Representing Data Using Graphs 1

Module 2 Application Assignment

Representing Data Using Graphs

Samantha DiMatteo

Marygrove College
Representing Data Using Graphs 2

There are a variety of ways that a given data set can be expressed using

graphs. Van de Walle, Karp and Bay-Williams (2013) explain, graphs and charts

tell about information and that different types of representations tell different

things about the same data (p. 440). To ensure that our students learn how to

analyze graphs and recognize the various messages each graph can convey we

must offer opportunities for our students to explore different types of graphs.

Harper (2004) states, Since graphical displays of data are increasingly used in

magazines, in newspapers, and on television to communicate relationships

among numerical data, it is important to exposed middle school students to

various types of contexts where interpretation of graphical data is necessary (p.

341). We are constantly exposed to graphical representations on a daily basis,

knowing how to appropriate read and analyze these graphs is a skill that goes

well beyond the classroom.

Line plots display points above a number line that represent the frequency

of a given data set. They are useful tools when comparing a relatively small data

set. For example, when comparing student scores on an exam it would be

helpful to use a line plot to easily observe the distribution of scores. Whats

particularly interesting about line plots is that every piece of the data is displayed

on the graph making it easy to see how the data is distributed. Unlike a line plot,

line graphs make it easy to observe trends over a period of time. For example,

line graphs could be used to track the daily temperature in a given area over a

period of time or the amount a car depreciates as months or years pass. Line
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graphs are unique in their ability to display a continuous data set; the lines

indicate a constant pattern of change.

A histogram is a graphical display in which data is grouped into ranges

and then plotted using bars. Unlike a histogram, each bar on a bar graph uses

singular categories opposed to a range of values. Additionally, because bar

graphs focus on categorical data the order of the bars does not matter; however

the order of the bars of a histogram must be expressed consecutively. Van de

Walle, Karp and Bay-Williams (2013) state, Bar graphs or picture graphs are

useful for illustrating categories of data that have no numeric ordering (p. 443).

Data for histograms must identify a range of values. Such a graph could be used

to display the different heights of a given population or perhaps the number of

books students read over summer vacation. It is important to note that the ladder

value of each range of a histogram would fall into the next increment; for

example if one of the ranges of student heights was 48in.-60in. and a student

was 60 inches tall, their data would be represented in the following increment,

60in-72in. Both graphs can be useful tools in visually conveying a message of a

given data set.

A circle graph divides a circle into categories; each category represents a

different percentage of a data set. These graphs allow for comparison of the part

to the whole. Circle graphs can be made using a number of methods. A fun way

of introducing this topic can be to have students choose a favorite category given

a set list of options (i.e. choose your favorite food: hamburger, salad, hot dog, or
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macaroni & cheese) and then have them make a circle with their classmates,

ensuring that students are next to their peers that chose the same category as

they did. Tape masking tape to the floor from the center of the circle to each

point on the circle where the students preferences change. The result is a life-

sized circle graph that represents data obtained from the class. Students can

also practice converting bar graphs to pie charts by cutting out each bar and then

taping them together end-to-end to form a circle. They can then lay the circle

down on a top of a piece of paper and sketch the circumference, find the center

of their circle, and then sketch lines from the center to where each bar meets on

the circumference of the circle. Another way students can construct circle graphs

is through the use of technology. Inputting data into an excel spreadsheet and

then using the pie chart button to bring the data to life is a simplistic, yet highly

effective way of constructing such graphs. Circle graphs do not tell how a data

set behaves over time, however, they are a very useful tool for displaying how

each category of data compares to each other. As Van de Walle, Karp and Bay-

Williams (2013) explain, circle graphs display ratios rather then quantities, the

small set of class data can be compared to the large set of school data, which

could not be done with bar graphs (p. 442). It is most beneficially to use circle

graphs when comparing a limited number of categories; if the data set contains

too many categories it is becomes more challenging to interpret.

Once our students have been exposed to various graphical

representations they will be able to choose graphs that best represent a data set.
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Van de Walle, Karp and Bay-Williams (2013) state, How data are organized

should be directly related to the question that caused you to collect the data in

the first place (p. 440). The following scenarios are paired with the graph that I

feel would best represent the data:

A line graph would be best to display the monthly car sales for a new dealer as it
shows data over time.

A histogram would be a good representation of the number of shopping malls in

the U.S. for each decade since 1950. The scale along the x-axis could start with
1950 and be in increments of ten to represent each decade. This diagram would
make it easy to see the number of shopping malls in the US between 1950-1960,
1960-1970, and so on.

A circle graph could be used to model family size. This would be a useful tool
as it could show how various family sizes proportionally relate to one another.

A scatterplot could show the travel time to school each day. The x-axis could
represent consecutive days of the week and the y-axis could represent the
minutes of travel.

A bar graph is a suitable option to show the birth month of group members.
Since bar graphs are a good representation of categorical data, each bar could
denote a different month of the year.

Circle graphs could represent a persons favorite outdoor activity. Each section
of the graph would correspond to a different activity and the size of that section
would be relative to the percentage of the population surveyed that chose that
activity as their favorite.

A line plot in which the x-axis represents ages and the y-axis represents the
frequency of each age group would best display the age of U.S. presidents at
inauguration.

A histogram would be a useful tool to show the distribution of the salaries of the
employees at a company.
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References

Harper, S. R. (2004). Take time for action: Students

interpretations of misleading graphs. Mathematics Teaching in the

Middle School, 9(6), 340343.

McClain, K., & Schmitt, P. (2004). Teachers grow mathematically

together: A case study from data analysis. Mathematics Teaching in the

Middle School, 9(5), 274279.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013).

Elementary and middle school mathematics methods: Teaching

developmentally (8 th ed.). Pearson: Boston.