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

©2010 Cengage Learning.All Rights Reserved.

©2010 Cengage Learning.All Rights Reserved.

©2010 Cengage Learning.All Rights Reserved.

©2010 Cengage Learning.All Rights Reserved.

©2010 Cengage Learning.All Rights Reserved.