Section III Applying Fundamental Concepts, Attitudes, and Skills Unit 20 Interpreting Data Using Graphs ©2013 Cengage Learning. All Rights Reserved.

Graphs Used to show visually two or more comparisons in a clear manner Requires the use of basic skills –classification –counting –comparing quantities –one-to-one correspondence –communicating through descriptive data ©2013 Cengage Learning. All Rights Reserved.

First Three Stages of Development for Making and Understanding Graphs Stage 1, real objects –child uses real objects to make a graph Stage 2, pictures –more than two items are compared –a more permanent record is made Stage 3, square paper graphs –child progresses through the use of more pictures to block charts using square paper –real objects are no longer needed ©2013 Cengage Learning. All Rights Reserved.

Discussion of a Graph Requires children to use concept words Some of these words include: less than more than fewer than longer, longest shorter, shortest the most the least the same as none all some a lot of higher taller ©2013 Cengage Learning. All Rights Reserved.

Materials for Making Graphs During Stage 1 –at first, use materials that can be kept in one position –progress to using cube blocks, poker chips, bottle caps, coins, corks, and the like During Stage 2 –use the same materials, but more comparisons can be made and gradually move to paper squares During Stage 3 –use paper squares and gradually move to coloring in squares on graph ©2013 Cengage Learning. All Rights Reserved.

Topics for Graphs There is a great variety of subjects to use for graphs Once they begin to use graphs, children will often think of problems to be graphed ©2010 Cengage Learning. All Rights Reserved.

©2010 Cengage Learning. All Rights Reserved.

©2010 Cengage Learning. All Rights Reserved.

©2010 Cengage Learning. All Rights Reserved.

©2010 Cengage Learning. All Rights Reserved.