Standards with the same topic and subject but for other grades
A bar graph uses horizontal or vertical bars to represent counts for several categories. One bar is used for each category, with the length of the bar representing the count for that category.
Collect data, using observations (e.g., weather), measurement (e.g., shoe sizes), surveys (e.g., hours watching television), or experiments (e.g., plant growth). (a)
The data are organized from least to greatest.
Formulate the question that will guide the data collection.
Students represent data to convey results of their investigations at a glance, using concrete objects, pictures, and numbers to give a “picture” of the organized data.
Bar graphs can be used to compare data easily and see relationships. They provide a visual display comparing the numerical values of different categories. The scale of a bar graph may affect how one perceives the data.
There are two types of data: categorical and numerical. Categorical data can be sorted into groups or categories while numerical data are values or observations that can be measured.
Construct line graphs, labeling the vertical axis with equal whole number, decimal, or fractional increments and the horizontal axis with continuous data commonly related to time (e.g., hours, days, months, years, and age). Line graphs will have no more than six identified points along a continuum for continuous data (e.g., the decades: 1950s, 1960s, 1970s, 1980s, 1990s, and 2000s).
Label each axis on a bar graph and give the bar graph a title. Limit increments on the numerical axis to whole numbers representing multiples of 1, 2, 5, or 10. (a)
The axis that displays the scale representing the count for the categories should begin at zero and extend one increment above the greatest recorded piece of data. Grade four students should collect and represent data that are recorded in increments of whole numbers, usually multiples of 1, 2, 5, 10, or 100.