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Introduction:
(5 min) Ask students if they remember how we graphed our weather calendar the previous week and if
they remember anything about what the graph looked like and what we found. Inform students that,
since now we are studying music, we are going to do the same thing, but with how students in our class
feel about three different pieces of music. There is no right or wrong answer and they should not pay
attention to what their classmates choose. Model how to circle one of the three numbers on the board
and remind students that they have to choose just one. They should listen to all three before making a
choice.
(5 min) Play three excerpts for students and give them time to circle their choice.
Graph creation and discussion:
(5 min) Call students to the rug with their papers. Graph for pieces 1, 2, 3 and numbers of students will
already be mounted on whiteboard easel. Call students' attention to the graph and go over with them the
two kinds of information (pieces of music versus numbers of students). Ask students who chose piece 1
to raise their hands. Have another student give just those students post-its. Have students come up to
chart and vertically stick on post-its. Repeat with other two pieces. Ask students each time to note how
the graph changes.
(10-15) Once graph is complete, count each bar as a class and write number on top of post-its. Check
against the number of students in class. Ask why it is important to vote only once. Ask students to turn
and talk to a parter: data is another word for information. What do you notice about our class data?
After getting students' initial impressions, ask students to turn and talk to answer: which piece did our
class like most? Which did our class like least? How do you know?
If students have trouble answering, take numbers and make a number line at the top of the chart. Ask
questions to compare numbers and review terminology, so that the vocabulary bigger than/smaller than
and greater than/less than are written on the chart. Ask questions to make sure students connect the
numbers to the significance of the data. Eg if 5 students liked piece 1 but 10 students liked piece 2,
which piece did more students like?
Ask students if they have ideas for using a graph like this to find out other kinds of information.
Writing:
(15 min) Have students return to seats and take out butterfly notebooks and a pencil. Move graph to
front of room.
Put sentence frames on board:
-More students like Piece __ than Piece __.
-Fewer students like Piece __ than Piece __.
-Our class prefers Piece __.
Student will pick one of the first two, and the third.
Students who finish early will be asked to write a second comparison sentence. If there is still time
leftover, they will be asked to draw the graph in their notebooks.
If we have time at the end, we will play the music again and this time talk about why we like one piece