1. Presented by Cheryl Sanders Kenneth Fahndrick October 15-16, 2010 U.S. Department of Education ♦ Office of Vocational and Adult Education Division of Adult Education and Literacy ♦ Texas Education Agency ♦ Texas LEARNS ♦ Texas A&M Kingsville CONNECTING THE DATA: READING AND INTERPRETING GRAPHS AND TABLES

2. Slide 2 2 Developing Data & Graph Literacy Agenda Introductions and Ice Breakers Why Develop Data & Graph Literacy Construct, Interpret & Compare Graphs of Statistical Data

3. Slide 3 3 Objectives Broaden Instructional Strategies Incorporate Real-World Materials Recognize and Understand Math Misconceptions of Today’s GED Student –Mathematical Concepts –Mathematical Rules –Mathematical Principle Provide Tools and Games for GED Math Teachers –Actively Engage Students –Provide Large and small Group Instruction –Provide Hands On Learning Activities

4. Slide 4 4 Math Themes – Most Missed Questions Theme 1: Geometry and Measurement Theme 2: Applying Basic Math Principles to Calculation Theme 3:Reading and Interpreting Graphs and Tables

5. Slide 5 5 Why are Graphics Important? Graphic aids are really designed to make the information easier to read and understand. Visuals such as tables, charts, and graphs summarize information in a way that allows us to see it differently. Graphs and Data tables condense information from the text. Reading the graphics as you read the text will actually save you time!

6. Slide 6 6 Words to Remember Charts—a graphically representation of numbers. Graphs—represent data visually to compare data from different sources, show change over time, and make projection about the future. Tables—organize information or data in columns and rows. Specific information is found where the column and row intersect.

7. Slide 7 7 Types of Graphs and Charts Bar graphs are often use to compare 2 or more items of data or show change over time.

8. Slide 8 8 Types of Graphs and Charts Line Graphs show change over time.

9. Slide 9 9 Types of Graphs and Charts Circle graphs/Pie charts show how part of an amount are related to the whole amount; the entire circle equals 100%

10. Slide 10 10 Types of Graphs and Charts Tables organize data in columns and rows. Specific data is found where columns and rows intersect. Miles DrivenGas (gal)Cost 28717.5$32.85 310 289 16.8 15.7 $32.60 $29.89

11. Slide 11 11 Types of Graphs and Charts Pictogram Frequency table Scatter plots Line of best fit

12. Slide 12 12 “Scanning the Graph” Helpful Tips to Graphic Interpretation  Look for the Graphic Title  Connect the legend to the graph  Look for both the horizontal and vertical axis labels  Check for both horizontal and vertical scales What does each increment represent? Are the increments even on each axis?  Check the graphic for a misleading format.

13. Slide 13 13 Chart Challenge Daily Graphing Questions What is the color of your car? red, green, black, white How many hours of TV did you watch last night? How many children do you have? What is your favorite restaurant? How many pets do you have? How many bathrooms do you have in your home? How many beds do you have in your home? How many siblings do you have? What is your favorite color?

14. Slide 14 14 Housing Prices What is misleading about this bar graph? How would you change it?

15. Slide 15 15 Hospital admittance for 2007

16. Slide 16 16 11% car Family Budget Income $3000

17. Slide 17 17 The Price of Gold $700 $600 $500 $400 $300 $200 $100 $0 JulyAugSeptOctNov Price on the Last Day of the Month THE PRICE OF GOLD (Dollars per ounce)

18. Slide 18 18 Most Missed Questions: Reading and Interpreting Graphs and Tables Areas of Weakness –Comparing graphs –Transitioning between text and graphics –Interpreting values on a graph –Interpreting table data for computation –Selecting table data for computation

19. Slide 19 19 House A cost $100,000 and increased in value as shown in the graph. House B cost less than house A and increased in value at a greater rate. Sketch a graph that might show the changing value of house B. Initial Cost Increasing House Value 0 48 $0 $100,000 $200,000House A Time (years) Most Missed Questions: Reading and Interpreting Graphs and Tables

20. Slide 20 20 Which One? (3) B A (2) Most Missed Questions: Reading and Interpreting Graphs and Tables (1) 0 48 Time (years) 0 48 $0 $100,000 $200,000 (4) (5) B A Time (years) $0 $100,000 $200,000 A B 0 48 $0 $100,000 $200,000 Time (years) $100,000 8 0 4 $0 $200,000 B A Time (years) 0 48 $0 $100,000 $200,000 B A

21. Slide 21 21 The changing values of two investments are shown in the graph below. Most Missed Questions: Reading and Interpreting Graphs and Tables Amount of Investment 0 4812 $0 $1000 $2000 Investment A Investment B Time (years)

22. Slide 22 22 How does the amount initially invested and the rate of increase for investment A compare with those of investment B? Most Missed Questions: Reading and Interpreting Graphs and Tables Amount of Investment 0 4812 $0 $1000 $2000 Investment A Investment B Time (years)

23. Slide 23 23 Most Missed Questions: Reading and Interpreting Graphs and Tables Compared to investment B, investment A had a (1)lesser initial investment and a lesser rate of increase. (2)lesser initial investment and the same rate of increase. (3)lesser initial investment and a greater rate of increase. (4)greater initial investment and a lesser rate of increase. (5)greater initial investment and a greater rate of increase. 0 4812 $0 $1000 $2000 Amount of Investment Investment A Investment B Time (years)

24. Slide 24 24 The profit, in thousands of dollars, that a company expects to make from the sale of a new video game is shown in the graph. Most Missed Questions: Reading and Interpreting Graphs and Tables 0 4,0008,00012,000 $0 $200 $400 Profit/Loss in Thousands of Dollars Video Games Sold -$200

25. Slide 25 25 What is the expected profit/loss before any video games are sold? (1) $0 (2) -$150 (3) -$250 (4) -$150,000 (5) -$250,000 Most Missed Questions: Reading and Interpreting Graphs and Tables 0 4,0008,00012,000 $0 $200 $400 Profit/Loss in Thousands of Dollars Video Games Sold -$200

26. Slide 26 26 Results of Internet Purchase Survey Number of PurchasesNumber of Respondents 014 122 239 325 What was the total number of internet purchases made by the survey respondents? (1) 86 (2) 100 (3) 106 (4) 175 (5) 189 (0  14) + 1  22 + 2  39 + 3  25 = 22 + 78 + 75 = 175 Most Missed Questions: Reading and Interpreting Graphs and Tables

27. Slide 27 27 Claude is sewing 3 dresses in style B using fabric that is 54 inches wide. The table below contains information for determining the yards of fabric needed. Yardage Information Most Missed Questions: Reading and Interpreting Graphs and Tables Dress Size10121416 Style A Yards of Fabric Needed 35 in Fabric 45 in Width 54 in 60 in 3.253.875 333.25 2.3752.52.75 2.25 2.5 Style B Yards of Fabric Needed 35 in Fabric 45 in Width 54 in 60 in 3.87544.1254.625 3.1253.25 3.625 2.52.87533 2.252.3752.52.75

28. Slide 28 28 What is the minimum number of yards of fabric recommended for one dress each of size 10, 12, and 14? Yardage Information Most Missed Questions: Reading and Interpreting Graphs and Tables Dress Size+10121416 Style A Yards of Fabric Needed 35 in Fabric 45 in Width 54 in 60 in 3.253.875 333.25 2.3752.52.75 2.25 2.5 Style B Yards of Fabric Needed 35 in Fabric 45 in Width 54 in 60 in 3.87544.1254.625 3.1253.25 3.625 2.52.87533 2.252.3752.52.75

29. Slide 29 29 What is the minimum number of yards of fabric recommended for one dress each of size 10, 12, and 14? Yardage Information Most Missed Questions: Reading and Interpreting Graphs and Tables Dress Size10121416 Style A Yards of Fabric Needed 35 in Fabric 45 in Width 54 in 60 in 3.253.875 333.25 2.3752.52.75 2.25 2.5 Style B Yards of Fabric Needed 35 in Fabric 45 in Width 54 in 60 in 3.87544.1254.625 3.1253.25 3.625 2.52.87533 2.252.3752.52.75

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36. Slide 36 36 Graph website http://nces.ed.gov/nceskids /createagraph/default.aspx

37. Slide 37 37 Tips from GEDTS: Reading and Interpreting Graphs and Tables Have candidates find examples of different types of graphs. Have candidates create questions for their graphics and/or those of others. Develop the capacity to translate from graphics to text as well as text to graphics. Develop the capacity to select pertinent information from the information presented. Reinforce the need to read and interpret scales, present graphs without scales or without units. Kenn Pendleton, GEDTS Math Specialist

38. Slide 38 38 Final Tips Candidates do not all learn in the same manner. –Present alternate ways of approaching the solution After the full range of instruction has been covered, consider revisiting the area of graphics once again before the candidates take the test.

39. Slide 39 39 Thank you Wrap-up, evaluations Training based on instructional materials from the Math Institute Program Presenters–Kenneth Fahndrick & Cheryl Sanders

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