# A Smoking Bar Graph

Subjects

Mathematics
--Statistics
Health
--Substance Abuse Social Studies
--Sociology

3-5
6-8
9-12

Brief Description

Students study a bar graph on when people start smoking and answer questions about the graph.

Objectives

Students will

• read a bar graph on when people start smoking.
• create a graph showing the results of their own smoking survey.

Keywords

Smoking, Great American Smokeout, bar graph

Materials Needed

A printed copy of the When Do Smokers Start Smoking? worksheet for each student (provided)

Lesson Plan

Provide each student with a printed copy of the When Do Smokers Start Smoking? worksheet. Ask students to use the information in the graph to answer the questions on the worksheet.

Extension Activity: Encourage students to survey ten family members, neighbors, or others over the age of 18 about their smoking history. Explain that individuals surveyed should be asked to respond "yes" to one of the statements below:

• I smoke now.
• I used to be a smoker, but I no longer smoke.
• I have never smoked.
Have each student create a bar graph showing the results of his or her survey. Then tally all students' results to create a class graph. (Older students might figure out percentages and show the class results as a pie chart.)

Assessment

Assess students based on their responses on the When Do Smokers Start Smoking? worksheet. Teaching Master Answer Key: 1). 17; 2). between the ages of 16-17; 3). 34: 4). 40: 5). between the ages of 18 and 20. Think About It: Accept reasoned responses -- for example, lots of people start smoking at a young age or most people start smoking after high school.

Lesson Plan Source

EducationWorld.com

Submitted By

Gary Hopkins

National Standards

MATHEMATICS: Data Analysis and Probability
NM-DATA.3-5.1 Formulate Questions That Can Be Addressed With Data and Collect, Organize, and Display Relevant Data to Answer
NM-DATA.3-5.2 Select and Use Appropriate Statistical Methods to Analyze Data
NM-DATA.6-8.1 Formulate Questions That Can Be Addressed With Data and Collect, Organize, and Display Relevant Data to Answer
NM-DATA.6-8.2 Select and Use Appropriate Statistical Methods to Analyze Data
NM-DATA.9-12.1 Formulate Questions That Can Be Addressed With Data and Collect, Organize, and Display Relevant Data to Answer
NM-DATA.9-12.2 Select and Use Appropriate Statistical Methods to Analyze Data

MATHEMATICS: Representation
NM-REP.PK-12.1 Create and Use Representations to Organize, Record, and Communicate Mathematical Ideas
NM-REP.PK-12.2 Select, Apply, and Translate Among Mathematical Representations to Solve Problems
NM-REP.PK-12.3 Use Representations to Model and Interpret Physical, Social, and Mathematical Phenomena

PHYSICAL EDUCATION AND HEALTH: Health
NPH-H.K-4.1 Health Promotion and Disease Prevention
NPH-H.K-4.2 Health Information, Products and Services
NPH-H.K-4.3 Reducing Health Risks
NPH-H.K-4.4 Health Influences
NPH-H.K-4.5 Using Communication Skills to Promote Health
NPH-H.K-4.6 Setting Goals for Good Health
NPH-H.5-8.1 Health Promotion and Disease Prevention
NPH-H.5-8.2 Health Information, Products and Services
NPH-H.5-8.3 Reducing Health Risks
NPH-H.5-8.4 Health Influences
NPH-H.5-8.5 Using Communication Skills to Promote Health
NPH-H.5-8.6 Setting Goals for Good Health
NPH-H.9-12.1 Health Promotion and Disease Prevention
NPH-H.9-12.2 Health Information, Products and Services
NPH-H.9-12.3 Reducing Health Risks
NPH-H.9-12.4 Health Influences
NPH-H.9-12.5 Using Communication Skills to Promote Health
NPH-H.9-12.6 Setting Goals for Good Health

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