Discussion Questions On Bar Graphs

Pre-assessment: Ask students to tell you what they know about the life cycle of butterflies. After brainstorming, categorize the different ideas by the students. Highlight the main categories and ideas that emerged during the

I would use a bar graph because it would be easy to follow and understand the information presented.

“We are going to create a bar graph to take a closer look at the states where tornadoes have formed.” “When we are creating a graph what is the first thing we need to do?” create a title. “What is the second thing we do?” create our labels. “What do we label the side and the bottom of the graph?” Number of tornadoes on the side and name of states on the bottom. “What is next?” then, you fill in the numbers on the side with the state names going across the bottom. Which state should we graph first?” graph seven of the states calling on the students to decide. Make sure the students pick a state with a higher number and a state with a lower number. The students will be coming up to the board and coloring in the correct numbers on the elmo while the teacher walks around to make sure everyone is following along. Looking at this bar

To begin with, before studying this English module, my skills in presenting information in chart format was insufficient. In this visual literacy assignment, students were evaluated on their ability to interpret illustrations as well as various kinds of data and the presentation thereof in a meaning full way. Compared with the first assignment, I scored the highest mark for this one. However, the course material gave me the much-needed background information on creating a meaningful analysis of vast sets of data. For example, the type of data presented in a pie chart will be different from the data presented in a bar or line chart. This was incredibly beneficial information and provided me a new perspective on the creating of charts. Consequently,

1. Draw 3 different graphs below representing the data in the table above. Circle the one you think provides the best representation of the results of this experiment.

For section 3 students are asked to submit 3 graphs. There are two ways how you can do it. First, you can do it by hand using a pen and a piece of paper and then scan your “art”. As you would probably agree, this method is not very

Q7: Create a bar graph or pie chart of the data you have collected. For example, you could create a bar graph that shows the employee turnover rate in organizations that do offer flexible work arrangement compared to organizations that do not. Alternately, you could create a pie chart that shows which types of flexible work arrangement workers want the most.

This is an example of a categorical data graph. As a presenter, I would consider this as an effective visual aid because the color, the scales and the chart title are clear and simple for any audience to interpret. At a glance, the audience can see that the green M&M has the highest amount at 40, while the blue M&M has the lowest amount at 20. The scales of this graph in an incremental of 5. The colors that were analyzed are red, blue, green, yellow, brown and orange. For some experienced senior professional, although this chart is effective, they might consider this chart an elementary visual aid.

This article showcases an overview of the role technology can play in enhancing and improving how students learn statistics. It however underscore the point that as teachers we need to ensure that we use the technology that we understand rather than introducing new technology that we have no understanding of. In using technology that we understand we will be better able to help the students to improve their overall performances. Importantly the technology should also be chosen based on student’s ability to grasp, how interactive it is and how easy it is to be used as a tool for collaborative learning.

Gardening requires time and the necessary supplies. To allow all the children to partake in the experience in a meaningful manner there must be a continual supply of plants and materials. Ms. Galer has been able to acquire some of the plants from the high school greenhouse, but they are not enough to fulfill the needs of the club The club has proven to be popular, as evidenced by the retention of the large majority of its students for the duration of the harvest. In addition, although the club is currently only available to 3rd and 4th graders, many of the 3rd graders return for their second time once they are in 4th grade.

These can be used throughout any lesson to gage student participation and understanding. Techniques such as

I would use KWHL chart. KWHL is an abbreviation of what I know, what I want to know, how I will find out, and what I learned (p225). I think the chart is useful to help students use their schema and notice questions about trees. Also, I would set time to discuss the fact they knew and show their art works to other

The next graph is displayed in Figure 3 and appears to be a double bar graph with the title “Afghanistan Population Pyramid.” From this picture, the author is attempting to identify the percentage of males versus females for specific age groups in Afghanistan. By using this graph the author appears to understand how to use visuals, but is not quite perfect yet. The concept is there, but the x-axis is a percentage versus an actual number which is not appropriate for a bar graph. Although the blue does not look unappealing, it could technically be wrong for this graph. Locker and Kienzler (2014), blue can mean strong, trustworthy, authoritative, cold, depressing, or gloomy. A better color scheme for this graph would be pink for females and

The learning objective that students were the most successful with was: I can describe the process of photosynthesis. Two possible reasons for this success was we spent a lot of time reviewing plants and how they get their food. We also did a virtual lab that involved Elodea plants and students were able to see the relationship between plants and animals. Students also got extensive review practice in the area of photosynthesis. I also think the concepts involved in photosynthesis were a bit easier to master than those of cellular respiration. The work samples reflect that students had an easier time with photosynthesis and students received more practice in this area.

When I interviewed each student I asked them to join me in the hallway with a pencil. When we were in the hallway I talked with them for a minute and explained that I had a worksheet that I would like them to complete with me. I explained that it was not for a grade and that it was an assignment that I needed for my class. The purpose of this assessment was to see what these students know about how to read and interpret line plots. Once we were settled in the hallway I then asked each student if they knew what a line plot was and if they had ever worked with one before. They all said they had could not remember if they had ever seen one. I discussed with the teacher and she said that they have not worked with line plots or graphs this year but it is possible that they worked with them in second grade.