Teacher resources and professional development across the curriculum
Teacher professional development and classroom resources across the curriculum
Observing Student Representation
|Introduction | Representing Data | Problem Reflection #1 | Is This Circle Graph Correct? | Problem Reflection #2 | Classroom Practice | Observe a Classroom | Your Journal|
The next day, Martina produced the first draft of a circle graph to represent her survey data. She agreed to have her teacher begin the whole-class discussion by asking the students to critique Martina's graph:
Here is Martina's data table:
Look at Martina's data and graph:
Naseem and Vanessa, his sixth-grade partner, are discussing their thoughts about the questions their teacher posed:
Naseem: I think our bar graph was much easier to make.
Naseem: Well, you can compare bars, too, but I guess the circle graph does show that, for example, baseball was about twice as popular as football, and soccer and basketball were about the same. Maybe she chose the circle graph because it shows the results for the whole group all in one circle, out of 100 percent.
Naseem: I'm not sure. Is the part for soccer the right size? Her table says it's 20%. What fraction is it?
Naseem: Her table says the soccer group is 12 out of 60. Is that close to, or the same as, 1/5?
Naseem: Hmm, I divided 12 by 60 and got 0.2. Is that 20%?
Naseem: So, the graph is correct.
Naseem: The smallest sections are supposed to be for baseball and football, and that's how they look. Also, they're probably right because the part for football is about half the size of the baseball section, and 8% is about half of 15%. I guess Martina did a good job. What do we have to write down?
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