In this unit we make statements about data displays, decide if statements made by others match the data shown, and match appropriate statements to a data display.

- Make a statement about a data display.
- Decide if statement about a data display is true or false.
- Match a statement to the appropriate graph.

In this unit students make statements to describe information shown in the data display. At this level students will be commenting on the highest and lowest result shown on the graph, making comments on individual category results and comparing between two categories. Students will also evaluate statements about a graph to decide whether the statement is true or false. This involves interpreting the data and the statement. Given two similar data displays students will match statements to the appropriate display. Data displays in this unit will be pictographs or bar graphs.

There is scope within this unit for teachers to include Statistical Investigations AOs if students collect data and prepare their own data displays.

- Small square pieces of paper, Crayons, Chart Paper
- Copymaster 1: Room 5 Pets
- Copymaster 2: Favourite Playtime Activities
- Copymaster 3: Favourite Fruit
- Copymaster 4: Boys' Favourite Colours, Girls' Favourite Colours, statements
- Copymaster 5: Graphs 1-6

#### Getting Started:

- Cut out a uniform set of small squares of paper. Give the students a square of paper each and a selection of 5 coloured crayons. Ask them to colour the square in their favourite colour.
- Work with the students to construct an uniform pictograph graph using the squares of paper.
- Ask the students to make a statement about the graph. Model a statement, for example “5 people chose red as their favourite colour”.
- Prompt the students to make statements, by asking:
what colour is the most popular? what colour is the least popular? how many people like “X” colour? do more people like green or blue?
- Collect information from students about the types of pets they have at home. Show the students the information as a bar graph. Or use the graph in Copymaster 1.
- Ask the students what they can tell you about the graph. Model a statement, for example “More people have fish than guinea pigs as pets”.
- Prompt the students to make statements, by asking:
what pet is the most popular? what pet is the least popular? how many people have a “x”? what is more popular fish or cats or fish?
- Display students’ statements alongside the graph.

#### Exploring

Over the next few sessions students will explore making statements about data displays, deciding if statements are true and matching statements with data displays.

- Use the graph in Copymaster 2, or collect some data from the students and display it as a bar graph. Possible ideas include: birthday months, favourite games, favourite foods.
- Provide each group of students with a graph. Ask each group to come up with 3 or more statements about the graph. Use the prompts such as: what is the most popular, least popular, compare two parts of the graph, how many people like an activity.
- Each group then reports back to the class group with the statements it made about the graph.
- Show the students the graph in Copymaster 3.

Read to the students some statements and ask them to vote if the statement is True or False. Discuss why or why not.- More people like bananas than plums.
- Apples are the most popular.
- 6 people chose bananas as their favourite
- 2 more people chose oranges than chose peaches.
- Apples and oranges are the favourite fruit.
- Plums are more popular than peaches.

- Give each student the graphs and statements in Copymaster 4.

Read the statements to the students. Ask them to cut out the statements and glue them under the graph that best shows the statement.

#### Reflecting

In the final session provide each group of students with a different graph from Copymaster 5.

- Ask each group to make 3 true statements about the graph.
- Ask groups to report back to the class on the statements they made.
- As a class, discuss whether each statement is correct, and why or why not.