Resources Needed: Computer/LCD with Internet connection or file with downloaded Internet pages; Bulletin board display with the different types of graphs illustrated; overhead projector and overheads with examples of picturesque data representations; chalkboard and chalk; worksheet of data and directions for completion.

Exposition:

1) Introduce the idea of displaying data in an easy-to-read illustrative format by giving several examples of data and their respective graphical representations on the overhead (not presently included). Students will notice how much easier it is to understand the data when it is in picture format verses in lists of numbers or in paragraph form.

2) Depending on the type and quantity of data given, different approaches can be more beneficially utilized when graphing statistics. For example, if you have percentages of something, a pie chart would be preferable, and scatterplot would probably not be sufficient.

3) Ask students if they've ever seen any of the types of graphs/charts displayed on the bulletin board. Brief discussion.

Procedure:

4) Introduce students to each of the 5 specific types of graphs&emdash;first show them the web-site of each respective type as they are introduced: pie charts, histograms, surface graphs, bar graphs, and scatterplots. Then go through it more vocally and slowly on the board. Explain how each is used, and discuss examples. Also relate each type to the corresponding one on the bulletin board.

Critical Thinking:

Facilitate a class discussion by asking the following questions:

5) When would each of the types of data representations be most beneficial? Least beneficial? Why?

6) Are there other means of displaying this information?

7) What are the advantages of graphs/charts?

Interactive Learning:

8) Students will work in cooperative groups to answer questions on p.384-5 of their textbooks (Heath Pre-Algebra). The activity will expose them to some of the introduced types of graphs, and a couple new ones. Groups will consist of Writer, Leader/Encourager, and Reader. Teacher will walk around and be available for questions and encouragement.

Assignment:

9) Each student will be required to find a simple set of data/statistics sometime within the next week, and create a visual display of that data using one of the five types of graphs learned in class. Examples include temperature relative to the month or location; percentages of students who play each instrument in the school band, and data collected from a science experiment. The final project will include the data, a description of what it means and where it came from, a colorful, creative chart/graph, and an explanation of how to interpret the data. Students may find the data from library resource books, newspapers, TV, or any other means. Class time will be allotted throughout the week for individual conferences with the teacher to make sure their data is legitimate and their choice of graph is ideal.

Resources:

George Mason University. (1999). Scatter Plots. http://www.cne.gmu.edu/modules/dau/stat/regression/linregsn/reg_4_bdy.html

U. of Helsinki. (1996). Bar Graphs. http://www.ling.helsinki.fi/ohjeet/nexs/NExS-1.3-user_guide/node262.html#SECTION001562000000000000000

U. of Helsinki. (1996). Surface Graphs. http://www.ling.helsinki.fi/ohjeet/nexs/NExS-1.3-user_guide/node265.html

Woodbury, G. (1999). Histograms. http://infinity.sequoias.cc.ca.us/faculty/woodbury/Stats/Tutorial/Data_Hist.htm

Woodbury, G. (1999). Pie Charts. http://infinity.sequoias.cc.ca.us/faculty/woodbury/Stats/Tutorial/Data_Pie.htm