Data Exploration

WALT

We are learning to organise data into tables and bar graphs to better understand and interpret information.

Success Criteria

• I can create a clear table from data I have gathered.
• I can draw an accurate bar graph based on my table.
• I can interpret bar graphs to answer questions.
• I can complete a bar graph worksheet using provided data.

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Curriculum for Excellence Links

Numeracy and Mathematics Experiences and Outcomes (Early Level to First Level, progression in Data & Analysis):

• MTH 1-20a: I can sort and classify and organise objects, numbers or pictures in a variety of ways to help me understand and interpret information.
• MTH 1-20b: I can gather information and record my findings in tables and lists to help me solve problems and make decisions.
• MTH 2-20a: I can organise, display and interpret data in tables and graphs to help me solve problems and make informed decisions.

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Lesson Structure (45 minutes, 28 pupils)

Starter (5 minutes)

• Brief recap on what data is and why we collect it.
• Quick sharing: Each pupil briefly says what question they asked their peers and the kind of answers gathered.
• Show a simple example of a table and bar graph.

Main Teaching Activity (25 minutes)

Activity 1: Create Own Table and Bar Graph (15 minutes)

• Children use their already collected data (question and answers gathered from classmates).
• Provide a template for pupils to organise their data into a simple table (two columns: 'Category' and 'Number').
• Model creating a bar graph from the table on the board, demonstrating bar height corresponds to the number in the table.
• Pupils draw their own bar graphs on graph paper or printed grid sheets, labelling axes clearly.

Differentiation:

• Support: Provide pre-drawn tables for pupils who struggle with structuring data. Assist in counting/tallying.
• Challenge: Encourage pupils with strong understanding to include an additional category or create a pictogram instead of just a bar graph.

Activity 2: Worksheet Completion (10 minutes)

• Hand out a worksheet with a different dataset (pre-prepared).
• Pupils create a new bar graph from the provided data.
• Worksheet uses clear, dyslexia-friendly fonts (e.g., OpenDyslexic or Comic Sans) and colour coding to differentiate categories.

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Plenary (10 minutes)

• Pairs share their graphs and explain what the data shows.
• Discuss how bar graphs help us see information more clearly than tables alone.
• Quick Q&A to check understanding.

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Resources

• Pupil-collected data sheets
• Graph paper/printed grid sheets
• Pre-prepared worksheet with dyslexia-friendly formatting
• Markers/pencils
• Example table/bar graph poster or projection

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Differentiation Strategies

• Visual aids and step-by-step modelling for those who struggle with abstract concepts.
• Use of tactile materials (e.g., counters or blocks) to represent data physically before drawing.
• Seating arrangement to pair stronger pupils with those needing support for peer assistance.

Extension Activities

• Create a pictogram using the same data, using pictures to represent quantities.
• Pose a problem-solving task: "If 5 more people liked option A, how would the bar graph change?" Pupils redraw or adjust their graphs accordingly.
• Introduce the idea of ‘mean’ in simple terms by comparing categories.

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Dyslexia-friendly Reading & Support

• Use dyslexia-friendly fonts and high contrast colours on all worksheets and displays.
• Use bullet points rather than dense paragraphs on instruction sheets.
• Provide clear, simple verbal instructions alongside written tasks.
• Have sample graphs and tables prominently displayed for visual reference.

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Assessment

• Observe pupils during activities to assess understanding of organising data and graph creation.
• Review completed tables and graphs for accuracy and neatness.
• Use plenary discussion to identify any misconceptions.

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This lesson plan aligns closely with Curriculum for Excellence outcomes for Early and First Level maths, enhancing pupils’ data handling skills in a hands-on, accessible, and inclusive way, encouraging independent and collaborative learning.