Mathematics Lesson 4: More graphs Ask pupils what type of graphs they have used or drawn in other subject areas. Ask them to look out for graphs on the news and in newspapers and magazines.

about the range of other graphs used to represent information Learning Intentions We are learning… about the range of other graphs used to represent information how to interpret some of these graphs how features of different types of graphs suit certain types of data  AfL Share these AfL learning intentions with pupils in your introduction to the lesson. Share and negotiate success criteria with pupils.

Using graphs We learn about graphs in maths class, but we also draw and interpret them in science, geography and other subjects. We also see graphs in everyday life which we need to be able to read and interpret. Some of these graphs do not fit neatly into any category.

Climate graph example This type of graph is is called a AfL This part of the lesson uses the following strategies: effective questioning; and scaffolding reflection by asking for feedback from pupils; and by encouraging peer and self-assessment. Ask pupils what types of graphs or charts they know about. Hopefully they will reply with examples such as the following: bar charts; dual bar charts; pie charts; and line graphs. Discuss why this graph is different to what they have seen before. Then ask pupils to use their tablets to make a comment on the graph using Padlet, or a similar online collaboration tool. Look at the comments and discuss them. Summarise what pupils have found out and add any further comments that you think they have missed. Ask pupils if they think this graph is for a place in the UK or Ireland, and ask them to give reasons for why they think that. (The graph actually represents rainfall and temperature in Albany, Australia.) Then ask them the following question: What would a graph for a town in Northern Ireland look like? This type of graph is is called a What is the graph showing you? Use your tablet to ‘post’ your comment. climate graph and is used a lot in geography. You will also see it in travel brochures. What features does it use to present the information?

Growth of types of tomato seeds A scientist is investigating different types of tomato seeds. Each plant has been grown from a different type of seed. She measures the height of three plants every day for six days. She draws a graph to show the growth of the plants.

Growth of types of tomato seeds Show pupils the graph on screen. They will answer questions about it in the next slide.

Growth of types of tomato seeds AfL This part of the lesson uses the following strategies: effective questioning; and scaffolding reflection by asking for feedback from pupils. Distribute copies of Resource 4a to pupils, which shows the tomato seed growth graph from the previous slide. Then ask pupils to answer the questions about the graph on this slide. When answering the second question, most pupils will probably choose seed type C as growth is quickest, but some pupils may conclude that it is better to have steady growth rather than very rapid growth. A valid discussion point is whether there is enough information given to decide. It may be better to keep measuring the plants until they reach full height. Repeat trials would check if this result was a ‘one off’ or not. Any answer is OK as long as a sensible and logical reason is given. Look at Resource 4a, which shows the graph from the previous slide. Answer the following questions.

Height and weight chart Describe the features of this graph. AfL This part of the lesson uses the following strategies: effective questioning; and scaffolding reflection by asking for feedback from pupils; and by encouraging peer and self-assessment. Thinking Skills and Personal Capabilities In Worksheet 4a, pupils have the opportunity to develop the following skills: Thinking, Problem-Solving and Decision-Making; Managing Information; and Being Creative. Explain how the height and weight chart works. Most people know their height in feet and inches and their weight in stones so these are included on the graph. Doctors use kilograms when measuring weight and centimetres for height so these are on the graph too. Give pupils a printable copy of Resource 4b (which shows the height and weight chart) so that they can answer the following questions. Give an example of someone who is 12 stones and is 5 foot 5 inches tall. Which category is that person in? (underweight, OK, overweight, obese or very obese). Ask pupils to find the appropriate category when the height is given in cm and weight in kg. Give them the example of a person who is 1.70 cm tall and 60 kg in weight. Once they have finished this activity, distribute copies of Worksheet 4a and ask them to complete it.

Age group graph This graph presents information about the ages of people living in Newpark Estate. Describe the features of this graph. AfL This part of the lesson uses the following strategies: effective questioning; and scaffolding reflection by asking for feedback from pupils. This graph shows the percentage of people in each age group living on a housing estate. Ask pupils the following question: Do you think there are the same number of males/females in each age group? We could also show the percentage of each gender on a graph.

Population pyramid graph AfL This part of the lesson uses the following strategies: effective questioning; and scaffolding reflection by asking for feedback from pupils. Thinking Skills and Personal Capabilities In Worksheet 4b, pupils have the opportunity to develop the following skills: Thinking, Problem-Solving and Decision-Making; Managing Information; and Being Creative. This graph shows the spread of ages of the world’s population. It also shows the percentage of males and females for each age group. Give pupils copies of Resource 4c which displays the age group graph from the previous slide and the population pyramid graph shown on this slide. Ask pupils to compare the two graphs and describe what differences they see. Ask pupils to use Padlet, or a similar application for online collaboration, to make at least one statement about the population graph. Then collate the comments and decide which ones are valid. Once this activity is completed, distribute copies of Worksheet 4b and ask pupils to complete it. This graph shows: the percentage of the world population in each age group the percentage of males and females in each age group