CREATE CIRCLE GRAPHS AND LEARN ABOUT AFRICA

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. Warm-Up  Poverty  Extreme Poverty Write what you think of when you think of poverty.

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. Creating a Circle Graph

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. A circle graph shows __________ of a _____________. Part

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. In order to make a circle graph for any information, you have to find the degree measurement of the central angle for each piece of the circle graph. The central angle is an angle made from the center of the circle graph, giving each piece its size. Central angle

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. Example 1 A software company asked 60 owners what they use their computers for most. Of these owners, 21 said word processing, 18 said spreadsheets, 6 said Internet access, and 15 had other responses. Use a circle graph to display these results.

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. Step 1: Organize the data in a table. NumberPercentAngle Measure Word Processing 21 Spreadsheets18 Internet access6 Other15

Step 2: Find the percent of computer owners giving each response. NumberPercent (Fraction x 100) Angle Measure Word Processing 2121 x 100 = 35% 60 Spreadsheets1818 X 100 = 30% 60 Internet access66 X 100 = 10% 60 Other1515 X 100 = 25% 60 Remember to find percent set it up as follows…Part % Whole 100 =

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. Step 3: Use these percents to find the angle measures of the sectors of the circle graph. NumberPercentAngle Measure Word Processing 2135% Spreadsheets1830% Internet access610% Other1525% 0.35 x 360º = 126º 0.30 x 360º = 108º 0.10 x 360º = 36º 0.25 x 360º = 90º To find the angle measure, multiply the percent by 360º.

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. Step 4: Use a compass to draw a circle..

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. Step 5: Use a protractor to draw sectors having the angle measures found in step º

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. Word Processing 108º Step 5: Use a protractor to draw sectors having the angle measures found in step 3. Label each sector with the corresponding response & percent. 35%

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. Step 5: Use a protractor to draw sectors having the angle measures found in step 3. Word Processing Spreadsheets 36º Label each sector with the corresponding response & percent. 35% 30%

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. Step 5: Use a protractor to draw sectors having the angle measures found in step 3. Word Processing Spreadsheets Internet access Label each sector with the corresponding response & percent. 35% 30% 10% 90º

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. Word Processing Spreadsheets Internet access Label each sector with the corresponding response & percent. 35% 30% 10% 25% Other Step 5: Use a protractor to draw sectors having the angle measures found in step 3.

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. Step 6: Title your circle graph. Word Processing Spreadsheets Internet access 35% 30% 10% 25% Other Computer Use

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. Create a Circle Graph with the following real data: World Population: Numbers are in millions PercentAngle Measure Europe736 US & Canada338 Latin America577 Africa967 Asia4052

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. World Population

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. Divide the class into the world’s regions. Europe12% Asia60% Latin America9% US & Canada5% Africa14%

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. Resources of the World Divided by Per Capita GNI in PPP

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. Compare World Population and World Wealth PopulationWealth

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context. Discuss Resources Activity  How did it feel when you saw how much other groups got?  How did you divide the m&m’s within your group?  Did you do anything to get more candy or give any away?  How does this activity relate to the real world?  How would this have been different if you were really hungry and hadn’t eaten much, or anything, for a couple days?  Why are people poor? How can you explain poverty in terms of population and resource distribution?

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context.  It was a miracle that the faint cry of the baby was heard at all. Having been placed in a dustbin shortly after birth the chances of surviving were remote. A passing policeman heard the baby and found it wrapped in a dirty blanket.  The policeman returned to his slum with the baby. Word went out in search of someone to care for this foundling. Achan Grace, stepped forward. She is mother of five children, including two-year-old twins and three big brothers, all of whom are under the age of eight. They all live together in a mudroom without electricity or running water. She embraced with love the responsibility and cost of caring for yet another child. She named the baby 'Gift from God' and calls him simply 'Gift'.

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context.  Grace is a refugee from the war in Northern Uganda. She had been living in abject poverty before she became a beader for BeadforLife. She had tearfully relinquished one of her children, 3-year-old Joseph, to an orphanage because her children were starving to death. Now she has brought Joseph home to live with his siblings and the new baby.  In the photo she is holding up a red necklace and earrings that she made for Oprah Winfrey. She won the contest with these beautiful beads and we sent them to Oprah. Hasn't she got an incredible smile for someone who has endured a difficult life and is so lacking in material things?

Ch 6 – Students will be able to create circle graphs using real life data. Students will be able to interpret the meaning of circle graphs in context.  Brenda, 22, is achieving her goal of becoming a nurse despite the huge challenges of her early life. Brenda’s father was insane and wandered from village to village. Her mother, unable to cope with her family and extreme poverty, abandoned them.  Brenda was taken in by a distant relative of her father who told her, “I can’t afford anything for you, but you can stay with us.” But Brenda was determined to get herself educated. By studying really hard, late into the night by candlelight, she managed to win scholarships to high school, scoring at the highest levels of achievement.  But upon graduation there were no jobs to be found for a poor girl with a high school education. So Brenda resigned herself to no expectations and was waiting without hope at home. Now Brenda is a part of our Vocational Training Program for youth. She passed her nursing entrance exams and is enrolled as a first-year student at Mulago Nursing School. She will be a much needed and wonderful nurse.