Business Applications

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Type:Lesson

Estimated Time:11 minutes

Score Type:Auto Score

This lesson automatically provides a score to your gradebook

Available Languages: English, Spanish


Vocabulary: bar chart, bar graph, column , data, row, spreadsheet


Primary Objectives:

  • Student learns to create a bar chart from data in a spreadsheet.
  • Student learns to label bar charts and their axes.
  • Student practices reading and interpreting data on a bar chart.

Secondary Objectives:

  • Student investigates the natural world and identifies some traits of ungulates (hoofed animals).
  • Student recognizes the concept of using height, weight, volume, speed, distance, and time as comparative measurements.
  • Student learns the purpose of using a bar chart to represent data.
  • Student practices analyzing and interpreting bar chart data.

Subjects:

Construct Display/ Histograms/Bar

Mathematics > Statistics Probability > Graphs and Charts > Construct Display/ Histograms/Bar

Critical Thinking and Decision Making Process 

Information Technology > Student Use > Critical Thinking and Decision Making Process 

Data Collection for Decision Making

Information Technology > Student Use > Data Collection for Decision Making

Data Collection for Decision Making 

Digital Literacy > Student Use > Data Collection for Decision Making 

Data Formats 

Information Technology > Basic Operations and Concepts > Data Formats 

Data Mining

Information Literacy > Reference and Research > Research Skills > Data Mining

Data Mining

Digital Literacy > Reference and Research > Research Skills > Data Mining

Displays

Mathematics > Statistics Probability > Computation/Technology > Displays

General

Mathematics > Statistics Probability > Graphs and Charts > General

Histograms/Bar

Mathematics > Statistics Probability > Graphs and Charts > Histograms/Bar

Instructions

Language Arts > Communication > Listening Strategies / Context > Follow Directions > Instructions

Interpret/Analyze

Mathematics > Statistics Probability > Graphs and Charts > Interpret/Analyze

Listening / Pay Attention

Language Arts > Communication > Media Literacy / Viewing > Comprehension > Listening / Pay Attention

Mathematics 

Information Technology > Connects to Other Disciplines > Mathematics 

Problem Solving 

Information Technology > Student Use > Problem Solving 

Spreadsheets

Mathematics > Number Operations > Computation/Technology > Spreadsheets

Spreadsheets

Information Technology > Software Applications > Spreadsheets

Spreadsheets

Mathematics > Statistics Probability > Computation/Technology > Spreadsheets

Spreadsheets 

Information Technology > Software Applications > Spreadsheets 

Technical / Specialized

Language Arts > Communication > Listening Strategies / Context > Content Specific > Technical / Specialized

Visual/Graph

Mathematics > Number Operations > Models/Representations > Visual/Graph

Vocabulary Development

Language Arts > Communication > Listening Strategies / Context > Vocabulary Development
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Teacher Notes:

  • The data used in this lesson compares the speeds of ungulates. Ungulates are hoofed animals, such as zebras, goats, hippopotamuses, giraffes, and so forth. You might want to point out that hoofs are actually overgrown toenails and that ungulates are often classified by the number of toes they have.

  • This lesson provides prepared data for students. You might want to discuss the process of researching and compiling data. Note that charts and graphs display information, and that they can only be created in a spreadsheet program after the data has been organized into a table.

  • In this lesson, students create a bar chart using horizontal bars. You might want to emphasize that horizontal bars are usually used to compare speed, distance, and time while vertical bars are used to compare height, weight, and volume. After students create a chart, they also update it by changing the chart's table data. You might want to reinforce the idea that graphs and charts are updated dynamical when the data in the data table is changed.

Extension Ideas:

  • To help students understand the differences between vertical and horizontal bar charts, first draw two simple bar charts without axes labels on the board to represent a horizontal and vertical bar chart. Then name a type of data you want to represent in a bar chart, such as amount of water a set of buckets holds, how fast different types of dogs can run, and so forth. Point to a bar chart and ask students to raise their hand if they think you should use that style of bar chart. Repeat the exercise until most of the class seems to understand the difference between horizontal and vertical bar charts. You might also consider having volunteers name data sets and point to the bar charts as the class works through the exercise.

Standards:

S.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
1A-DA-05 Store, copy, search, retrieve, modify, and delete information using a computing device and define the information stored as data. (P4.2)
1A-DA-06 Collect and present the same data in various visual formats. (P7.1, P4.4)
1B-DA-06 Organize and present collected data visually to highlight relationships and support a claim. (P7.1)
1B-DA-07 Use data to highlight or propose cause-and-effect relationships, predict outcomes, or communicate an idea. (P7.1)
ELA-Literacy.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
ELA-Literacy.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
ELA-Literacy.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
ELA-Literacy.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Math.Content.2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step ''how many more'' and ''how many less'' problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
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