Introduction to Bar Graphs

Overview

This 20-minute lesson introduces pupils (age 7–8 / Year 3) to bar graphs, enabling them to interpret and construct simple bar charts based on data. It aligns with the National Curriculum for England’s Mathematics programme of study for Key Stage 2: Statistics.

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National Curriculum Links

Subject: Mathematics
Key Stage: 2 (Year 3)
Statutory Requirements:

• Interpret and present data using bar charts, pictograms, and tables
• Solve one-step and two-step questions [for example, “How many more?” and “How many fewer?”] based on information presented in scaled bar charts

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Identify the purpose of bar graphs and interpret data displayed in bar charts
• Recognise and use appropriate scales on a bar graph
• Construct a simple bar graph with labelled axes and bars proportional to the data

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Resources

• Whiteboard and markers
• Printed sets of data (e.g., favourite fruit of the class) for each pupil or pair
• Large blank bar graph templates (A3 size)
• Colouring pencils/markers
• Sticky notes or stickers as tally counters (optional)

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Lesson Structure

1. Starter (3 minutes)

• Engage & Question: Show the class a simple pictogram representing the number of pupils who like different fruits (e.g., apples, bananas, grapes).
• Ask: “How can we show this data in a different way?”
• Introduce the word ‘bar graph’ and explain it is another way to show information clearly.

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2. Main Activity (12 minutes)

Part A: Understanding Bar Graphs (5 minutes)

• Display a completed bar graph based on a familiar dataset (e.g., class pets, favourite sports).
• Discuss:
  • What do the bars represent?
  • What do each axis show?
  • How do we read the height of the bars?
• Interactive: Students come up to the board to label axes or point to the bar representing the highest/lowest value.

Part B: Creating a Bar Graph (7 minutes)

• Provide each pair with a dataset (e.g., results from a class survey on favourite fruits).
• Together, pupils draw x- and y-axes on large templates and label them.
• Guide them to:
  • Choose a suitable scale for the y-axis (e.g., intervals of 1 or 2)
  • Draw bars proportional to the number of responses for each category.
  • Colour the bars differently for clarity.
• Teacher circulates to support and ensure accuracy.

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3. Plenary (5 minutes)

• Pairs present their bar graphs to each other, explaining their data and how they created the graph.
• Teacher summarizes key points: scale, labels, proportional bar heights.
• Quick quiz with 2–3 mental questions such as:
  • “Which bar is tallest and what does that mean?”
  • “How many more pupils liked apples than bananas?”

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Assessment for Learning

• Observe pairs as they construct bar graphs, checking correct scales and labelling.
• Use questioning during plenary to assess understanding of interpreting bar graphs.
• Collect completed bar graphs to review use of scale and proportionality.

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Differentiation

• Support: Provide a partially completed bar graph template for pupils requiring scaffolding.
• Challenge: Ask pupils to interpret a bar graph with uneven intervals or ask “How would we change our graph if two more pupils liked oranges?”

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Cross-Curricular Link

• Science: Use data from a simple class science experiment (e.g., number of different insects found) to create bar graphs in future lessons.

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Teacher Tips

• Use real, relatable data that excites pupils—surveys on favourite snacks or pets work well.
• Pair hands-on drawing with interactive whiteboard activities to cater to different learning styles.
• Highlight vocabulary explicitly: bar, axis, scale, proportional, data.

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This lesson ensures Year 3 pupils build firm foundations in interpreting and constructing bar graphs, meeting the expectations of the National Curriculum’s Statistics strand and fostering key data handling skills for deeper mathematical understanding.