December

Graphing
Students in the primary grades have a natural curiosity about their world, which leads to questions about how things fit together or connect. They display their natural need to organize things by sorting and counting objects in a collection according to similarities and differences with respect to given criteria. The focus of statistics instruction at this level is to help students develop methods of collecting, organizing, describing, displaying, and interpreting data to answer questions they have posed about themselves and their world.


 * 2.17 The student will use data from experiments to construct picture graphs, pictographs, and bar graphs.**

· The purpose of a graph is to represent data gathered to answer a question. · Picture graphs are graphs that use pictures to show and compare information. An example of a picture graph is:
 * UNDERSTANDING THE STANDARD**
 * (Background Information for Instructor Use Only)**

· Pictographs are graphs that use symbols to show and compare information. A student can be represented as a stick figure in a pictograph. A key should be used to indicate what the symbol represents (e.g., one picture of a sneaker represents five sneakers in a graph of shoe types). An example of a pictograph is:

· Bar graphs are used to compare counts of different categories (categorical data). Using grid paper may ensure more accurate graphs. – A bar graph uses parallel, horizontal or vertical bars to represent counts for several categories. One bar is used for each category, with the length of the bar representing the count for that category. – There is space before, between, and after the bars. – The axis displaying the scale that represents the count for the categories should extend one increment above the greatest recorded piece of data. Second grade students should be collecting data that are recorded in increments of whole numbers, usually multiples of 1, 2, or 5. – Each axis should be labeled, and the graph should be given a title.

All students should · Understand that data may be generated from experiments. · Understand how data can be collected and organized in picture graphs, pictographs, and bar graphs. · Understand that picture graphs use pictures to show and compare data. · Understand that pictographs use a symbol of an object, person, etc. · Understand that bar graphs can be used to compare categorical data.
 * ESSENTIAL UNDERSTANDINGS**

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to · Organize data from experiments, using lists, tables, objects, pictures, symbols, tally marks, and charts, in order to construct a graph. · Read the information presented horizontally and vertically on picture graphs, pictographs, and bar graphs. · Collect no more than 16 pieces of data to answer a given question. · Represent data from experiments by constructing picture graphs, pictographs, and bar graphs. · Label the axes on a bar graph, limiting the number of categories (categorical data) to four and the increments to multiples of whole numbers (e.g., multiples of 1, 2, or 5). On a pictograph, limit the number of categories to four and include a key where appropriate.
 * ESSENTIAL KNOWLEDGE AND SKILLS**


 * 2.19 The student will analyze data displayed in picture graphs, pictographs, and bar graphs. **

UNDERSTANDING THE STANDARD
· Statements that represent an analysis and interpretation of the characteristics of the data in the graph (e.g., similarities and differences, least and  greatest, the categories, and total number of responses) should be discussed with students and written. · When data are displayed in an organized manner, the results of investigations can be described, and the questions posed can be answered.
 *  (Background Information for Instructor Use Only) **

All students should  Understand how to read the key used in a graph to assist in the analysis of the displayed data.  Understand how to interpret data in order to analyze it.  Understand how to analyze data in order to answer the questions posed, make predictions, and generalizations.
 *  ESSENTIAL UNDERSTANDINGS **

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to  Analyze information from simple picture graphs, pictographs, and bar graphs by writing at least one statement that covers one or both of  the following:  Describe the categories of data and the data as a whole (e.g., the total number of responses).  Identify parts of the data that have special characteristics, including categories with the greatest, the least, or the same. <span style="font-family: Verdana,Geneva,sans-serif;"> Select the best analysis of a graph from a set of possible analyses of the graph.
 * <span style="font-family: Verdana,Geneva,sans-serif;"> ESSENTIAL KNOWLEDGE AND SKILLS **