TITLE/TYPE OF ACTIVITY: Thinking About Parts to a Whole CONTEXT OF ACTIVITY: This activity would be used to introduce the use

of circle graphs (pie charts) to display and interpret data. CONCEPTS TO BE COVERED: This activity uses childrens literature, data collected in the class and number wheels to investigate the meaning of data represented in circle graphs. RELATED VIRGINIA STANDARDS OF LEARNING: 6.14 The student, given a problem situation, will
a) construct circle graphs; b) draw conclusions and make predictions, using circle graphs; and c) compare and contrast graphs that present information from the same data set.

LESSON PLAN OBJECTIVES 1. Students will construct circle graphs using data derived from bar graphs. 2. Students will describe how the same data set can present different information using bar graphs and circle graphs. 3. Students will identify the percentages for each part represented in a circle graph. ASSESSMENT PLAN 4. Objective 1: Students will produce a circle graph with numbers that directly relates to data presented in a bar graph. 5. Objective 2: Students will complete a Venn diagram in which they compare and contrast the different organization and uses for bar graphs and circle graphs. 6. Objective 3: Students will use the number wheels to identify the appropriate percentages of each part, in terms of the data as a whole. MATERIALS NEEDED The Great Graph Contest by Loreen Leedy Number wheel cutouts 2-cm grid paper Scissors Tape Crayons Yarn or string Heavy weight to hold down string Challenge and Remedial Problems copied Venn diagrams copied SmartBoard activity ARTICLE REACTION I chose this article because I want to learn how I can further teach students about pie charts and graphs in general, so that all learning needs are met within the classroom. One thing that I learned to be crucial for all graph constructions is to make sure that students use data sets that they are able to make personal connections to. When students are provided with

opportunities to fulfill their natural curiosity, they are able to use numbers in a meaningful way. By establishing these connections, student motivation is bound to be present within the learning environment. Also from this article, I learned that students perceive pie charts as being very visually appealing. However, students have determined that a pie chart is an excellent graph for representing four to five categories in a data set (Seidel, 1996). Although pie charts that exceed the suggested limit of four to five categories are used, by having fewer categories in a data set, students are able to efficiently observe and compare larger slices. One way that you could have students discover this characteristic is by comparing and contrasting two pie charts, one with four to five categories and another with at least ten categories. Furthermore, with appropriate guidance, these experiences can help students make their own judgments about which graph most clearly communicates their message. It is so critical for students to be able to make the connection that specific graphs are used to answer certain questions. Lastly, this article emphasized the use of technology as another approach for developing graphs. Although I think it is important for students to use technology, especially in the world we live in today, I believe it is just as important for students to first understand the conventions of graphs by constructing them by hand. Once students have been given ample opportunities to construct various graphs, I then feel it is appropriate to introduce them to computer programs that also develop graphs. Overall, this article motivated me to put to use the knowledge conveyed within the text. By having this additional outlook, I now have a better understanding as to how students respond to pie charts and graphs in general. MODIFICATIONS Challenge For students that finish early and need an additional challenge, I will provide them with the task of identifying the correlating fractions for each part of the whole represented in their circle graph. This will further enforce that circle graphs are used to display parts to a whole. Remediation: For students who are struggling to derive data from bar graphs to circle graphs, I will provide further visuals and procedures in constructing circle graphs. This will be done so using correlating colors between the bar graph and circle graph. This will allow students to further visualize how the information is being translated into the construction of circle graphs. PROCEDURES Before Students have recently begun studying how we can use graphs to organize, display, analyze and interpret collected research. I will begin the class by first asking students what kind of graphs they have used in the past to display data. As students are volunteering answers, I will record their responses on the front board. I will then introduce students to the book The Great Graph Contest by Loreen Leedy. The book is about a toad and a lizard who compete to make the best graphs. In the process, they both explore data collection methods and graphing methods for all types of graphs. This book will allow students to think about how we use different graphs to represent specific data. At the end of the story, I will tell students that we are going to further

explore how we can use information in bar graphs to construct circle graphs and motivate different interpretations. I will then have students tell me what types of eye colors do we have in the classroom. As students are responding, I will record that eye color type on the board. Once we have all types listed on the board, I will then go through each color and ask students to raise their hand for their appropriate color. I will record the data on the board using tally marks. I will then ask students what type of graph they think we should use to display this data. Hopefully students respond with a bar graph, if not I will suggest to students why it might be better to start off with a bar graph. I will tell students that we are going to create a human bar graph in which we will stand in line with our designated eye color. I will also provide another visual of this bar graph on the projector, using 2 cm grid paper. I will then ask the students: Question 1: What is this bar graph telling you about the data collected? Possible Student Answers How many people have each type of eye color. The mode for this data. It compares the number of each eye color students have in the classroom. Teacher Follow-Up Questions And how did you conclude how many people had each type of eye color? Explain how you know which category is the mode of the data collected? How were you able to use the graph to compare the different categories?

I will then ask students if they can find a way to turn their human bar graph into a circle graph. I will give the students and opportunity to collaborate with one another in achieving this task. If students seem to be unsure of how to approach this task, I will inform them that circle graphs are constructed to represent categories of data in parts next to one another, making a circle. Once students have achieved the task of creating a human circle graph, I will then put a weight at the center of the circle with four or five strings attached to it. Where ever two different eye colors stood next to each other, the string would be held. This allows for a better visual of the separation between different eye colors. Once this visual of the human circle graph is clear, I will then ask students: Question 2: How does this circle graph differ from the bar graph they were just organized in? Possible Student Answers The different types of eye colors arent separated in lines. The different eye colors are being displayed in a circle, as a group. It is harder to see which eye colors people have Teach Follow- Up Questions How are the different eye color organized in this circle graph? What does the circle, as a group, tell us? Tell us more of what you mean. Why is it

more or less of.

harder to tell how many people are in each category with the circle graph?

I will then introduce students to the number wheel. I will explain to students that we can use the number wheel to determine the percentage of each eye color in the classroom. I will show the students that the number wheel is broken down into ten parts and each of the parts is worth 10 percent, making the whole circle worth 100 percent. I will then model for the students how to use the number wheel in terms of the parts in the circle graph. I will show the students that you put the center of the number wheel to the point where two strings come together. You then turn your number wheel so that section meets the two strings. Use can derive an estimation of the percentage of each eye color by counting the number of hash marks in between the two strings. Each hash mark represents 1 percent. Together as a class, we will find the estimated percentages for each category, recording the designated percentages on the board. I will then ask students: Question 3: What do these percentages tell you about the data in the circle graph? Possible Student Answer They give you a better idea of which eye color group has more people. It shows the different parts to a whole. If you add up all the percentages, the sum is 100 percent. During I will then write five different states on the board (Virginia, Maryland, New Jersey, New York, and other) on the board. I will then go through the list and ask students to raise their hand if they are from any of the listed states. I will record the numbers for each state using tally marks. I will then tell students that it is their job to first construct a bar graph for the data, using the 2cm grid paper that is at their tables. I will give students about five-seven minutes to construct their bar graphs. I will then ask the students: Question 4: How did you construct your bar graph using the data recorded on the board? Possible Student Answer Teach Follow- Up Question I used one 2cm square to represent one student. How did you display the different groups of 2cm squares? I counted going up the paper and then colored Would you say that you made columns or rows whatever number I needed. when you counted the grids going up? Teacher Follow- Up Questions Tell us more about what you mean. How do the percentages tell you how many people are in each group? What are the parts and what is the whole? How much is the whole worth? What does that tell us about each percentage represented by the different types of eye colors?

I drew each group with different colors. I wrote the title and labeled each state on the side. Next to where I wrote the state, I colored the number of squares that I needed to going across.

How did you draw each of the groups? Why did you choose to use different colors for each category? Did you display your groups in columns or rows? Does it matter which way you draw the bars?

I will then tell students that they are now going to cut each of their columns or rows of the bar graph and attach the individual strips at each end by using tape. I will be sure to display this step for clarity. Once students have made rings out of each of their columns or rows of the bar graph, I will ask then ask them: Question 5: How can we use each of these rings to construct a circle graph? Possible Student Answers We can compare their sizes and see which ring is bigger. Teacher Follow- Up Questions How would we organize the rings then? How did we organize the categories when we constructed a human circle graph of our eye color? We can connect all the rings to make a circle. How would we show the division of the different categories? We could use the number circle to draw the How would you decide where to draw the lines and find how much percent each is. lines? How do we use the number circle to find each percent? I will then have students attach each of the rings to make a circle; then they are to use the number wheels provided on their tables to estimate the percentage of each state. As a class we will go over the percentages found for each category, which will also be recorded on the board. I will then ask students: Question 6: What do these percentages tell us about the data organized in the circle graph? Possible Student Answers They tell us what percentage each state is based where everyone lives in this class. It tells us how much room it can take up in the circle. You can still see which category is bigger based on how much the percentage is. After Following this discussion, I will reiterate to students that circle graphs are used to show parts (the different categories) to a whole (the whole group of people); whereas bar graphs are mostly used to compare counts of different categories. I will then instruct students that they are now going to complete a Venn diagram, comparing and contrasting the different organization and Teacher Follow-Up Questions What would be the percentage for the whole? What can each individual percentage tell us? Is each part in proportion to its percentage? So can we still compare data, like we do with bar graphs, with circle graphs?

uses that bar graphs and circle graphs have. I will give students a chance to work with the groups at their tables to fill in the Venn diagram. After a sufficient amount of time, I will then use the document camera to cooperatively fill in the blank Venn diagram as a class. I will ask the students: Question 7: When should we use circle graphs to represent data? Possible Student Answers We can use circle graphs to represent answers to a question. When we want to see how much of the whole group each category is. When we want to compare percentages. Teacher Follow-Up Question What were the two questions that we asked today? Can bar graphs still be used to represent answers to a question? What do we call how much of each group? And what do these percentages tell us?

Additional questions for discussion can include: Which graph (bar or circle) is easier to use to answer our question(s)? Why? If we asked 100 people our question, what percent would each person represent? How could we represent 1 percent as a fraction to show a part to a whole? How could we decide the fraction for each part or category of a circle graph? SMART BOARD More About Pie Charts from SMART Exchange (http://exchange.smarttech.com/). The objective of this activity is to reinforce to students how to construct and interpret circle graphs. This activity also consists of further challenges such as deriving a formula for finding exactly how much of the circle is dedicated to each category or part. This portion of the activity calls for higher level thinking from students to further make sense of circle graphs in terms of a circle representing a whole (tying in fractions and percentages) and also its standard 360 degrees. VISUAL REPRESENTATION A poster with several representations of circle graphs consisting of different data. Each graph will have a title and key, along with its corresponding fractions and percentages. NCTM PROCESS STANDARDS Problem SolvingStudents use problem- solving skills when they are put to the task of turning their bar graph into a circle graph. Furthermore, students use hands on experience to investigate the similarities and differences of bar graphs and circle graphs. Students use these experiences to answer questions like: When should we use circle graphs to represent data? Reasoning & ProofReasoning and proof are used when students are asked to conclude the different uses and organization of bar and circle graphs. Students are also asked to justify when circle graphs should be used and why, therefore calling for reasoning and proof.

CommunicationStudent use communication skills when they participate in the data collection, share their responses to teacher directed questions, collaborate with peers during the human bar and circle graph and when completing the Venn diagram. ConnectionsStudents can connect knowledge they have with data collection, graphs, circles, fractions and percentages to better understand the construction and uses of circle graphs. Furthermore, students can use this knowledge to make connections when deriving formulas in terms of circles. Also by collecting data based on the class, students were able to make a personal connection to the lesson. RepresentationThe human bar and circle graph conveyed a visual for students in understanding the different used and constructions of these graphs. Also, the physical manifestation of cutting the columns or rows and transforming them into a circle graph, supplied students with a visual connection between the two graphs. Also, the use of the number circle allowed for students to better make sense of percentages in terms of a whole; where the simply needed to count the notches between two lines to find the related percentage. Students can use the visual of the circle graphs and their parts to further understand the concept of fractions. REFERENCES Leedy, Loreen. The Great Graph Contest. (2006). Holiday House: New York, NY. Judith Day Seidel. (1996). Gender, ninja turtles, and pizza; using a classroom database for problem solving. Teaching Children Mathematics, 3(4), 192-199. Van de Walle, John & Lovin, LouAnn. (2006). Teaching Student-Centered Mathematics Grades 3-5. Pearson Learning: Boston, MA.