Data Handling

Objectives

To be able to read and understand graphs and pictograms and to be able to transfer data from numerical to visual graph form.

Resources

Abacus 4 Textbook 3 | Scanner or copier | Squared paper | Line Graphs (MyMaths) | Daily 10 - Level 3 - Your Choice (TopMarks)

Today's Lesson

Main Activity

For the mental warms up, ask your student to count back in ones from 40 to -10. Alternatively, you could choose an activity from Daily 10 - Level 3 - Your Choice (TopMarks)

Then ask them to work out 10% of various numbers.

For example:

10% of 50 =

10% of 25 =

Turn to page 73 in Abacus 4 Textbook 3 and look at the line graph with your student. Ask your student to try to explain why a line graph is more suitable to represent temperature, than a bar graph or pictogram.

The main reason is because temperature is a continuous measurement - there will always be a temperature measurement of the substance being monitored. Such measurements can be plotted to create a line graph that tells a story about how the temperature has changed over time.

This is different to a bar graph where each piece of information, or bar, is separate (known as discrete data) and not connected to the others, so they are drawn individually.

Run through the activities on Line Graphs (MyMaths)

Scan or copy the graph on P73, or allow your student to write directly in the textbook.

Ask your student to answer the questions using the information gathered from the graph.

Citations

[1] app.mymaths.co.uk [2] www.topmarks.co.uk