← Home

Reading and Comparing Bar Graphs

PROCEDURAL
Mathematics›Data & Statistics|Ages 9—10|ID: mt_H6LlpWgEYS

Solve comparison, sum, and difference problems using information presented in a bar graph

Mastery Evidence

  • Read a line graph of temperature over a week and identify the warmest day
  • Find the difference in rainfall between two months from a line graph
  • Explain what a rising/falling line means on a time-series graph

Assessment Prompt

“If [child] sees a line graph showing how a plant's height changed over several weeks, can they read off values, spot when it grew fastest, and find the difference between two points?”

Prerequisites1

Show full prerequisite tree
  • Bar graphs hard

    Y4 bar charts and time graphs are prerequisite to line graph problem-solving

    • 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

Unlocks2