Data/Graphs Interpretation
Part I
Grade 6
Justin Lundin
jlundin@kelliher.k12.mn.us
Andrew Sundberg
andrew@laporte.k12.mn.us
Travis Whittington
twhittington@clbs.k12.mn.us
Table of contents
Day 1- Intro to Bar graphs
Day 2- Students construct a bar graph
Day 3- Changing graphs to Circle graph, Line graph, & Histogram
Day 4- Changing graphs to Scatter plot & Box plot
Day 5- Rolling Marbles Activity/Data collecting
Day 6- Graphing the results from “The Marvelous Rolls Activity” in a
scatter plot graph
Day 7- Graphing the results from “The Marvelous Rolls Activity” in a box
plot graph
Day 8- Stem and leaf plots
Day 9- Jumping rope/stem and leaf plots
Day 10-Post test, Class discussion
NCTM standards covered in Unit
Grades 6-8
• formulate questions, design studies, and collect data about a characteristic shared by two
populations or different characteristics within one population;
• select, create, and use appropriate graphical representations of data, including histograms, box
plots, and scatterplots.
• use observations about differences between two or more samples to make conjectures about the
populations from which the samples were taken;
• make conjectures about possible relationships between two characteristics of a sample on the basis
of scatterplots of the data and approximate lines of fit;
• use conjectures to formulate new questions and plan new studies to answer them.
• find, use, and interpret measures of center and spread, including mean and interquartile range;
• discuss and understand the correspondence between data sets and their graphical representations,
especially histograms, stem-and-leaf plots, box plots, and scatterplots.
Day 1- Intro to Bar graphs
Materials:
One fun size bag of M&M’s for each student, calculator
Objectives:
1. T.S.W. pull information off different types of graphs. i.e.- Mean, median, mode,
range, max., min.
2. T.S.W. learn different graphing program on a computer via smart board. (Microsoft
office, excel, illuminations, nlvm, etc.)
3. T.S.W. compile, graph, and then analyze there data.
Procedure1. Have students do the pre-test at the beginning of the class.
2. Pass out a small bag of M&M’s to each student. Have them sort them by color and then record
their data on the board.
3. From that data, have the students compute the mean, median, mode, etc. using paper, pencil,
and calculator.
4. Using the smart board and the excel program, show the students how to list all the data and use
the function option to calculate the it.
5. Show how to then take that data and construct a bar graph on the smart board.
6. Analyze the graph and see if the class can use it to find the mean, median, mode, etc.
Closure: Discuss with the class what the easiest/quickest way to analyze the data and find the mean,
median, mode, etc. was. Discuss how the excel program helped and what the advantages might be if
the data was in a graph form.
Day 2- Students construct a bar graph
Materials:
Computer Lab
Objectives:
1. With help from the teacher, T.S.W. construct their own bar graph on the computer.
Procedure1. Pull up the M&M’s graph from the previous day and review how it was made. Go through the
making of the bar graph step by step.
2. Explain to the class that they are going to make a bar graph on a new set of data.
3. Poll the class and find out how many brothers and sisters each student has.
4. On the board, make a chart with the students. Once all the data has been collected, partner up
the students and bring them to the computer lab to make their own bar graph.
5. Once all the students are logged on, walk the students through the process step by step.
Closure: When all the bar graphs are made, discus with the class ways to interrupt the information on
their graph. Have the class brainstorm whether or not there would be other ways to display the data.
Day 3- Changing graphs to Circle graph, Line graph, & Histogram
Materials:
Computer lab
Objectives:
1. T.S.W. take data on the computer and put it into a variety of graphs.
2. T.S.W. compare and contrast the pros and cons of each graph.
3. T.S.W. interpret and analyze the data on the graphs.
Procedure1. In the classroom, show how to put the M&M data into different types of graphs by using the
excel program. i.e.- Circle, Line, & Histogram.
2. Discuss how some graphs are easier to pull certain types of information from than others.
3. Take the class to the computer lab. With their partners have them take their data from their
“Brothers And Sisters” bar graph and put it into a line graph, circle graph, and histogram.
Closure: After they have completed each graph, discuss how a person might interpret each graph. Talk
about whether or not each graph shows range, median, mode, etc. Ask the class to compare and
contrast the pros and cons of the graphs.
Day 4- Changing graphs to Scatter plot & Box plot
Materials:
Computer lab
Objectives:
1. T.S.W. take data on the computer and put it into a scatter.
2. T.S.W. construct box plots using the illuminations website.
3. T.S.W. interpret and analyze the data on the graph.
Procedure1. In the classroom, show how to put the M&M data into a scatter plot on the excel program and
box plots on (http://illuminations.nctm.org).
2. Discuss how some graphs are easier to pull certain types of information from than others.
3. Take the class to the computer lab. With their partners have them take their information from
their “Brothers And Sisters” graph and put it into a scatter plot and box plot graph.
Closure: After the graphs are complete, analyze the two graphs with the class.
Day 5- Rolling Marbles Activity/Data collecting
Materials:
Two meter sticks, one marble, a measuring tape, and a set of stacked books that will
measure 12-18cm tall for each group, Marbleous rolls activity handout
Objectives:
1. T.S.W. construct a chart to organize the data from the rolling marbles activity.
2. T.S.W. go through all the simulations and record their results from the rolling marbles
activity.
Standards covered:
-Formulate questions, design studies, and collect data about a characteristic
shared by two populations or different characteristics within one population.
Procedure1.
Explain the rolling marbles activity to the class. (The Marbleous Rolls handout from class or go
to the Marbelous Rolls website; (http://store.aimsedu.org/aims_store/e-activities/all-eactivities/marbelous-rolls-the.html)
-Note; The distances will be 15cm, 30cm, 45cm, 75cm, and 90cm. They will run through 7 trials
at each distance.
2. Put students into groups of two. Have them construct a chart for recording their data.
3. After all the groups have had their chart approved by the teacher, pass out the materials and let
the groups simulate the marble rolls.
Closure: When all the students finish their simulations discuss what the results show. Ask class what
the distance would be if the marble was dropped from 60cm, and 105cm. Ask if their might be an easier
way of pulling the information of their data and making accurate predictions without having to simulate
the trials.
Day 6- Graphing the results from “The Marvelous Rolls Activity” in a scatter plot graph
Materials:
Computer lab, Data from the previous day
Objectives:
1. T.S.W. construct a scatter plot graph using the data collected from the marble roll
simulations.
2. T.S.W. analyze their scatter plot graph and make an educated prediction of what the
distance traveled would be if a marble is dropped at 90 and 105.
Procedure1. Do a brief review in the classroom on how to set up a scatter plot.
2. Take the students to the computer lab and have them enter their data into the excel
program.
3. Have the student put their information into a scatter plot graph.
Closure: Discuss the graphs with the class. Discuss how they are able to make an accurate prediction
for 90cm and 105 cm. Ask the class if they think the data could be display in a different type of graph
and why.
Day 7- Graphing the results from “The Marvelous Rolls Activity” in a box plot graph
Objectives:
1. T.S.W. construct a box plot graph using the data collected from the marble roll
simulations.
2. T.S.W. analyze their box plot graph and make an educated prediction of what the
distance traveled would be if a marble is dropped at 90 and 105.
Procedure1. Do a brief review in the classroom on how to set up a box plot.
2. Take the students to the computer lab. Using the data they have entered into excel from the
day before have the students constructs construct a box plot using the illuminations
website.
Closure: Discuss the graphs with the class. Discuss how they are able to make an accurate prediction
for 90cm and 105 cm. Compare the box plot graph with the scatter plot graph. Discuss the pros & cons
of each and how it might be an advantage to look at both of them when analyzing data.
Day 8- Stem and leaf plots
Materials: Computer Lab, tape measure or yard sticks that measures inches
Objectives:
1. T.S.W. compile data on the heights of all the students in the classroom.
2. T.S.W. create a stem and leaf plot using an online leaf plotter website.
Procedure1. Have the students measure their partners in inches and then record their data on the board.
2. Once all the data has been marked up on the board, have the students take down all the
data in their notes.
3. Take the class to the computer lab and have them log onto the website
(http://www.shodor.org/interactivate/activities/StemAndLeafPlotter/).
4. Have the students enter their data on a stem and leaf plotter.
Closure: Discuss the graph and analyze the data (mean, median, mode, etc.) Discuss the pros and cons
of using a leaf plot.
Day 9- Jumping rope/stem and leaf plots
Materials: Jump rope, computer lab
Objectives:
1. T.S.W. collect data from a jump rope activity.
2. T.S.W. graph & analyze the data with a stem and leaf plot.
Procedure1. Explain to the students that they will be collecting data using a jumping rope. Each student
will count the number of consecutive jumps they can do with a jump rope.
2. Have the students write their data on the board.
3. Have all the students record the data from the board so they can make a stem and leaf plot
in the computer lab.
4. In the computer lab have the students use the leaf plotter program to construct their leaf
plot.
Closure: When everyone is done, discuss the results of the activity.
Day 10-Post test, Class discussion
Procedure1. Discuss/review the different graphs the students learned about over the past nine days.
Include examples of what different types of data can be graphed and why it may be useful
to put data into a graph. Discuss the pros and cons of using the different graphs and how
some are more useful in certain situations than others.
2. Give the student the post test.
Pre-Test
Data/Graphs Interpretation Part I
Name_____________________
Date________
1. Put the following information into a bar graph.
Five silly six graders were comparing the number of time each of them went swimming over the
summer. Billy went 7 times, Isaac 3 times, Cole 4 times, Lydia 2 times, and Christine 8.
2. Five fruity fifth graders bought a bag of gooey, green, goblin, gummies. Rick ate 2,
Angie ate 2, Bo ate 4, Brittney ate 11, and Sarah ate 3. Construct a circle graph that
would represent this data.
3. What is the Median ___________ Q1__________ Q3__________ IQR_________
Range__________
Max_________
Min__________
4. What is the graph in problem three called?
5. Put the following information into a stem and leaf plot.
In History class the 11th graders took a test on the life of Scooby Doo. They all did well but not
got a perfect paper. Here is a list of their scores.
95, 86, 96, 78, 88, 85, 96, 80, 88, 92, 79, 92, 90, 88, 87, 96, 99, 88, 86, 85, 94, 80, 91
6. Looking at the data in problem 5 what is the median score________ Min________
Max________ Mode________ Mean_______ Range________
7. What was the population of the Southern Region of the U.S. in 1980?
8. What was about the population of the Southern Region of the U.S. in 1955?
9. What do you think the population of the Southern Region of the U.S. was in the year
2000?
10. The Minnesota Twins offense exploded in the last 20 games of the season. Put the
following information on a Histogram graph.
Runs scored in a game
Frequency
0-1
2
2-4
6
5-7
7
8-10
4
11-13
1
Post-Test
Data/Graphs Interpretation Part I
Name_____________________
Date________
1. Put the following information into a bar graph.
Five silly six graders were comparing the number of time each of them went swimming over the
summer. Billy went 7 times, Isaac 3 times, Cole 4 times, Lydia 2 times, and Christine 8.
2. Five fruity fifth graders bought a bag of gooey, green, goblin, gummies. Rick ate 2,
Angie ate 2, Bo ate 4, Brittney ate 11, and Sarah ate 3. Construct a circle graph that
would represent this data.
3. What is the Median ___________ Q1__________ Q3__________ IQR_________
Range__________
Max_________
Min__________
4. What is the graph in problem three called?
5. Put the following information into a stem and leaf plot.
In History class the 11th graders took a test on the life of Scooby Doo. They all did well but not
got a perfect paper. Here is a list of their scores.
95, 86, 96, 78, 88, 85, 96, 80, 88, 92, 79, 92, 90, 88, 87, 96, 99, 88, 86, 85, 94, 80, 91
6. Looking at the data in problem 5 what is the median score________ Min________
Max________ Mode________ Mean_______ Range________
7. What was the population of the Southern Region of the U.S. in 1980?
8. What was about the population of the Southern Region of the U.S. in 1955?
9. What do you think the population of the Southern Region of the U.S. was in the year
2000?
10. The Minnesota Twins offense exploded in the last 20 games of the season. Put the
following information on a Histogram graph.
Runs scored in a game
Frequency
0-1
2
2-4
6
5-7
7
8-10
4
11-13
1