Subject(s): Mathematics, Social Studies
Topic or Unit of Study: American Revolutionary War
Grade/Level: 5

CA- California K-12 Academic Content Standards
Subject: Mathematics
Grade: Grade Five
By the end of grade five, students increase their facility with the four basic arithmetic operations applied to fractions, decimals, and positive and negative numbers. They know and use common measuring units to determine length and area and know and use formulas to determine the volume of simple geometric figures. Students know the concept of angle measurement and use a protractor and compass to solve problems. They use grids, tables, graphs, and charts to record and analyze data.

Area: Statistics, Data Analysis, and Probability
Sub-Strand 1.0: Students display, analyze, compare, and interpret different data sets, including data sets of different sizes.
Standard 1.2: Organize and display single-variable data in appropriate graphs and representations (e.g., histogram, circle graphs) and explain which types of graphs are appropriate for various data sets.
Standard 1.5: (Key Standard): Know how to write ordered pairs correctly; for example, (x, y).

Subject: History & Social Science
Grade: 5
Area: United States History and Geography: Making a New Nation
Students in grade five study the development of the nation up to 1850, with an emphasis on the people who were already here, when and from where others arrived, and why they came. Students learn about the colonial government founded on Judeo-Christian principles, the ideals of the Enlightenment, and the English traditions of self-government. They recognize that ours is a nation that has a constitution that derives its power from the people, that has gone through a revolution, that once sanctioned slavery, that experienced conflict over land with the original inhabitants, and that experienced a westward movement that took its people across the continent. Studying the cause, course, and consequences of the early explorations through the War for Independence and western expansion is central to students’ fundamental understanding of how the principles of the American republic form the basis of a pluralistic society in which individual rights are secured.

Sub-Strand 5.5: Students explain the causes of the American Revolution.
Standard 1: Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).

Summary: This lesson will familiarize students with what line graphs are and how they can be used to summarize data. This lesson is not only to familiarize students with line graphs but also how to form their own out of information they would like to analyze. The students will be using information from what they know about the amounts of tea imported into the American colonies during the American Revolutionary War to demonstrate their knowledge of line graphs.

Learning Objectives:
1. Label a line graph and identify the x-axis and y-axis
2. Describe the use of a line graph
3. Plot points on the graph
4. Interpret line graphs

Procedure:
Anticipatory Set: Today we are going to be learning about line graphs and how important this can be to everyday life. We could use them for measuring test scores, measure things a store sells over time, or measure how many people read Twilight or New Moon. Line graphs help you monitor something that happens over time like, you could measure how many times you hiccup in a five minute period and actually make a line graph about it.

Input: A line graph is used to show trends. Line graphs have a horizontal x-axis and a vertical y-axis. Teacher shows students large picture of graph on smart board with x and y axis labeled. Both axes represent something that can be measured and are labeled to tell what is being measured and the units used to measure. To create a graph you must decide the range that you will show on each axis and label spots on each axis with specific measurements. As with other graphs there is also a general title for your line graph. Then show example of a graph on the smart board titled Avg. Temperatures in Los Angeles,CA over a 12 month period.

Modeling: Teacher will ensure that students comprehend axes by using two intersecting pencils to give an example of axes.The teacher will hold up one pencil vertically to indicate the y-axis and will place one pencil horizontally to indicate the x-axis. Teacher will ask students to emulate this procedure themselves with their own two pencils for reinforcement. Once the axes are reinforced, teacher will explain to students that the place where two line intersect is where a point is marked.

Guided Practice: Now that students have seen and examined an actual line graph, she will now tell students we will create, label, and plot points on a graph together on the board based on the information in a word problem in their math textbook. Teacher will put blank graph on board and read aloud as students follow along in their text."Cougars can jump up to 18feet high. Carmen is a baby cougar who wants to jump up as high as her big sister. Discuss and label graph with the title "Age in Months" at the bottom of graph below the x-axis next to the number scale. Write the words "Height that Carmen Jumps in Feet" on the left side of the graph beside the y-axis next to the number scale. Have students come up as you ask the following questions: 1. Plot a point where Carmen jumps up 2 feet in the air at 2 months of age 2. Plot a point where Carmen jumps up 8 feet in the air at 4 months of age, etc. Analyze together the data once all is plotted. Does the line on the graph go upward or downward? What does this mean? Take student responses and discuss.

Checking for Understanding: Put up beginning graph of "Avg Temps in Los Angeles, CA" and call on students to answer similar questions regarding data on the graph.

Individual practice: We just read Chapter 7 in our Social Studies books on the conflicts between the colonists and Britain and how the events in Boston increased tensions. Tell students to use this chapter to create a table showing the amount of tea being imported into the American colonies at different times. The students will then take the information from the table and use it to create a line graph. Once completed, the students will analyze the information and relate the amount of tea imports to major events of the American Revolution.

Closure: Discuss how we used line graphs to connect with real life events that took place in the American Revolution as we do today to analyze other real life information.

Differentiated Instruction: Special needs students will be assisted when necessary by their peers, the teacher, or aides. Instructions will be given orally as well as in writing. To accommodate the visually impaired, all examples will be given out to each student to follow along. The teacher will have a large graph on the smart board.

Student Collaboration: Students will remain in their regular seats and work independently

Time Allotment: 55 Minutes

Technology/Web Resources: Smart Board technology

Instructional Materials/Resources: Pencils, Math Textbook, Math Composition Book, Social Studies Textbook

Assessment: Students will be assessed on this lesson based upon how well they have displayed their understanding of how to plot points and interpret information on a line graph.

Rubric: Line Graph Rubric