Graph It!

Learning Resource Type

Learning Activity

Subject Area

Mathematics
Digital Literacy and Computer Science

Grade(s)

3, 4

Overview

This activity guides students through the process of creating a graph of a particular data set. Students can produce a bar graph that compares different categories, a line graph that shows a change in something over time, or a pie graph that shows percentages of a whole. Students will select the most appropriate graph choice, input data, create labels and titles, and make design choices to enhance the graphic representation of the data.

This activity results from the ALEX Resource Development Summit.

Phase

After/Explain/Elaborate
Digital Literacy and Computer Science (2018) Grade(s): 4

DLCS18.4.16

Gather and organize data to answer a question using a variety of computing and data visualization methods.

UP:DLCS18.4.16

Vocabulary

  • gather data
  • organize data
  • computing methods
  • data visualization methods

Knowledge

Students know:
  • strategies to gather data to answer a question using a variety of computing and data visualization methods.
  • strategies to organize data to answer a question using a variety of computing and data visualization methods.

Skills

Students are able to:
  • gather and organize data to answer a question using a variety of computing and data visualization methods.

Understanding

Students understand that:
  • a variety of computing and data visualization methods can be used to answer a question.
  • there are strategies for gathering and organizing data to answer a question using a variety of computing and data visualization methods.
  • different solutions call for certain types of computing and data visualization.
Mathematics (2019) Grade(s): 3

MA19.3.16

For a given or collected set of data, create a scaled (one-to-many) picture graph and scaled bar graph to represent a data set with several categories.

UP:MA19.3.16

Vocabulary

  • Data set
  • Scale
  • Picture graph
  • Scaled bar graph
  • Category
  • Probability

Knowledge

Students know:
  • Strategies for collecting, organizing, and recording data in picture graphs and bar graphs.
  • Describe and interpret data on picture and bar graphs.
  • Strategies for solving addition and subtraction one-And two-step problems.

Skills

Students are able to:
  • Collect and categorize data to display graphically.
  • Draw a scaled picture graph (with scales other than 1) to represent a data set with several categories.
  • Draw a scaled bar graph (with scales other than 1) to represent a data set with several categories.
  • Determine simple probability from a context that includes a picture.
    Example: A bar graph displays data to represent students' favorite colors with data showing 4 students choose red, 11 students choose blue, 2 students choose green, and 4 students choose purple. If Jamal is a student in the class, what do you think his favorite color might be? Why?
  • Solve one-And two-step "how many more" and "how many less" problems using information presented in scaled graphs.

Understanding

Students understand that:
  • Questions concerning mathematical contexts can be answered by collecting and organizing data scaled pictographs and bar graphs.
  • Understand that logical reasoning and connections between representations provide justifications for solutions.

Learning Objectives

Students will gather and organize data and create an appropriate graphic representation using computing methods. 

Activity Details

Review types of graphs with students:  pictographs, bar graphs, and circle graphs. Remind students that certain types of graphs are used to represent certain types of data.

Students should already have a set of data. It could be weather data that had been collected previously: daily high temperatures, monthly rainfall, etc., or something they have measured, or even survey data.  Students enjoy polling classmates about their favorite "something" (book, candy, soft drink, school subject, etc.). This activity is more meaningful if students have actually collected the data themselves rather than the teacher providing the data, but either way will work for this activity.

Tell the students that today they will use an online tool to create a cool graph of their data set.

Guide the students through a demonstration of the online graph creator, Create a Graph.

Have an example data set to demonstrate the website. A quick poll of students' favorite colors works well.

Allow students time to create their own graphs. During the process they will be making design decisions such as title choice, color of bars, lines, background, "y' values, and so on.

 

 

Assessment Strategies

Student products can be assessed using this simple rubric.

Variation Tips

It can be useful the have students use the graphs to answer questions about the data and draw conclusions from the graphs. The teacher can display the graphs to the class and ask questions pertaining to the data, etc.

It also can be a good opportunity to critique graphic design choices. Some students like to go overboard with colors, fonts, etc., and this is a good opportunity to discuss design choices (like the type of graph, colors, 2D vs. 3D graphs, etc.) that work best for the purpose of clearly displaying the data to make it easier to analyze.

Background / Preparation

The teacher should be familiar with the graphing tool. It is very easy to figure out. Data should be previously collected, from an experiment, survey, etc.  Students can have the same data or individual data.

Students should have previously been introduced to various graphs and what data they are useful for representing.

Kids Zone-Create a Graph
https://nces.ed.gov/nceskids/createagraph/

Approved Date

Owner (Author)

maandr01
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