Time To Complete
I Can Statements
- I can:
- Choose a format for presenting data that aids understanding
- Present data accurately
- I will know my presentation of data is of high quality when it:
- Aids understanding by clarifying, organizing, or using other presentation techniques
Suggestions for Assessing Student Readiness to Move Forward:
- Confer with students, reviewing their data representations to ensure they meet the requirements of the assignment, purpose, and audience.
- Ask students to use rubrics and checklists to self-assess their work and develop a plan for revision.
Review dependent and independent variables and practice graphing. Graph paper and resources are included below
Either have the students perform a web search for data table images or project examples. Ask them to comment on which ones they find easy to understand, which are confusing, or which they might be able to present in an alternate way.
Provide simple data sets and have students choose how to present the data. Collect their visuals and provide feedback.
Conduct a lesson on the definition and purpose of using and presenting data to answer questions about the world around us, focusing on real-world examples such as:
- Do women make the same amount of money as men around the world? (comparing salaries worldwide)
- In what country is a child most likely to be undernourished or illiterate? (comparing global statistical data)
- What is the average level of education for various ethnic groups? (comparing average educational attainment)
- What is the likelihood the world will be hit by an asteroid? (measuring probability outcomes)
Have students work in groups to brainstorm other questions that can be answered by using numbers.
Using two colors of card stock, give students two piles, one containing sets of data and one containing various ways of presenting numerical data, for example, bar graphs, pie charts, dot plots, line graphs, scatter plots, pictographs, histograms, frequency distribution, stem-and-leaf plots, and cumulative tables and graphs. Ask students to work in teams to match the numerical data to a graph well suited to tell a story about the data and have them come up with a story or sentence that the data reveals or a question the data answers. Have groups present and justify their responses.
Give students two visual representations of the same data and have them evaluate which better tells a particular story. For example, present the question “Which foods have more chemicals added: foods from McDonald’s or foods from Subway?” Present the data in two pie charts and in one bar chart and ask students to analyze which is easier to comprehend and why. Have students discuss in teams and present their responses to the class.
Data and Types of Numerical Charts