow students to apply the concepts of column and pictorial graphs they studied previously in a practical and meaningful way. Through playful and contextualized activities, it seeks to reinforce students' understanding of how these graphs are used to represent and interpret data, as well as to develop analytical and decision-making skills. Each proposed activity stimulates teamwork, communication, and creativity, which are essential for students' academic and social development.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - The Flavor Fair

> Duration: (60 - 70 minutes)

- Objective: Apply knowledge about pictorial graphs in practical decision-making and understand how they can be used to represent and interpret data.

- Description: Students will simulate organizing a small birthday party where they must decide how many ice creams of each flavor to buy. For this, they will receive fictitious preference data from a class and will create a pictorial graph, decide how many ice creams to buy of each flavor, and justify their choice based on the graph data.

- Instructions:

• Divide the class into groups of up to 5 students.

• Distribute the fictitious ice cream preference data among the groups.

• Guide the students to create a pictorial graph to represent the preferences.

• Based on the graph, each group must decide how many ice creams of each flavor to buy for the party.

• Each group presents their graph and justifies their purchasing choices to the class.

• Hold a group discussion about the different decisions and how they were based on the graphs.

Activity 2 - Mathematical Supermarket

> Duration: (60 - 70 minutes)

- Objective: Develop the ability to interpret and use column graphs to make simple business decisions, promoting understanding of how data influences practical decisions.

- Description: In this activity, students will be owners of a small supermarket and will need to analyze sales data for products over a month. With this data, they will create a column graph and then use the graph to decide which products should be more advertised in the supermarket's next advertising campaign.

- Instructions:

• Organize the students into groups of up to 5 people.

• Give each group fictitious sales data for different products.

• Ask them to create a column graph to represent this data.

• Based on the graph, the groups must decide which products need more promotion.

• Each group prepares a small pitch explaining their choices, based on the graph data.

• Hold a presentation of the pitches to the class and discuss the different strategies adopted by the groups.

Activity 3 - The Great Reading Championship

> Duration: (60 - 70 minutes)

- Objective: Use column graphs to analyze and compare individual data, promoting a clear understanding of how graphs can be used to highlight performances and facilitate decisions.

- Description: Students will participate in a reading championship, where they must record how many books each one read in a month. With this data, they will create a column graph to represent each participant's performance and, in the end, award the 'most voracious readers.'

- Instructions:

• Divide the class into groups of up to 5 students.

• Distribute papers among students where they must record the number of books read each month.

• Guide students to create a column graph to represent the collected data.

• Each group chooses a 'most voracious reader' based on the graph and justifies their choice.

• Hold an awards ceremony for the 'most voracious readers' of each group, based on the data presented in the graphs.

Feedback

Duration: (15 - 20 minutes)

The purpose of this stage is to consolidate students' learning, allowing them to articulate what they learned and reflect on the learning process. The group discussion helps reinforce the concepts of column and pictorial graphs, as well as promote communication and argumentation skills. This activity also allows the teacher to assess students' understanding and identify areas that may need review or additional reinforcement.

Group Discussion

After completing the activities, gather all students for a group discussion. Start the conversation with a brief introduction, highlighting the importance of sharing what each group learned and the strategies they used. Encourage students to express their opinions and listen attentively to their classmates' contributions. Use this opportunity to reinforce the key concepts addressed regarding column and pictorial graphs, and how they can be applied in everyday situations.

Key Questions

1. What challenges did you face when interpreting the graphs and how did you overcome them?

2. How did column and pictorial graphs help you make decisions during the activities?

3. Is there any real situation where you could use this type of graph now that you've learned to interpret it?

Conclusion

Duration: (10 - 15 minutes)

The purpose of this stage of the lesson plan is to ensure that students have a clear and consolidated understanding of the concepts addressed during the session. By summarizing the key points, the teacher helps students fix the acquired knowledge. Additionally, by highlighting the applicability of column and pictorial graphs in everyday life, this stage aims to reinforce the importance of learning and motivate students to continue exploring and using these tools in real contexts.

Summary

To wrap up the lesson, the teacher should summarize the main points covered, reiterating what column and pictorial graphs are, how they are constructed, and the importance of knowing how to interpret them for data analysis. The activities carried out, such as 'The Flavor Fair,' 'Mathematical Supermarket,' and 'The Great Reading Championship,' should be recapped, highlighting the discoveries and decisions made by students based on the interpretation of the graphs.

Theory Connection

During the lesson, the connection between the theory studied at home and the practice in class was evidenced through playful and contextualized activities. Students were able to directly apply the theoretical knowledge about column and pictorial graphs in simulated situations that replicate the real use of these tools, such as in event organization, in simple business strategies, and in individual performance evaluation.

Closing

Finally, it is essential to highlight the relevance of graphs in everyday life, from interpreting news and data on websites or newspapers to their use in work or school presentations. Understanding how graphs work and being able to interpret them effectively is a valuable skill that students can apply in various areas of their lives, promoting greater understanding and data-driven decision-making ability.