Overview

Students respond to the All About You Survey. They then make at least three graphs, all showing the same data in different ways.

Objective

Students will be able to create a frequency table of data and create three graphs, one of which is a circle graph.

Standards Addressed

Mathematics — Data Analysis

Grade 5

Data Collection, Benchmark A

01. Read, construct and interpret frequency tables, circle graphs and line graphs.

Data Collection, Benchmark E

04. Determine appropriate data to be collected to answer questions posed by students or teacher, collect and display data, and clearly communicate findings.

 

Grade 6

Data Collection, Benchmark A

01. Read, construct and interpret line graphs, circle graphs and histograms.

Statistical Methods, Benchmark B

05. Describe the frequency distribution of a set of data, as shown in a histogram or frequency table, by general appearance or shape; e.g., number of modes, middle of data, level of symmetry, outliers.

Data Collection, Benchmark D

03. Compare representations of the same data in different types of graphs, such as a bar graph and circle graph.

Data Collection, Benchmark E

02. Select, create and use graphical representations that are appropriate for the type of data collected.

 

Grade 7

Data Collection, Benchmark A

01. Read, create and interpret box-and-whisker plots, stem-and-leaf plots and other types of graphs, when appropriate.

Statistical Methods, Benchmark B

04. Construct opposing arguments based on analysis of the same data, using different graphical representations.

 

Grade 8

Data Collection, Benchmark B

02. Evaluate different graphical representations of the same data to determine which is the most appropriate representation for an identified purpose; e.g., line graph for change over time, circle graph for part-to-whole comparison, scatter plot for relationship between two variants.

 

Materials

• Graph paper

• Rulers

• Protractors

• Colored markers or pencils

Procedure

1. Tell the students that they are going to find out about the things that they like and don’t like. Distribute the student handout, All About You Survey and have the students make their selections.

2. When the students have completed this, ask them to cut apart the eight questions and place them in eight separate piles.

3. Divide the class into eight groups. Give each group one of the questions and have them make a frequency table of the answers that were given.

4. Each group needs to make at least three graphs using the data from their question, student handout All About You Graphs. One of their choices must be a circle graph. Their other choices could be a line plot, a bar graph (with percents or counts) or a picture graph. Students should show all calculations. Remind the students of the following:

Graphs always have a title.

Intervals are always consistent.

Axes should be labeled.

Neatness counts — use a ruler!

5. Ask the students to compare the graphs that they created and discuss if they think one graph better shows the data than the other. Each person in the group must write at least three sentences that explain his or her opinion of the best graph and why it is best.

6. When all of the graphs are complete, display them around the room.

7. Have a discussion about the graphs. Ask the students these questions:

What was the procedure for making a circle graph?

If you made a line plot, did you use percent or count on the y-axis (vertical axis)? Does this make a difference in how the plot looks?

If you made a picture graph, how many items does each picture represent? Did everyone use the same picture? Does the picture chosen change the data?

Did everyone use the same intervals?

8. Technology application: If the students know Excel, this activity could be done with a spreadsheet. If they don’t know it, this is a good chance to show them how to use the program. If they make a picture graph or a line plot, they will still need to do that by hand.

Evaluation

Rubric for Graphs
(Can be used three times — once for each graph made.)

	4	3	2	1
Chart/Graph Title	Title was present, appropriate and correctly written.	Title was present and appropriate but contained misspelled words or other errors.	Title was not appropriate.	There was o title.
Legend	Legend was present, complete and easy to read and understand.	Legend was present and complete but not easy to read.	Legend was present but not complete and not easy to read.	There was no legend.
Y and X axes	Both axes were labeled and easy to understand.	One axis was labeled and the other was incomplete.	One axis was labeled.	Axes were not labeled.
Percentages and Labels	All percentages and labels were present and easy to read.	One or more percentages or labels were included.	One percentage or label was included.	No percentages or labels were included.
Visual	Chart was colored appropriately, is neat and is easy to understand.	Chart had minimal color and was neat and was easy to understand.	Color was not present or appropriate. Chart was not neat but was easy to understand.	Color was not present or appropriate; chart weas sloppy and difficult to understand.

Created by April Jones for the Science Ambassador’s Program