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Tables, charts, and graphs

REPRESENTATIONAL
Science›Scientific Inquiry|Ages 12—13|ID: mt_YHsUhi4Prc

Construct data tables with correct headings and SI units, plot appropriate graph types (bar chart, line graph, scatter graph), draw a line of best fit, and calculate the gradient of a straight-line graph

Mastery Evidence

  • Constructs a table with column headings that include quantity and unit (e.g. Mass / g)
  • Selects the appropriate graph type for the data and plots it accurately with labelled axes and scales
  • Draws a line of best fit for linear data and correctly calculates its gradient using two points

Assessment Prompt

“If [child] collected data on how spring length changes with the weight added, could they put it in a correct table, plot it as a line graph with axes labelled in the right units, draw a line of best fit, and calculate the gradient?”

Prerequisites3

Show full prerequisite tree
  • Repeated tests for reliability soft

    Correct use of SI units and significant figures in tables and axes is grounded in the precision/accuracy topic

    • Accurate Measurement hard

      Precision vs accuracy and significant figures build on KS2 experience of taking careful measurements with repeat readings

      • Measuring accurately hard

        Must take measurements before increasing accuracy/precision with repeat readings

        • Measurable Attributes of Objects soft

          Systematic scientific measurement builds on understanding measurable attributes from maths

        • Observing with simple equipment hard

          Must observe closely before taking systematic measurements

          • Asking scientific questions hard

            Must ask questions before learning to observe closely

            • Asking Questions soft

              Formulating scientific questions builds on the general skill of asking relevant questions to extend understanding, developed in English speaking and listening

              • Question Words hard

                Generating effective questions requires knowledge of question words (who, what, where, when, why, how)

              • Listening and responding hard

                Listening and responding needed before asking questions

              • Exploring Ideas Through Talk soft

                Related speaking skill supports this topic

                • Feeling of not understanding soft

                  Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register

                  • Asking for Help hard

                    Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

            • Observation vs Interpretation soft

              Asking good scientific questions requires noticing the distinction between observation and interpretation — a question like 'why did this happen?' only makes sense once you've separated what you saw from what you inferred

              • Feeling of not understanding soft

                Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning

                • Asking for Help hard

                  Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

            • Feeling of not understanding soft

              Asking scientific questions is the science-domain expression of the universal comprehension-monitoring habit: noticing what you don't yet understand

              • Asking for Help hard

                Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

            • Persisting When It's Hard soft

              Scientific enquiry requires persistence through uncertainty — the universal persistence habit underpins willingness to keep investigating

  • Bar graphs soft

    Science inquiry recording data in tables and graphs draws on the bar chart and time graph skills from Math data representation

    • 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

  • Classifying living things (age 9+) hard

    KS3 graphing (lines of best fit, gradients) extends KS2 ability to construct and interpret line graphs and scatter graphs

    • Classifying living things hard

      Must present data in basic formats before using complex graphs and scientific diagrams

      • Pictograms and tally charts soft

        Science data presentation (tables, bar charts) builds on maths pictogram/table skills

        • 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

      • Measuring accurately hard

        Must take accurate measurements before presenting complex data

        • Measurable Attributes of Objects soft

          Systematic scientific measurement builds on understanding measurable attributes from maths

        • Observing with simple equipment hard

          Must observe closely before taking systematic measurements

          • Asking scientific questions hard

            Must ask questions before learning to observe closely

            • Asking Questions soft

              Formulating scientific questions builds on the general skill of asking relevant questions to extend understanding, developed in English speaking and listening

              • Question Words hard

                Generating effective questions requires knowledge of question words (who, what, where, when, why, how)

              • Listening and responding hard

                Listening and responding needed before asking questions

              • Exploring Ideas Through Talk soft

                Related speaking skill supports this topic

                • Feeling of not understanding soft

                  Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register

                  • Asking for Help hard

                    Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

            • Observation vs Interpretation soft

              Asking good scientific questions requires noticing the distinction between observation and interpretation — a question like 'why did this happen?' only makes sense once you've separated what you saw from what you inferred

              • Feeling of not understanding soft

                Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning

                • Asking for Help hard

                  Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

            • Feeling of not understanding soft

              Asking scientific questions is the science-domain expression of the universal comprehension-monitoring habit: noticing what you don't yet understand

              • Asking for Help hard

                Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

            • Persisting When It's Hard soft

              Scientific enquiry requires persistence through uncertainty — the universal persistence habit underpins willingness to keep investigating

      • Recording Data hard

        Must gather data simply before presenting in charts and diagrams

        • Simple tests and experiments hard

          Must perform tests before learning to gather and record data

          • Observing with simple equipment hard

            Must observe closely before performing simple tests

            • Asking scientific questions hard

              Must ask questions before learning to observe closely

              • Asking Questions soft

                Formulating scientific questions builds on the general skill of asking relevant questions to extend understanding, developed in English speaking and listening

                • Question Words hard

                  Generating effective questions requires knowledge of question words (who, what, where, when, why, how)

                • Listening and responding hard

                  Listening and responding needed before asking questions

                • Exploring Ideas Through Talk soft

                  Related speaking skill supports this topic

                  • Feeling of not understanding soft

                    Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register

                    • Asking for Help hard

                      Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

              • Observation vs Interpretation soft

                Asking good scientific questions requires noticing the distinction between observation and interpretation — a question like 'why did this happen?' only makes sense once you've separated what you saw from what you inferred

                • Feeling of not understanding soft

                  Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning

                  • Asking for Help hard

                    Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

              • Feeling of not understanding soft

                Asking scientific questions is the science-domain expression of the universal comprehension-monitoring habit: noticing what you don't yet understand

                • Asking for Help hard

                  Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

              • Persisting When It's Hard soft

                Scientific enquiry requires persistence through uncertainty — the universal persistence habit underpins willingness to keep investigating

    • Bar graphs soft

      Complex science graphs (scatter, line) build on maths discrete/continuous data graphing

      • 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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