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Section IIIApplying Fundamental Concepts,
Attitudes, and SkillsUnit 20
Interpreting Data Using Graphs
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Graphs
• Used to show visually two or more comparisons in a clear manner
• Requires the use of basic skills– classification– counting– comparing quantities– one-to-one correspondence– communicating through descriptive data
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First Three Stages of Development for Making and Understanding Graphs
• Stage 1, real objects– child uses real objects to make a graph
• Stage 2, pictures– more than two items are compared– a more permanent record is made
• Stage 3, square paper graphs– child progresses through the use of more pictures to
block charts using square paper– real objects are no longer needed
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Discussion of a Graph
• Requires children to use concept words• Some of these words include:
less thanmore thanfewer thanlonger, longestshorter, shortestthe mostthe least
the same asnoneallsomea lot ofhighertaller
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Materials for Making Graphs• During Stage 1
– at first, use materials that can be kept in one position– progress to using cube blocks, poker chips, bottle
caps, coins, corks, and the like• During Stage 2
– use the same materials, but more comparisons can be made and gradually move to paper squares
• During Stage 3– use paper squares and gradually move to coloring in
squares on graph
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Topics for Graphs
• There is a great variety of subjects to use for graphs
• Once they begin to use graphs, children will often think of problems to be graphed
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