Data Collection and Graphing Activities for Home
Data Collage
On the website Brain Pop Jr., various data activities are described that can be used in school and at home. One of the ideas on the page is a data collage. This activity will get your child noticing and talking about graphs. This relates to the anchor from standard 2.6.3.B:
2.6.3.B: Organize and display data using pictures, tallies, charts, bar graphs and pictographs.
M3.E.1.1: Answer questions based on data shown on tables, charts, and bar graphs.
Incorporate the following literacy standards by talking about your findings with your child (remember to use math vocabulary like those listed on the Vocabulary page!):
1.6.3.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions.
CC.1.5.3.A: Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly.
You will need... Paper, scissors, glue, markers, old magazines, newspapers, or any other sources of print.
1. With your child, look through old magazines and newspapers and look for data. Can you find tables, bar graphs, line graphs, and other forms of data representation to cut out? Look in advertisements and articles and compile a collage of images you can find.
2. This activity can be completed in many ways. Perhaps you and your child will want to paste the images onto paper into categories such as by types of data representation (chart, bar graph, line graph). You can incorporate literacy by talking about your findings and labeling them.
3. Ask your child what the purpose of the chart or graph is and why it is important to readers. Ask him if he thinks the data is easy to read or if it is too small, too cluttered, etc. See if you can find the source of the data or any other fine print.
4. Relate the graphs and tables you discover in print to those you see online or on the television. The best part about this activity is that it can be added to over time and you and your child will be more attuned to data and graphs in environmental print.
The image above is an example of data images I found and cut out from various magazines and newspapers (and even a table from a box of brownie mix). As you can see, my findings include many different types of data representation; some are professional looking and others are more for entertainment (such as the lipstick color poll represented on the lipstick images).
2.6.3.B: Organize and display data using pictures, tallies, charts, bar graphs and pictographs.
M3.E.1.1: Answer questions based on data shown on tables, charts, and bar graphs.
Incorporate the following literacy standards by talking about your findings with your child (remember to use math vocabulary like those listed on the Vocabulary page!):
1.6.3.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions.
CC.1.5.3.A: Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly.
You will need... Paper, scissors, glue, markers, old magazines, newspapers, or any other sources of print.
1. With your child, look through old magazines and newspapers and look for data. Can you find tables, bar graphs, line graphs, and other forms of data representation to cut out? Look in advertisements and articles and compile a collage of images you can find.
2. This activity can be completed in many ways. Perhaps you and your child will want to paste the images onto paper into categories such as by types of data representation (chart, bar graph, line graph). You can incorporate literacy by talking about your findings and labeling them.
3. Ask your child what the purpose of the chart or graph is and why it is important to readers. Ask him if he thinks the data is easy to read or if it is too small, too cluttered, etc. See if you can find the source of the data or any other fine print.
4. Relate the graphs and tables you discover in print to those you see online or on the television. The best part about this activity is that it can be added to over time and you and your child will be more attuned to data and graphs in environmental print.
The image above is an example of data images I found and cut out from various magazines and newspapers (and even a table from a box of brownie mix). As you can see, my findings include many different types of data representation; some are professional looking and others are more for entertainment (such as the lipstick color poll represented on the lipstick images).
Bouncing Balls
This activity is adapted from the book Great Graphs and Sensational Statistics by Lynette Long (2004). This activity will allow your child to collect his own data and represent it with a bar graph. This relates to the following standards:
2.6.3.A: Gather data from surveys and observations within the classroom or homes.
CC.2.4.3.A.4: Represent and interpret data using tally charts, tables, pictographs, line plots, and bar graphs.
Make predictions of your experiment and ask your child questions to monitor understanding:
1.6.3.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions.
CC.1.5.3.A: Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly.
You will need... pencil, paper, ruler or tape measure, a ball that will bounce, and graph paper.
1. With your child, create a table that has two columns: Height of Drop and Number of Bounces. Under the Height of Drop heading, put down three different heights such as one foot, three feet, and five feet.
2. Measure one foot from the ground and drop the ball from that distance onto a hard surface. Make sure the area is clear of anything the ball could knock over (try outside on a driveway or in another large area). Count the number of bounces it takes before the ball stops. Record the number in your table. Ask your child if he or she thinks the ball will bounce more or less times before dropping from higher heights.
3. Repeat for the next two heights. You can add more heights to your table if desired.
4. Create a bar graph, with Number of Bounces on the vertical axis and Height on the horizontal axis. Graph your results.
5. Look at the results: Did the number of bounces increase or decrease with a greater height? Do you think a smaller ball would bounce more from the same height? What about a larger ball? If you have a different sized ball that will safely bounce you can try the activity again.
2.6.3.A: Gather data from surveys and observations within the classroom or homes.
CC.2.4.3.A.4: Represent and interpret data using tally charts, tables, pictographs, line plots, and bar graphs.
Make predictions of your experiment and ask your child questions to monitor understanding:
1.6.3.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions.
CC.1.5.3.A: Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly.
You will need... pencil, paper, ruler or tape measure, a ball that will bounce, and graph paper.
1. With your child, create a table that has two columns: Height of Drop and Number of Bounces. Under the Height of Drop heading, put down three different heights such as one foot, three feet, and five feet.
2. Measure one foot from the ground and drop the ball from that distance onto a hard surface. Make sure the area is clear of anything the ball could knock over (try outside on a driveway or in another large area). Count the number of bounces it takes before the ball stops. Record the number in your table. Ask your child if he or she thinks the ball will bounce more or less times before dropping from higher heights.
3. Repeat for the next two heights. You can add more heights to your table if desired.
4. Create a bar graph, with Number of Bounces on the vertical axis and Height on the horizontal axis. Graph your results.
5. Look at the results: Did the number of bounces increase or decrease with a greater height? Do you think a smaller ball would bounce more from the same height? What about a larger ball? If you have a different sized ball that will safely bounce you can try the activity again.
Flower Line Graph
This activity is also adapted from Great Graphs and Sensational Statistics. It is an activity you can do with your child to incorporate science. It builds understanding of the concepts in this math standard:
2.6.3.A: Gather data from surveys and observations within the classroom or homes.
Keep a journal of plant care and observations. This will allow your child to gain practice in this literacy standard as well:
1.4.3.B: Write informational pieces using illustrations when relevant (e.g., descriptions, letters, reports, instructions).
Note: Line graphs are not mentioned in the standards for 3rd grade (line plots are, but they are different). However, we have started to learn about line graphs in class because students have been curious after seeing them in the environment and in other sources of print. The line graphs in the books under the Children's Literature section will provide you with additional references for using line graphs.
You will need... a flower pot, small pebbles, potting soil, seeds for a potted plant (choose whatever flower you would like to plant), water, sunny spot, paper (or notebook), pencil, ruler, graph paper.
1. Assist your child in gathering supplies and planting the flower. Line the pot bottom with the pebbles before filling it with potting soil.
2. Following the directions on the seed packet for plant care, plant your seed(s) in the pot.
3. Make a chart divided into the columns of Day and Height of Plant (in inches- or another unit of your choice).
4. As the plant grows, record its height in the table daily or every other day. Use the highest point on the plant for measurement. Before the seed sprouts, you will probably have a few days worth of the height being zero units.
5. If your child decides to keep a journal of additional observations, he or she can write about plant care, appearance of any flowers, and more in his or her journal. Encourage your child to add diagrams or illustrations.
6. After two weeks, complete your table and create a line graph. A line graph shows growth over time, unlike a bar graph that is used for comparison. Therefore while a bar graph was appropriate for the Bouncing Ball activity, a line graph is more suited for this one.
7. Examine your line graph: Were there periods in which growth was rapid? When did the plant reach its full height, or do you think it is still growing? Now that you used the plant for the activity, perhaps you can plant it outside or keep in it your home to enjoy.
2.6.3.A: Gather data from surveys and observations within the classroom or homes.
Keep a journal of plant care and observations. This will allow your child to gain practice in this literacy standard as well:
1.4.3.B: Write informational pieces using illustrations when relevant (e.g., descriptions, letters, reports, instructions).
Note: Line graphs are not mentioned in the standards for 3rd grade (line plots are, but they are different). However, we have started to learn about line graphs in class because students have been curious after seeing them in the environment and in other sources of print. The line graphs in the books under the Children's Literature section will provide you with additional references for using line graphs.
You will need... a flower pot, small pebbles, potting soil, seeds for a potted plant (choose whatever flower you would like to plant), water, sunny spot, paper (or notebook), pencil, ruler, graph paper.
1. Assist your child in gathering supplies and planting the flower. Line the pot bottom with the pebbles before filling it with potting soil.
2. Following the directions on the seed packet for plant care, plant your seed(s) in the pot.
3. Make a chart divided into the columns of Day and Height of Plant (in inches- or another unit of your choice).
4. As the plant grows, record its height in the table daily or every other day. Use the highest point on the plant for measurement. Before the seed sprouts, you will probably have a few days worth of the height being zero units.
5. If your child decides to keep a journal of additional observations, he or she can write about plant care, appearance of any flowers, and more in his or her journal. Encourage your child to add diagrams or illustrations.
6. After two weeks, complete your table and create a line graph. A line graph shows growth over time, unlike a bar graph that is used for comparison. Therefore while a bar graph was appropriate for the Bouncing Ball activity, a line graph is more suited for this one.
7. Examine your line graph: Were there periods in which growth was rapid? When did the plant reach its full height, or do you think it is still growing? Now that you used the plant for the activity, perhaps you can plant it outside or keep in it your home to enjoy.
References
BrainPOP (2013). Tally charts and bar graphs. Retrieved March 15, 2012 from <http://www.brainpopjr.com/math/data/tallychartsandbargraphs/grownups.weml>.
Long, L. (2004). Great graphs and sensational statistics: Games and activities that make math easy and fun. Hoboken, NJ: John Wiley & Songs, Inc. Illustrated by Tina Cash-Walsh.
Image links
Banner: http://www.hsph.harvard.edu/obesity-prevention-source/files/2012/10/handprint.jpg
Data Collage: Personal Image
Ball: http://static.guim.co.uk/sys-images/Guardian/About/General/2011/2/14/1297701540152/Tennis-ball-007.jpg
Growing Plant: http://www.yankodesign.com/images/design_news/2010/04/20/growingup01.jpg
Long, L. (2004). Great graphs and sensational statistics: Games and activities that make math easy and fun. Hoboken, NJ: John Wiley & Songs, Inc. Illustrated by Tina Cash-Walsh.
Image links
Banner: http://www.hsph.harvard.edu/obesity-prevention-source/files/2012/10/handprint.jpg
Data Collage: Personal Image
Ball: http://static.guim.co.uk/sys-images/Guardian/About/General/2011/2/14/1297701540152/Tennis-ball-007.jpg
Growing Plant: http://www.yankodesign.com/images/design_news/2010/04/20/growingup01.jpg