ALEX Learning Activity

  

Graph It!

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Mary Andrews
System:Lanett City
School:W. O. Lance Elementary
  General Activity Information  
Activity ID: 2262
Title:
Graph It!
Digital Tool/Resource:
Kids Zone-Create a Graph
Web Address – URL:
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.
  Associated Standards and Objectives  
Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
16) Gather and organize data to answer a question using a variety of computing and data visualization methods.

Examples: Sorting, totaling, averaging, charts, and graphs.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • gather data to answer a question using a variety of computing and data visualization methods.
  • organize data to answer a question using a variety of computing and data visualization methods how to use various computing methods.
Teacher 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
MA2019 (2019)
Grade: 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.

a. Determine a simple probability from a context that includes a picture.

b. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled graphs.
Unpacked Content
Evidence Of Student Attainment:
Students
  • Organize data and draw a scaled picture graph (with scales other than 1) to represent a data set with several categories.
  • Organize data and draw a scaled bar graph (with scales other than 1) to represent a data set with several categories.
  • Given a scaled picture graph or bar graph, solve one-And two-step problems using information presented in the graphs.
  • Determine simple probability from a context that includes a picture or information displayed in a graph.

    • Example: A picture graph displays data to represent the type of transportation for students traveling to school as 10 students walk, 8 students ride bikes, 38 ride the bus, and 12 ride in cars. Another student enrolls in school. What is the least likely way they will travel to school? Why?
    Note: Students are expected to reason about probability, not calculate a probability.
    Teacher 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.
    Diverse Learning Needs:
    Essential Skills:
    Learning Objectives:
    M.3.16.1: Define picture graph, bar graph, and data.
    M.3.16.2: Interpret the data to solve problems.
    M.3.16.3: Identify the parts of a graph (x-axis, y-axis, title, key, equal intervals, labels).
    M.3.16.4: Locate the data on a picture graph and a bar graph.
    M.3.16.5: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
    M.3.16.6: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference.

    Prior Knowledge Skills:
    • Describe picture graph and bar graph.
    • Use vocabulary related to comparing data.
      Examples: more than, less than, most, least, equal.
    • Recognize attributes of data displays.
    • Locate information on data displays.
    • Classify objects into given categories.
    • Sort the categories by count.
    • Recognize different types of data displays.
    Alabama Alternate Achievement Standards
    AAS Standard:
    M.AAS.3.16 Measure lengths of objects using non standard tools (paper clips). Limit to whole numbers.
    M.AAS.3.17 Using vocalization, sign language, augmentative communication or assistive technology, represent and interpret data on a picture or bar graph when given a model or a graph to complete.
    Learning Objectives:

    Students will gather and organize data and create an appropriate graphic representation using computing methods. 
      Strategies, Preparations and Variations  
    Phase:
    After/Explain/Elaborate
    Activity:

    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.
    Advanced 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.
    Variation Tips (optional):

    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.
    Notes or Recommendations (optional):

    This activity will be more authentic if students have collected the data themselves, through an experiment, survey, observations and such.
      Keywords and Search Tags  
    Keywords and Search Tags: bar graphs, data, graphing, pie charts, representation