Representing Data with Graphs

In grade two, the students have been learning how to organize data and make real graphs and picture graphs. Graphing is a way to present data in a concise and visual way that makes it possible to see relationships in the data more easily. "For younger children, graphing experiences best begin concretely", according to Marilyn Burns. Our class started out by making a real graph out of our shoes on the carpet. This created a concrete graph to help students build their understanding of more and less.

Real graphs are concrete. Bar graphs are more abstract, but they smell better than the real thing.

Our next step was to make a pictorial representation of a real graph, which we refer to as a 'picture graph'. Later, the girls learned how to conduct a survey to collect data. Each student came up with a survey question to ask their friends in class.


For example: What is your favorite flavor of ice cream?

Students then brainstormed a list of 4-6 choices, such as:

vanilla, strawberry, green tea, chocolate mint, banana

What is your favorite sport? Swimming is popular in Class 2A.

What is your favorite color?

What is your favorite sport?

What is your favorite animal?

An important part of a graphing activity is the discussion and interpretation of the information. The girls are learning to compare data by asking questions such as these:

Which column has the most?
Which column has the least?
Which flavor of ice cream is the most popular?
Do more students like banana ice cream or vanilla?
How many more students like swimming than kendo?
How many shoes have laces?
How many shoes are there altogether?

The students practiced interpreting each other's graphs by asking and answering questions with a partner.

Questions you can ask your daughter at home to extend her learning:

What's the difference between a real graph and picture graph?
How do graphs help people communicate?
What's a survey? Why do people use surveys in real life?

Thanks for reading!