Grade 5 — Mathematics: Data Analysis and Double Bar Graphs

Overview

Students construct and interpret double bar graphs to draw conclusions.

Activate

Class brainstorms examples of data analysis that would result in comparisons as found in double bar graphs (e.g., male/female, rural/urban, predicted/actual, junior/senior). [Plan and Question] Student pairs search for websites of single and double bar graphs [Gather and Make Sense]. Class compares double bar graphs with single bar graphs and then determines common attributes (title, axes, intervals, and legend) of double bar graphs by comparing the double bar graphs [Produce to Show Understanding].

Teacher Tip:
Statistics Canada Statistics: Power from Data (Bar Graphs) might generate some ideas.

Samples:
Planet Double Bar Graph Sample
Data Displays: Grades 5-8

Suggestions for Assessment:
To determine which students need differentiation and/or appropriate scaffolding, observe if students search efficiently to find relevant graphs and if they determine criteria for double bar graphs.

With students, construct assessment criteria for what makes a correct double bar graph. Throughout grade 5 Data Analysis, use the Focused Observation Form to focus on students' growing competence in constructing (labeling the title and axes, and creating a legend) and interpreting double bar graphs to draw conclusions and to solve problems.

Students visit a given website and select athletic records. [Gather and Make Sense] Using the selected data, students enter data comparing junior and senior times for four different events into a given double bar graph spreadsheet [Gather and Make Sense]. Students label and title the graph. Students analyze data to make comparisons.

Teacher Tip:
Students should locate independently the Records and Rating tab on the given url and find the required records.

Support File:
Athletic Record Comparison Spreadsheet Sample

Suggestions for Assessment:
Recorded Focused Observation: Determine student’s ability to accurately select and enter data and to analyze the data to make comparisons.

Acquire

Student pairs select five physical activities (e.g., jumping jacks, running on the spot, etc.). [Collaborate] They do each activity twice: once using their arms and once keeping their arms at their sides. They use heart-rate monitors to take heart rates at the one-minute mark for each. [Gather and Make Sense] Students construct a double bar graph and analyze data  to make comparisons about whether using arms in physical activities increases their heart rate. [Produce to Show Understanding]

Teacher Tip :
If not available in the school, heart-rate monitors may be available for signing out at the divisional level.

Suggestions for Assessment:
Work Sample: Review graphs for accurate collecting and entering of data and displaying data in double bar graphs with correct labeling and legends.
Peer Assessment: Have students peer-assess the graphs based on previously set criteria.
Self- Assessment: Have students self- assess using the Met/Not Yet from the criteria set in Constructing Student-Generated Criteria for Quality Work.

Apply

Student groups compose and carry out  a survey in their local class, school, or community. [Gather and Make Sense] Students email the survey to a class in a different geographic region. [Gather and Make Sense] Students represent the data using double bar graphs. [Produce to Show Understanding] Students analyze data and solve problems to make comparisons. [Produce to Show Understanding] Alternatively, students may complete a brief online Statcan survey, analyze their class results, and compare themselves with students in Canada and other countries.

Suggestions for Assessment:
Summative strategies such as this one have many possible tagged outcomes. Target assessment on only a few of the criteria/goals such as the ones that were not addressed in your focused observations.