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Bar graphs

REPRESENTATIONAL
Mathematics›Data & Statistics|Ages 8—9|ID: mt_ChjMU2GDJa

Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs

Mastery Evidence

  • Read a time graph showing temperature changes over a day
  • Present data about plant growth over weeks as a time graph
  • Explain the difference between a bar chart (discrete) and a time graph (continuous)

Assessment Prompt

“Can [child] choose the right type of chart for some data — for example, a bar chart for favourite colours or a line graph for temperature over a week — and draw it correctly?”

Prerequisites2

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  • Representing numbers with objects (age 8+) hard

    Scaled bar charts are prerequisite to continuous data and time graphs

    • Pictograms and tally charts hard

      Constructing simple pictograms/tables is prerequisite to scaled versions

      • Pictograms and tally charts (age 6+) hard

        Constructing pictograms, tally charts, and bar charts requires these display vocabulary terms

      • Sorting into categories hard

        Constructing pictograms and tally charts requires classifying and counting objects first

        • Comparing groups: more or fewer soft

          Sorting categories by count benefits from ability to compare quantities

          • Counting objects to 20 soft

            Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20

            • How Many in Total? hard

              Answering 'how many?' requires the cardinality principle

              • One-to-one counting hard

                Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

            • One-to-one counting hard

              Counting objects to answer 'how many?' requires one-to-one correspondence

        • Counting objects to 20 hard

          Counting objects in each category requires being able to count sets of objects

          • How Many in Total? hard

            Answering 'how many?' requires the cardinality principle

            • One-to-one counting hard

              Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

          • One-to-one counting hard

            Counting objects to answer 'how many?' requires one-to-one correspondence

      • Sorting Data into Categories soft

        Data representation formats (pictograms, tally charts) support organising data

        • How Many in Total? soft

          Counting data in categories requires understanding cardinality

          • One-to-one counting hard

            Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

        • Pictograms and tally charts (age 6+) hard

          Organising and representing data requires data, tally, frequency, and category vocabulary

        • Sorting into categories hard

          Organising data in categories builds on classifying and counting objects in categories

          • Comparing groups: more or fewer soft

            Sorting categories by count benefits from ability to compare quantities

            • Counting objects to 20 soft

              Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20

              • How Many in Total? hard

                Answering 'how many?' requires the cardinality principle

                • One-to-one counting hard

                  Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

              • One-to-one counting hard

                Counting objects to answer 'how many?' requires one-to-one correspondence

          • Counting objects to 20 hard

            Counting objects in each category requires being able to count sets of objects

            • How Many in Total? hard

              Answering 'how many?' requires the cardinality principle

              • One-to-one counting hard

                Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

            • One-to-one counting hard

              Counting objects to answer 'how many?' requires one-to-one correspondence

    • Pictograms and tally charts (age 6+) hard

      Drawing scaled bar charts and pictograms requires axis, scale, label, and frequency vocabulary

    • Picture & Bar Graphs hard

      Single-unit bar graphs are prerequisite to scaled bar graphs

      • Sorting Data into Categories hard

        Drawing picture/bar graphs extends organising and representing data

        • How Many in Total? soft

          Counting data in categories requires understanding cardinality

          • One-to-one counting hard

            Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

        • Pictograms and tally charts (age 6+) hard

          Organising and representing data requires data, tally, frequency, and category vocabulary

        • Sorting into categories hard

          Organising data in categories builds on classifying and counting objects in categories

          • Comparing groups: more or fewer soft

            Sorting categories by count benefits from ability to compare quantities

            • Counting objects to 20 soft

              Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20

              • How Many in Total? hard

                Answering 'how many?' requires the cardinality principle

                • One-to-one counting hard

                  Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

              • One-to-one counting hard

                Counting objects to answer 'how many?' requires one-to-one correspondence

          • Counting objects to 20 hard

            Counting objects in each category requires being able to count sets of objects

            • How Many in Total? hard

              Answering 'how many?' requires the cardinality principle

              • One-to-one counting hard

                Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

            • One-to-one counting hard

              Counting objects to answer 'how many?' requires one-to-one correspondence

  • Pictograms and tally charts (age 6+) hard

    Distinguishing discrete from continuous data and choosing graphical methods requires these terms

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