teaching resource

Analysing Graphs – Single-Unit Bar Graphs and Pictographs – Task Cards

Updated: 10 May 2023

Use data analysis skills to analyse bar graphs and pictographs with this set of task cards.

Editable: Google Slides
Non-Editable: PDF
Pages: 7 Pages
Years: 2 - 3

Curriculum

VC2M2ST01

Acquire data for categorical variables through surveys, observation, experiment and using digital tools; sort data into relevant categories and display data using lists and tables <ul> <li>posing a question of interest about favourite things (for example, asking classmates ‘What are your favourite types of fruit/football teams/days of the week?’), recording responses using a table, and using counting strategies to determine the number of different responses and the most popular and least popular responses</li> <li>investigating questions such as ‘How much rubbish is really rubbish?’ by gathering data about objects in categories (for example, ‘throw away’, ‘recycle’ and ‘re-use’), deciding whether the data answers the question</li> <li>using familiar software to construct a survey to collect class data; sorting and interpreting responses; and considering the questions asked and whether they need to be modified to re-use the survey</li> <li>observing events and using the observations to design a table or list to record data; for example, observing students arriving at school prior to deciding the appropriate data categories for investigating the different ways students get to school</li> <li>exploring the ways Aboriginal and Torres Strait Islander Peoples observe, collect, sort and record data</li> </ul>
VC2M3ST02

Create and compare different graphical representations of data sets, including using software where appropriate; interpret the data in terms of the context <ul> <li>comparing various student-generated data representations and describing their similarities and differences</li> <li>using digital tools and graphing software to construct graphs of data acquired through experiments or observation and interpreting the data and making inferences; for example, graphing data from a science experiment and interpreting the results</li> <li>selecting appropriate formats or layout styles to present data as information, depending on the type of data and the audience; for example, lists, tables, graphs and infographics</li> <li>using newspapers or magazines to find examples of different displays of data, interpreting and describing the information they present</li> </ul>

teaching resource

Analysing Graphs – Single-Unit Bar Graphs and Pictographs – Task Cards

Updated: 10 May 2023

Use data analysis skills to analyse bar graphs and pictographs with this set of task cards.

Editable: Google Slides
Non-Editable: PDF
Pages: 7 Pages
Years: 2 - 3

Use data analysis skills to analyse bar graphs and pictographs with this set of task cards.

Practise Reading Single-Unit Bar Graphs and Pictographs!

Are your students learning how to read and interpret data? Understanding the difference between different types of data displays can be tricky for young learners! With repeated practise, your students will master how to read single-unit interval graphs in no time!

For this activity, students will answer questions based on different bar graphs and pictographs. Students can record their answers on the provided recording sheet.

Through this activity, students will solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one.

Tips for Differentiation + Scaffolding

A team of dedicated, experienced educators created this resource to support your maths lessons.

In addition to individual student work time, use this set of data analysis task cards to enhance learning through guided maths groups, whole class lessons, or remote learning assignments.

If you have a mixture of above and below-level learners, check out these suggestions for keeping students on track with the concepts:

🆘 Support Struggling Students

Help students who need support with the concepts by completing the activity in a 1-on-1 setting or with a small group of students. Additionally, if students are struggling to determine the number for each bar graph, provide them with a ruler to help them line up the bars with the numbers on the chart.

➕ Challenge Fast Finishers

Consider using the scaled unit version of this resource for students who need a bit of a challenge. Additionally, students can generate their own data and create a bar graph or pictograph on a separate sheet of paper.

🛴 Scoot Activity

Place the cards around the room in numerical order and give each student a recording sheet. Assign students or pairs to a starting point card. Give students time to review the card and record their answers in the corresponding space on their paper. Students will rotate to the next card when you say, “SCOOT!” Continue in this manner until students return to their starting point.

👋 Exit Ticket

Use these cards as a formative assessment after your lesson. Pick a random assortment of cards and project them on the board for the whole class to see. Students can record their answers on a sheet of paper, sticky note, or their notebook.

Easily Prepare This Resource for Your Students

Use the dropdown icon on the Download button to choose between the color PDF, black and white PDF, or editable Google Slides version of this resource. A recording sheet and answer key are also included with this download.

Print on card for added durability and longevity. Place all pieces in a folder or large envelope for easy access.

To keep the task cards out of pockets or under desks, punch a hole in the corner of each to place them on a binder ring.

Sustainability Tip: Print a few recording sheets on cardstock and slip them into dry-erase sleeves. Students can record their answers with a whiteboard marker, then erase and reuse them.

This resource was created by Allie Kleijnjans, a teacher and Teach Starter Collaborator.

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Curriculum

VC2M2ST01

Acquire data for categorical variables through surveys, observation, experiment and using digital tools; sort data into relevant categories and display data using lists and tables <ul> <li>posing a question of interest about favourite things (for example, asking classmates ‘What are your favourite types of fruit/football teams/days of the week?’), recording responses using a table, and using counting strategies to determine the number of different responses and the most popular and least popular responses</li> <li>investigating questions such as ‘How much rubbish is really rubbish?’ by gathering data about objects in categories (for example, ‘throw away’, ‘recycle’ and ‘re-use’), deciding whether the data answers the question</li> <li>using familiar software to construct a survey to collect class data; sorting and interpreting responses; and considering the questions asked and whether they need to be modified to re-use the survey</li> <li>observing events and using the observations to design a table or list to record data; for example, observing students arriving at school prior to deciding the appropriate data categories for investigating the different ways students get to school</li> <li>exploring the ways Aboriginal and Torres Strait Islander Peoples observe, collect, sort and record data</li> </ul>
VC2M3ST02

Create and compare different graphical representations of data sets, including using software where appropriate; interpret the data in terms of the context <ul> <li>comparing various student-generated data representations and describing their similarities and differences</li> <li>using digital tools and graphing software to construct graphs of data acquired through experiments or observation and interpreting the data and making inferences; for example, graphing data from a science experiment and interpreting the results</li> <li>selecting appropriate formats or layout styles to present data as information, depending on the type of data and the audience; for example, lists, tables, graphs and infographics</li> <li>using newspapers or magazines to find examples of different displays of data, interpreting and describing the information they present</li> </ul>

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