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GOW February 9-13, 2026
​E-Bike & E-Scooter Injury Data
(Click image below to enlarge)
Sources:
www.scientificamerican.com/article/injuries-from-electric-bikes-and-electric-scooters-have-tripled-heres-what-to-know/
​

Get your students engaged! Here are some discussion openers to ask your class to get them thinking about the GOW this week:
​
How many of you own an e-scooter or e-bike?
Do you think these types of vehicles are safe or dangerous? Why do you think that?
What age do you think most owners of e-bikes or e-scooters are? 
What do you think are the causes of these e-bike or e-scooter injuries?


​Conversations on Teaching & Learning with Kelly Gallagher & Penny Kittle 2020-2021: 
​
"​Day 28 with Kelly Turner, a math teacher who will upend your thinking about writing practice"
--Penny and Kelly

    Have a comment or suggestion?


What others have said about Turner's Graph of the Week...


https://mathprojects.com/2013/09/01/graph-of-the-week-new-site/​
https://www.doe.in.gov/covid-19/turners-graph-week​
https://sites.google.com/site/btrgrad/curriculum-planning/content-specific/mathematics/go-to-websites/graph-of-the-week
https://ideagalaxyteacher.com/graph-of-the-week/
http://piedmontpd.weebly.com/news-and-thoughts/turners-graph-of-the-week
https://www.facebook.com/485026478178427/posts/graph-of-the-week-new-site/701612696519803/
https://www.next.cc/journey/tools/graphs​
https://www.middleweb.com/42878/remote-teaching-with-engaging-infographics/
https://universe.parlayideas.com/collections/02e62c78-a41c-4dee-b366-ccb9e98b0b22​

The Student
Writing Prompt
​

Analyze the graph below and write a reflection on w​hat you think the graph is communicating to you. To guide you with your response, start with some observations.

  • What is the topic of the graph?
  • What do the x-axis and y-axis represent?
  • What are some observations you can make based on the graph?
  • What surprises you about the graph?
  • What do you foresee happening about 5 years from now? Why do you think that?

Questions to ask your students when reading graphs:

  • Is there an upward or downward trend?
  • Are there any sudden spikes in the graph?
  • What is being compared in the graph?
  • What prediction can I make for the future?
  • What inferences can I make about the graph?

Student Sample of the NEW GOW 3PA 
The New GOW: A 3-Part Analysis 

For those of you who would like your students to engage in a deeper analysis of the GOW, this new format (2-sided) might be worth a try:

Part A: Analysis (same as what GOW is now)

Part B: What can you foresee happening in the near future?

Part C: Based on your response in Part B, what solution(s) can you investigate or what other information/resources can you gather to strengthen your argument?

I have found in recent years that some of my students want to share alternate perspectives to the information the graph portrays. They give historical context, present a counterargument by citing another source, or want to justify their stance based on personal experience or prior knowledge. I purposely left a bit of space after part C in case you may want students to make your own part D: you can have them create another graphical representation of their own, or make an illustration or cartoon, etc.

So this year, I'm trying out this new 3-part written analysis that will give my students a platform in which they can share a bit more. I can't wait to see what they come up with! Click on the image below.