DATA Making and Reading

Bar & Line Graphs

By Haley and James

Learning Intentions
Why data representation
is important

Discuss misconceptions and

outline ways to support these
misconceptions

Analyse student work to

understand the misconceptions
that could arise

Summary

Activities that show effective

ways to make and interpret
bar & line graphs

Why is data representation important?

Children need to experience and discuss realistic activities in the early years to help them refine and
extend their understandings of statistics and data effectively in later years. This understanding allows them
to make better sense of their everyday experiences which begin to get more complex as they get older.
Data is commonly presented by the media and in research results in visual forms, commonly bar or line
graphs, students need to be able to read and interpret these to make informed and educated opinions and
decisions.

Examples

Analyse student samples to find common

misconceptions

Is there anything that they did well?

What misconceptions did

you find?

Misconception
Poor choice of scale, making
it difficult to interpret the data

Misconception
Misunderstanding the
frequency of occurrence and
how to represent this

Misconception
Unequal widths of columns/
bars

Misconception
Inconsistent spacing
between columns/ bars

Misconception
Poor choice of
scale, making it
difficult to interpret
the data

Misconception
Poor choice of data collection
subject, categories or
headings.

Misconception
Lack of graph sense and/ or
Inability to interpret the data
once creating the graph

Misconception
Small collection of
data

Misconception
Inappropriate use of
graph type, line graphs

Misconception
Lack of graph sense,
unable to interpret
date effectively

Misconception
Incorrect axis labeling,
use of colour

Bar Graphs & Misconceptions

Bar graphs are often used to represent data in a well defined, visual manner.
When looking at a bar graph you can clearly see the trends that have occurred
and the frequency of values.
These trends can be presented both vertically and horizontally.

The process of making bar and line graphs

Pose questions that the graph will help answer

Collect the data

Choose an appropriate representation

Interpret the graph to answer interesting questions

Evaluate the strengths and weaknesses of the representation

What misconceptions can arise when creating a bar graph?

Some difficulties for students surrounding bar graphs may include:
1.

Poor choice of data collection subject, categories or headings.

This may result in data being too spread out with no clear trend apparent.

The data needs to be easily measured, getting students to think about how it will be presented prior to
collecting the data is key.
E.g. Choosing too many categories, categories that are too vague or too specific for a small sample size.

Keep the subjects interesting, choose topics that are engaging and easy for students to make connections.
E.g. Favourite sport.

2.

Incorrect data collection and/or incorrect recording process.

The transition from pictographs to bar graphs needs to be concise in order for students to present data
effectively. i.e . One increment for each recorded data value.

Students may need additional support with tally marking as it may be confusing. Another method the Russian
method or using a tens frame so they can identify tens and ones immediately. This may prove to be easier.

3.

Misunderstanding the frequency of occurrence and how to represent this.

In some cases, it is hard for students to present the data frequencies correctly when creating a bar graph.
If this occurs, again resort back to picture graphs, they are useful for small data sets and each image represents
one recording for that column.

5. Unequal widths of columns/ bars

6. Inconsistent spacing between columns/ bars
7. No space between the columns or bars.
Unless they are producing a side by side column graph they should not touch, or the graph starts to look like a
different graph, a histogram.

Using graph paper with faint lines will help students with their scaling.
8. Poor choice of scale, making it difficult to interpret the data

Data needs to be sorted and classified prior to presenting the information on the graph.

This may include teaching the skills of calculating and estimating the scale of the graph.
E.g. Working out what the highest and lowest values are.
9. Lack of graph sense and/ or Inability to interpret the data once creating the graph

Students level of graph sense may be identified and scaffolded by asking specific types of questions in a
particular sequence.

Question the literal content of the graph; the specific value of a data point or the meaning of the axes

Questions addressing the relationship between data points

Questions that ask the student to predict or infer based on the data presented

Line Graph Misconceptions

Line graphs are often used to represent more than one data set on the graph to
show trends and relationships.
Some difficulties for line graphs may include:
1.

2.

Representing data using an inappropriate scale, producing a misleading graph

Students need to be able to identify trends in the data before completing the scale to ensure the scale will fit on
a page and be clearly read. Identify the highs and lows in the data set first.

Use of graph paper will assist in creating a scaled graph, that uses the whole page of graph paper
Using a combination of data types
Categorical (can be sorted into groups or categories e.g. eye colour)
Discrete (values or observations that can be counted e.g. 2 cats)

Ensure that the categories are relevant to each other and are measurable

Observations need to be clearly plotted on a graph by their occurrence to show trends

3.

Small collection of data to be compared

a.
Choice of data that is easily measurable and engaging for students.
Eg. Age and favourite sport of Colour
b.
Data sources need to be large enough to ensure outliers can be taken into account.

4.

Lack of graph sense

Being unable to choose the appropriate graph for the data type
Labeling of graphs Axis

Similar to Bar Graphs. Questioning in a particular sequence to clarify understanding

Question the literal content of the graph; the specific value of a data point or the meaning of the axes

Questions addressing the relationship between data points

Questions that ask the student to predict or infer based on the data presented

5.

Reading and understanding graph trends.

Ask students to estimate where trends may have occurred with reference to the raw data, and if this estimate is
confirmed by the use of the graph. If not, is there an issue with the graph plots or scale.

Can students identify trends from one set of data before adding another set to the graph?

Hands on Activities

1. Cloudy with a Chance of Meatballs

Investigate the question:
Which letter out of A, E, O, T, occurs most in written English?
Create a table (already made)

Record the results using either tally marks, the Russian Method or tens frames

Graph the results by creating a bar graph

Interpret the graph to answer the question posed

How would you scaffold this activity? How would you extend this activity?

2. Graph Your Emotions

What story does this graph tell?
What is your interpretation?
What could the descriptors be on the axis?
What could the increments be like?
What else could this graph represent other than hunger?
How would you scaffold this activity? How would you extend this activity?

3. The Three Little Pigs

Create your own line graph that tracks the stress or emotion of one of the characters from the story.
What might the characters be stressed about?
When were they most stressed?
What point of the story will you focus on?
What increments of time will you focus on?
How would you scaffold this activity? How would you extend this activity?

Discussion

Results:
A - 23
E - 39
O - 24
T - 24

How would you extend this activity?

Is this a true representation of our question?
Which letter out of A, E, O, T, occurs most in written English?

Compare with other representations

E.g. Different books, textbooks, novels or magazine clippings.
Compare vowels with consonants.
Create a line graph that compares two different data sets.
Does the sample size matter?
E.g. Is there a similarity between the 4 samples on the page?
Can we approximate the frequency?
E.g. On average, in every 5 words 3 letter Es are present.
Can we work out the fraction or percentage words containing the letter O in the text?
What words are most common?

Did we meet our Learning Intention?

1.

Identify why data collection and

representation is important in the later years
We have discussed how bar and lines graphs are used
in the media and in research.
2.

Identify common misconceptions of making

and reading bar and line graphs.
Misconceptions involve the collection of data and how
students represent this in graphs.

3.

Outline how to support these misconceptions

in the classroom setting.
Misconceptions were discussed and addressed during
the hands on activity.
4.

Demonstrate how to support students in the

classroom with a hands on activity.

Hands on activity completed by PSTs

References
Booker, G., Bond, D., Sparrow, L. and Swan, P. (2014). Teaching Primary Mathematics: Fifth Edition. Frenchs Forest: Pearson
Learning and Teaching Resources: Pictographs and Bar Graphs: Level 1/2. (2014). Victoria State Government: Education and Training.
Retrieved 10 April 2016, from http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/continuum/Pages/pictobar175.aspx
Mathematics: Work sample portfolio summary. (2014). Australian Curriculum. Retrieved 20 April 2016, from
http://www.acara.edu.au/curriculum/worksamples/Year_3_Mathematics_Portfolio_Below.pdf
Mathematics: Work sample portfolio summary. (2014). Australian Curriculum. Retrieved 20 April 2016, from
http://www.acara.edu.au/curriculum/worksamples/Year_4_Mathematics_Portfolio_Below.pdf
Mathematics: Work sample portfolio summary. (2014). Australian Curriculum. Retrieved 20 April 2016, from
http://www.acara.edu.au/curriculum/worksamples/Year_6_Mathematics_Portfolio_Below.pdf
Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R. & Warren, E. (2011). Teaching Mathematics: Foundations to Middle Years,
Melbourne: Oxford University Press.
Sullivan, P. & Lilburn, P. (2004). Open-ended maths activities. Melbourne: Oxford University Press.