writing a report

There is always fear in numbers that are daily used. This can be seen where humpty Dumpy telling Alice that he was the best in the sense that the kid of words that he used people will not extend them to numbers. Perhaps people mostly suffer from the disturbance that is brought by the grade school numbers.

Whatever the cause, this creates a problem for the writer who wants to be read, any advertiser who expects his advert to sell goods, and also it applies to any publisher who wants his or her magazine or book to be well known. When numbers are too complicated or the words cannot explain a phenomenon, a picture is used to illustrate the meaning of the phenomenon. This can be a graph showing the trends which is very useful this will make each person to be more interested. For example, if one wants to show the national income increased per ten percent per year, one will begin with a square ruled paper, you name the months along the bottom, indicate the dollars side up the side and then one can plot his or her points and draw the line.

If one wishes to win an argument, one should shock the reader first and move him into action, tell him something like this graph lacks sentimentality then chop the bottom (Jiyong, Kim & Min, 2016).

This will help you save the paper too. But one should stick into the figures and the curves and this will make it the same graph. This will mean that the impression will remain the same. Since one has practiced how to deceive using numbers why should he or she stop by abbreviating? One will simply change proportion that is in between the abscissa and the ordinate since there is no rule that is against it, instead lit will make one’s graph look prettier in its shape.

If one is in a respectable company this method can be used to show that stocks hit at 21-year high which truncates the graph at eighty mark. An example is a Colombia gas system advertisement in the year 1952 where they produced the chart from our annual report and if one will read this he or she will find that during the ten year time, the living costs went up by sixty percent and the cost of gas dropped by four percent. This kind of picture cannot be applied to Columbia gas this is because the chopped their chart at ninety percent.

The steel companies have also used the misleading graphs in the attempt of lining up with the public opinion gains the wage increase, and yet the method is far away from new and its inappropriate was shown before. (Lau & Gee-Choon, 2016).

Lesson plan

Learning objectives

• Students will be able to use this Gee-Whiz Graph.

Lesson (introduction)

• Have a scenario where an introduction of the concept is addressed.

• One can allow the students coming in front of the class in this kind of dominations of ones wish.

• The presenter should repeat the activity in a word problem differently.

• For the promotion of class participation, one should call different students to answer questions.

• Challenging the students on what problems they have in their implementation of the concept.

Explicit instruction (teacher modeling)

• This is by reading loud to allow the students to identify the operations and students can be asked on the clues that they have got from the text read. This will also help students to their individual problems they encounter. Show the students the graphs and ask them to identify any mathematical problem identify the method to their answer (Fujii & Toshiakira, 2016).

Guided Practice (Interactive Modeling)

• Each student should be given a sheet of squared paper.

• Each of them is allowed to display the graphs and ask them to represent some data on the plain sheet, and draw the graph.

• How many will be able to represent the information?

• Remind them of indicating the important clues and important information on their graphs.

• Allow them to share within themselves, and if possible correct themselves.

Independent working time

• Here students are asked to give out their thinking by completing the worksheet.

• Observe them while they are working and offer assistance for those students who need assistance.

Assessment

• Check the understanding of the students and correct them where necessary.

• Assign them with a task for the test of their understanding.

Review and Closing

• This will mark the end of the lesson where the teacher checks and reviews the class assignments.

• Check on any missed concept and explain it for better understanding.

• Allow the students to share among themselves what they have learned concerning the lesson (Johnstone Wilder, Pimm & Westwell, 2016).

Work cited

Fujii, Toshiakira. "Designing and adapting tasks in lesson planning: a critical process of Lesson Study." ZDM 48.4 (2016): 411-423.

Jiyong, Kim, and Min Ok Gee. "Collaborative local triangles counting in a graph stream by using node resources." Information Networking (ICOIN), 2016 International Conference on. IEEE, 2016.

Johnstone Wilder, P., D. Pimm, and J. Westwell. "Learning to Teach Mathematics in the Secondary School А Companion to School Experience." (2016).

Lau, Gee-Choon, et al. "Further results on SD-prime labeling." JCMMCC 98 (2016): 151-170.