Objectives (5 - 10 minutes)

1. Understanding the importance of graphs and tables in statistics: Students should understand why visual representations are crucial for understanding statistical data and how they facilitate interpretation and analysis.

2. Interpreting bar and pie charts: Students should be able to read and interpret the information presented in bar and pie charts. This includes identifying trends, comparing data, and drawing conclusions.

3. Analyzing frequency tables: Students should learn to analyze and interpret the information in a frequency table. This involves identifying maximum and minimum values, determining intervals, and understanding the concept of frequency.

Secondary Objectives:

• Applying learned concepts in practical situations: Students should be able to apply what they have learned about interpreting graphs and tables in real-world situations, such as analyzing data from surveys or studies.

• Developing critical thinking skills: In addition to interpreting data, students should be encouraged to question, analyze, and formulate hypotheses based on the information presented in graphs and tables.

Introduction (10 - 15 minutes)

1. Review of basic concepts: The teacher starts the lesson by briefly reviewing basic statistics concepts that were studied previously, such as what statistics is, the difference between qualitative and quantitative data, and how to organize data in tables. This is important to ensure that students have a solid foundation before moving on to new content. (3 - 5 minutes)

2. Problem-based scenarios: The teacher presents two problem-based scenarios that involve interpreting graphs and tables. For example:

   • Scenario 1: 'Imagine you are the manager of an ice cream shop and are analyzing sales data from the last three months. How would you use a bar or pie chart to identify the most popular ice cream flavors and plan your stock for the next month?'

   • Scenario 2: 'Suppose you are reading a newspaper article about the unemployment rate in different states of the country. How would you interpret a frequency table showing the unemployment rate by state?'

   The goal of these scenarios is to spark students' interest in the topic and show how statistics and the interpretation of graphs and tables are used in everyday life. (5 - 7 minutes)

3. Contextualization: The teacher then contextualizes the importance of the topic, explaining how interpreting graphs and tables is fundamental in various areas such as science, economics, health, among others. The teacher may cite real examples to illustrate this, such as the importance of graphs in forecasting and data analysis during the COVID-19 pandemic. (2 - 3 minutes)

4. Introduction of the topic: Finally, the teacher formally introduces the topic of the lesson: interpreting graphs and tables. The teacher may share interesting facts or stories related to the theme to capture students' attention. For example:

   • Fact 1: 'Did you know that the oldest known graphical representation of data is over 40,000 years old? It was found in the Lascaux Cave in France and showed the amount of animals hunted by our ancestors.'

   • Fact 2: 'Einstein, the famous physicist, once said: 'Do not believe anything you see on the internet unless it is accompanied by a table.' He was referring to the importance of presenting data clearly and accurately.' (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity 'The Snack Chart':

   • Description: The teacher divides the class into groups of 4 to 5 students and distributes to each group a sheet with fictional data about the snacks consumed by the school's students during a week. The data includes the number of times each type of snack (sandwich, fruits, snacks, etc.) was consumed. Then, students must create a bar or pie chart to represent this data.

   • Step by step: Students, in their groups, should discuss and decide which type of chart would be most appropriate to represent the data (bar or pie chart). They should then draw the chart on their sheet, using colored pencils to differentiate each type of snack. Finally, students must interpret the chart they created, answering questions like: 'What was the most consumed snack?', 'Which snacks were least consumed?', among others. (10 - 12 minutes)

2. Activity 'The Game Table':

   • Description: The teacher presents a frequency table showing the results of a game championship between different teams. Students, in their groups, must analyze the table and answer questions about the data.

   • Step by step: The teacher distributes the table to each group and reads the questions aloud. Questions may include: 'Which team won the most games?', 'Which team lost the most games?', 'Was there a tie?', among others. Students, in their groups, should discuss and record their answers. Then, each group presents their answers to the class, and the teacher provides comments and corrections. (8 - 10 minutes)

3. Activity 'The Unemployment Newspaper':

   • Description: The teacher presents a fictional newspaper article discussing the unemployment rate in different cities of the country. Students, in their groups, must analyze the frequency table and graphs in the article and answer questions about the data.

   • Step by step: The teacher distributes the article to each group and reads the questions aloud. Questions may include: 'Which city had the highest unemployment rate?', 'Which city had the lowest unemployment rate?', 'Was there any pattern in the data?', among others. Students, in their groups, should discuss and record their answers. Then, each group presents their answers to the class, and the teacher provides comments and corrections. (5 - 7 minutes)

These activities are designed to allow students to apply the concepts they have learned about interpreting graphs and tables in real-world situations. Additionally, they promote collaboration and critical thinking, as students need to discuss and justify their answers in their groups.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher should facilitate a group discussion with all students to share the solutions or conclusions of each activity. This can be done through a quick presentation by each group, with a defined time limit to ensure that everyone has the opportunity to share. The teacher should encourage the participation of all students, asking targeted questions and providing constructive feedback. This is an opportunity for students to learn from each other, clarify doubts, and see different approaches to the same task.

2. Connection to Theory (3 - 5 minutes): After the group discussion, the teacher should bridge the practical activities with the theory presented at the beginning of the lesson. The teacher may briefly review key concepts, such as interpreting bar and pie charts, and analyzing frequency tables, and highlight how these concepts were applied during the activities. This helps reinforce learning and consolidate students' understanding of the topic.

3. Individual Reflection (2 - 3 minutes): To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. The teacher may ask questions like:

   1. 'What was the most important concept you learned today?'
   2. 'What questions have not been answered yet?'
   3. 'How can you apply what you learned today in everyday situations?'

   Students should have a minute to think about their answers, and then those willing can share their reflections with the class. This is an opportunity for students to express their doubts, consolidate their learning, and see the relevance of the topic to their lives.

4. Feedback and Closure (1 - 2 minutes): Finally, the teacher should thank the students for their participation, praise their efforts, and reinforce the importance of the topic for the curriculum of the subject and for life in general. The teacher should also encourage students to continue practicing the interpretation of graphs and tables, whether in the classroom or in their daily activities. The teacher may also request feedback on the lesson and the lesson plan as a whole, so adjustments and improvements can be made for future lessons.

Conclusion (5 - 10 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should summarize the main points covered during the lesson, recalling the importance of interpreting graphs and tables in statistics, the different types of graphs (bar and pie charts) and how to interpret them, and the analysis of frequency tables. This is the moment to reinforce the most relevant concepts and clarify any final doubts.

2. Connection between Theory, Practice, and Applications (2 - 3 minutes): The teacher should explain how the lesson connected theory, practice, and applications. It should be highlighted how the practical activities allowed students to apply the concepts learned in real-world situations, and how the theory provided at the beginning of the lesson served as a basis for understanding and solving the activities. The teacher may also mention examples of everyday situations where interpreting graphs and tables is useful, reinforcing the relevance of the topic.

3. Extra Materials (1 - 2 minutes): The teacher should suggest extra materials for students who wish to deepen their knowledge on the topic. These may include educational videos, interactive math websites, textbooks, among others. The teacher should provide enough information for students to find these materials on their own, such as the book title or the link to the website.

4. Relevance of the Topic (1 - 2 minutes): To conclude, the teacher should emphasize the importance of the topic for students' daily lives. It should be explained how the ability to interpret graphs and tables is useful in various situations, from reading news and reports to making data-based decisions. The teacher may also mention that the ability to work with data and statistics is a valued skill in many professions, and therefore, students are acquiring valuable knowledge.