Overview

The students use a computer to make a variety of graphs using the same data. They then make some comparisons and answer questions about the graphs.

Objective

Students will be able to interpret data using line, circle and bar graphs.

Standards Addressed

Mathematics — Data Analysis

Grade 5

Data Collection, Benchmark D

03. Read and interpret increasingly complex displays of data, such as double bar graphs.

Data Collection, Benchmark E

02. Select and use a graph that is appropriate for the type of data to be displayed; e.g., numerical vs. categorical data, discrete vs. continuous data.

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.

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.

 

Procedure

1. Discussion with the class whether they know what is meant by the sentence, “We are living in the Information Age.” (This refers to the current historical time period. It is called the Information Age because technology, especially computer technology, has enabled us to transcend barriers of communication that used to exist.)

2. Review the types of graphs that the students have already created:

   Circle Graph: How many degrees are in a circle and how many degrees would be equal to 1 percent? How many degrees on the circle would represent 21 percent? (A circle has 360 degrees in it. If 360 degrees represents 100 percent, then 360/100 represents 1 percent or 3.6 degrees on the circle graph. Twenty-one percent would be represented by 360 times .21 or 75.6 degrees on the circle graph.)

   Bar graph: What do the bars represent? What do the axes tell you? (One axis displays the categories that are being compared and the other compares the frequency of occurrence.)

   Line graph: What is the most important concept when making a line graph? (There should be consistent intervals on the number line.)

   Histogram: What is the difference between a bar graph and a histogram? (On a histogram the bar shows an interval of data — not just one number.)

3. Distribute the student handout A Variety of Graphs: Sample Data. Have students work with a partner to discuss the questions and then have a brief class discussion about their responses.

4. Students will now begin to create line, circle and bar graphs using the Web site Create a Graph (http://nces.ed.gov/nceskids/createagraph/default.aspx). For each set of data, ask students to brainstorm an appropriate title for a graph so that people know what type of information is being presented.

5. To use Create a Graph, students must select the Start Making Graphs icon. They then select the design layout that is most appropriate for the data set they want to represent. Inform students that each page can be accessed by selecting the corresponding tab that appears on the right side of the page. On the Data Page, students can enter the titles that they discussed in step 4. They will need to write the labels for the axes. They will then enter data for each type of graph in the dialog box. On the Labels Page student can select what information they want shown on their graph and how they want it to be displayed. Note: Students can show actual numbers, percentages or both in a variety of fonts and colors.

6. Students can preview their graph by selecting the Preview tab. Finally after completing the graph, they can print out, save or e-mail their results for evaluation. To check for additional comprehension, students can answer the Check for Understanding questions on the handout.

7. Extensions:

   As a class, collect data on select corporations or favorite sports team over a specific amount of time. Post the class data and begin charting once the class has compiled at least two data points.

Gather samples of graphs that appear in a variety of different, everyday contexts. Build a bulletin board to reinforce the skill and emphasize the importance of graphical analysis and interpretation.

 

Evaluation

Excellent: The student has enthusiastically participated in all activities and added constructive ideas and suggestions to the discussions. The student also visited appropriate Web sites and has participated in the activities located on the Web site. He or she constructed very neat and well-organized graphs.

Good: The student participated in all activities. He or she has added ideas and/or suggestions to the discussions, visited appropriate Web sites and participated in the activities located on the Web site. The student constructed acceptable graphs.

Fair: The student participated in most activities and discussions. The student visited appropriate Web sites, but did not gather detailed information or much supporting detail. He or she participated in the research, activities. and construction of graphs. The student may have required a great deal of help, shown much frustration with the task, been slow to complete the tasks or failed to complete the assignment.

Poor: The student participated in a few or none of the classroom activities and discussions. He or she only visited some Web sites, did little research and developed little or no written assignments and/or graphs.