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Graphing and Agility

Learning Objectives

Students will draw a bar graph to represent a data set with up to four categories.

 

Grade Levels

Grade 2

 

Common Core Standard

CCSS.MATH.CONTENT.2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

 

Materials Needed

Computer with internet access

Video of dogs competing in an Agility Course, found at https://www.akc.org/expert-advice/sports/how-to-watch-an-agility-competition-101-prepare-to-get-hooked-on-the-sport/

Graph paper and lined paper for students

Snap cubes (optional)

White board, markers

Lesson

Introduction

  • Review students’ prior experience with creating bar graphs
  • Access prior knowledge by asking students if they have seen agility courses with dogs, or done any agility training with their own family pets.

Explicit Instruction/Teacher Modeling

  • Show the video of dogs completing an agility course.
  • Guide students to name the different obstacles they see in the video, and list them on the board. Ex: weaving in and out of poles, going up and down ramps, jumping one low bar, jumping one high bar, jumping two or three bars at once, crossing a see saw, going through a tunnel, and crossing a narrow bridge
  • Ask students which activity looks most difficult; which one, if any, seems easy; and if it looks like the dogs and trainers are having fun.  Ask students what they think might be involved in training a dog to complete each obstacle.
  • Tell students that the trainers work with their dogs for weeks or months to help them learn how to complete the course.  They reward the dogs with praise and treats when they complete the obstacle correctly, and they are very patient when the dog makes mistakes, helping them try again until they figure out how to do it the right way.
  • Students will be collecting data in the classroom about which obstacles students think would be most fun to train a dog to do.  You may allow students to include all the obstacles or limit their choices to four, depending on your student group.
  • Instruct students to list the four (or more) obstacles and collect data by asking classmates which they think would be the most fun to train a dog to complete.
  • Ask students how they can keep track of the data they gather.  Some students may want to use tally marks, others may use an x under each obstacle name, and still others may want to write each respondent’s name next to their choice.
  • Discuss with students why some methods of data collection may be more efficient than others, and encourage them to use the strategy that makes the most sense to them.

 

Independent Work/Group Work

  • Students collect data on favorite agility course obstacle and create a bar graph to represent their data collection.
  • Students may need help organizing their data and representing it on the page.
  • Some students may benefit from using snap cubes to represent the number of results in each category.

Review and Closing

  • Allow students to share their results and graphs with the class.
  • Remind students that their graph needs labels both on the bottom and on the left, and numbers up the left side.

 

References

Gibeault, Stephanie (02/15/2019). How to Watch an Agility Competition 101: Prepare to Get Hooked on the Sport. Retrieved from https://www.akc.org/expert-advice/sports/how-to-watch-an-agility-competition-101-prepare-to-get-hooked-on-the-sport/

 

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