Math (Day 10)
"Graphing Race Results"
1. The students will be able create graphs to show the results of their
2. The students will be able to read graphs that are related to other
types of information.
1. Line graph with Bob and Susanís bike mileage results.
2. Studentsí Iditarod mileage sheets.
3. Graphing paper.
a. Place the students into heterogeneous groups of three to four
students. Give them this information:
-Bob goes three miles on his first bike on the first day, five miles on
the second day, two miles the third day, and seven miles on the last day.
Susan goes six miles the first day, one mile on the second day, five miles
on the third day, and five miles on the last day. Who went further? One
which days did Susan go further in total distance, and which days did Bob
go further in total distance?
2. Have the groups answer the questions and arrange the information in a way
that other students will be able to see their answers.
3. Monitor and support the students as they work on this project in their groups.
4. Have the students share their answers with the rest of the class. Ask the
students questions on what other ways they could show their answers.
5. Show the students a line graph with the answers on it showing how far each
person went and which person had the most miles on each day.
6. Step the students through the process of creating the line graph. Show the
students what information was used in each step and how you graphed each
step. Have the students predict what is going to happen during each step.
7. Give the students a chance to create their own graph in class. Have the
students come up with a topic to graph.
a. Examples: How long they read each day, how many hours they sleep,
how many baskets they made in P.E. class, etc.
8. Give each student graph paper to create graph on. Model the first dayís results,
based on the studentsí topic, on the board with the studentsí help, having the
students put down their own information. Have the students lead you through
the process for the second day as you write on the board. Have the students
fill in the rest of the graph with their own personal information.
9. Have the students create a new graph with a partner to compare their results.
10. Answer any questions the students might have.
11. Have the students take out their Iditarod mileage sheets from the game. Ask
the students how they think they could graph this information. Take ideas of
what they want to compare with other students. Write ideas on the board
and allow students to select the topic they want to compare.
12. Have the students create a graph showing their own information. Then have
the students create a new graph with a person assigned to them to compare
their results to the Iditarod game.
1. Finish line graphs based on the Iditarod game.
2. Extension: What other types of graphs have you seen? Can you use any type
of graph to illustrate the same information? Write comments in math journals.
Check studentsí graphs to see if students understand how to graph information.
Help any student that still has any questions. No scores will be given to the
Lesson Plans Unit Outline Math Lessons