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Overview

This 5-day unit empowers 5th graders to analyze categorical and numerical data using graphical displays (tables, bar graphs, dot plots, line graphs, and circle graphs) with fractional scales (whole numbers, halves, fourths, eighths). The lessons are aligned to SC new math standard 5.DPSR.1.3 and integrate practices from SC Envision Math via Savvas.

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Day 1: Introduction to Data Displays

Objective

Students will understand different types of data displays and learn to read tables and bar graphs with scales of whole numbers and fractions (halves).

Standards

• 5.DPSR.1.3: Analyze categorical and numerical data in graphical displays
• CCSS.MATH.CONTENT.5.MD.B.2: Make a line plot to show data with fractional units

I Can Statement

I can identify and interpret information from tables and bar graphs with whole numbers and halves.

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Materials

• SC Envision Math Workbook (Chapter 5, Sections 1 & 2)
• Prepared sample data about favorite fruits (table and bar graph)
• Whiteboard or projector

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Success Criteria

• I can read and say what a table or bar graph tells me.
• I can explain what the numbers and fractions mean on the graph scale.

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Lesson Plan

Time	Activity
10 min	I Do: Teacher models reading a table and bar graph that shows favorite fruits using whole numbers and halves. Explain the scale and how to extract information.
15 min	We Do: As a class, read a new bar graph showing number of pets owned. Complete guided questions.
15 min	Pair-Share: Students work in pairs to analyze a bar graph from the workbook; they discuss their findings aloud.
15 min	You Do: Each student answers 3 comprehension questions independently from SC Envision workbook. Teacher circulates for interventions.
5 min	Closure: Class discussion summarizing what we learned about reading tables and bar graphs.

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Differentiation

• Support: Provide a graphic organizer for less confident readers with sentence starters.
• Intervention: Small group session with additional manipulatives (fraction strips) to understand fractional scales.
• Extension: Challenge advanced learners to create their own bar graph with fractional scales based on a set of data.

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Day 2: Dot Plots and Line Graphs

Objective

Students will analyze data using dot plots and line graphs with scales including whole numbers and fourths.

I Can Statement

I can read and interpret dot plots and line graphs using whole number and fractional scales.

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Success Criteria

• I can explain what each point in the dot plot represents.
• I can describe trends shown by a line graph.

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Lesson Plan

Time	Activity
10 min	I Do: Model interpreting a dot plot showing number of books read, and a line graph showing temperature changes over a week.
15 min	We Do: As a class, analyze a new dot plot and line graph. Discuss the findings.
15 min	Small Groups: Groups work on SC Envision workbook problems to interpret dot plots and line graphs with fractional scales of fourths.
10 min	Pair-Share: Students explain one data trend or conclusion they see.
10 min	Closure: Write 2 sentences about what we can learn from dot plots and line graphs.

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Differentiation

• Support: Provide color-coded line graphs/dot plots and guided questions.
• Intervention: Re-teach scale reading with visual aids.
• Extension: Students create a line graph from given data points including fractional increments.

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Day 3: Circle Graphs and Data Predictions

Objective

Students will analyze and interpret circle graphs with fractional scales and use data to make predictions or draw conclusions.

I Can Statement

I can interpret a circle graph using fractions and make predictions based on the data.

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Success Criteria

• I can identify parts of a circle graph (sectors, labels, fractional scale).
• I can use a circle graph to make a reasonable prediction or conclusion about the data.

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Lesson Plan

Time	Activity
15 min	I Do: Teacher models reading a circle graph about ice cream flavors using fractional parts (fourths and eighths). Explain how to calculate parts.
15 min	We Do: Class works together to analyze a circle graph in the workbook and suggests conclusions.
15 min	You Do: Students individually answer comprehension questions predicting trends based on fraction sizes in circle graphs.
10 min	Pair-Share: Students share one conclusion or prediction.
5 min	Closure: Review key words like “fraction,” “sector,” “prediction,” and “conclusion.”

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Differentiation

• Support: Use physical pie charts cut into fractional parts for tactile learners.
• Intervention: Offer sentence frames to guide conclusions.
• Extension: Students design their own circle graph using survey data from the class.

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Day 4: Review and Small Group Practice

Objective

Students will deepen understanding by analyzing all types of graphical displays learned and practice drawing conclusions.

I Can Statement

I can analyze data from tables, bar graphs, dot plots, line graphs, and circle graphs to draw conclusions.

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Success Criteria

• I can correctly interpret various graphical displays.
• I can explain the data and why the conclusions make sense.

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Lesson Plan

Time	Activity
10 min	I Do: Quick recap of each display type with example questions.
40 min	Small Groups: Rotating stations with tables, bar graphs, dot plots, line graphs, circle graphs. Each group completes related SC Envision workbook tasks, with targeted interventions where needed.
5 min	Pair-Share: Students discuss findings with their partner.
5 min	Closure: Reflect in math journals on what type of graph they find easiest and why.

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Differentiation

• Support: Station tasks include visual aids and scaffolding questions.
• Intervention: Small group pull-out for reteaching difficult concepts.
• Extension: Create an original story problem involving data graphs and share with class.

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Day 5: Unit Assessment

Objective

To assess students' ability to analyze categorical and numerical data through different graphical displays and make valid predictions or conclusions according to SC standard 5.DPSR.1.3.

I Can Statement

I can demonstrate my knowledge by correctly analyzing data and making conclusions from various graphs.

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Materials

• Custom unit assessment including tables, bar graphs, dot plots, line graphs, and circle graphs (with fractional scales)
• Answer sheets

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Success Criteria

• I correctly interpret data from all graph types.
• I use fractional scales to read and explain the data accurately.
• I make reasonable predictions or conclusions based on the data.

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Assessment Structure

Part	Description	Time
Multiple Choice	Interpret tables, bar graphs, dot plots	20 min
Short Answer	Analyze line graphs and circle graphs	20 min
Open Response	Make predictions or draw conclusions from any graph type	15 min
Reflection	Write what type of graph they understood best and why	5 min

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Differentiation

• Support: Additional time and reading assistance as needed.
• Intervention: Assessment read aloud for students with IEP/504 accommodations.
• Extension: Extra challenge question requiring students to create a data display from a set of raw data.

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Final Notes

• Embed frequent formative checks (exit tickets, thumbs up/down) throughout to gauge understanding.
• Use fraction strips and physical manipulatives regularly to connect abstract graph scales to concrete understanding.
• Leverage SC Envision Math's digital resources for interactive graphing activities if technology permits.

This detailed unit plan fully aligns with SC new math standard 5.DPSR.1.3 and Common Core standards, ensuring students are confident data analyzers by the end of the week.