Graph Data Insights

WALT (We Are Learning To)

• Understand different types of graphs and their purposes.
• Interpret and extract information from various graphs.
• Use data from graphs to answer questions and solve problems.

Success Criteria

• Identify types of graphs (bar graphs, line graphs, column graphs, and pictographs).
• Extract specific data points from graphs accurately.
• Explain trends, differences, and comparisons shown in graphs.
• Create simple graph interpretations to communicate data meaningfully.

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Curriculum Alignment: Queensland Curriculum Mathematics Year 6

• Content Descriptor: AC9M6ST01
  Interpret and compare data sets for ordinal and nominal categorical, discrete and continuous numerical variables using comparative displays or visualisations and digital tools; compare distributions in terms of mode, range and shape.
• Content Descriptor: AC9M6ST03
  Plan and conduct statistical investigations by posing and refining questions or identifying a problem and collecting relevant data; analyse and interpret the data and communicate findings within the context of the investigation.

These connect to understanding graphs and interpreting data representations to support investigatory and analytical skills .

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Lesson Duration: 40 minutes

Class Size: 2 students

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Lesson Plan Structure

1. Introduction (5 minutes)

• Introduce the concept of data and common graph types: bar graph, column graph, line graph, and pictograph.
• Use real-life examples familiar to students (e.g., favourite fruits, daily temperature, number of pets).
• Show printed or digital visual examples.

Teacher prompt: "Why do you think we use graphs? Where have you seen graphs before?"

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2. Guided Exploration (10 minutes)

Activity: Comparing Graph Types

• Provide students with a worksheet showing different graph types displaying the same data set (e.g., number of books read by class members last week).
• Discuss how each graph shows the data differently but tells the same story.
• Highlight key vocabulary: axis, title, scale, data points, categories.

Differentiation:

• For dyslexic learners, use worksheets with clear, large fonts and visual icons next to terminology for support.
• Provide coloured overlays for worksheets to reduce visual stress if needed.

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3. Data Extraction and Interpretation (10 minutes)

Activity: Interpreting Data from Graphs

• Present a column graph to the students with data on daily rainfall over a week.

• Ask questions:

  • "On which day did it rain the most?"
  • "Which days had the least rain?"
  • "How much more rain fell on Wednesday than Monday?"
  • "What is the total rainfall over the week?"

• Students write answers on their worksheets.

Extension:

• Challenge advanced learners to calculate the range of rainfall or suggest reasons for changes in the rainfall pattern.

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4. Practical Task (10 minutes)

Activity: Create Their Own Graph

• Students interview each other or use pre-gathered data (e.g., favourite school subjects, number of pets).
• Guide them to plot this data on a simple column graph using graph paper.
• Include a title, labelled axes, and consistent scale.

Differentiation:

• Support students needing assistance by providing partially completed graph templates.
• Advanced learners can create a second graph type (e.g., pictograph) from the same data.

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5. Conclusion and Reflection (5 minutes)

• Review the importance of graphs in making data understandable.
• Discuss with students what type of graph they found easiest to read and why.
• Reflect on what was learned and how these skills help in everyday life.

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Resources Provided

• Dyslexia-friendly worksheet sets with large fonts, colour-coded graph components, and visual labels.
• Graph paper templates.
• Sample datasets for interpretation and graph creation.
• Answer keys for interpretive questions.

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Example Worksheet Extract (for Data Extraction & Interpretation)

Graph Title: Rainfall (mm) Over One Week
Days: Monday (10), Tuesday (15), Wednesday (30), Thursday (20), Friday (5), Saturday (0), Sunday (12)

Questions:

1. Which day had the highest rainfall?
2. Which day had the lowest rainfall?
3. How much more rain fell on Wednesday compared to Friday?
4. Calculate total rainfall for the week.

Answers:

1. Wednesday (30 mm)
2. Saturday (0 mm)
3. 25 mm more (30 - 5)
4. 92 mm (sum of all days)

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Differentiation Summary

• For Emerging Learners: Scaffolded worksheets with visual supports, simplified questions, use concrete examples and manipulatives.
• For Dyslexic Learners: Dyslexia-friendly fonts, colour-coding, and oral questioning support.
• For Advanced Learners: Extensions including calculating range, mode, and creating multiple graph types for comparison.

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This detailed plan aligns with Year 6 Queensland curriculum standards AC9M6ST01 and AC9M6ST03, ensuring students not only interpret and analyse graphs but can also construct and critique data visualisations, stepping confidently into statistical reasoning and investigation .

I can also prepare printable dyslexia-friendly worksheets and corresponding answer sheets if required.