Create a Bar Graph in NCES KidZone Web-based Tool

Module Prototype

Dr. Seungoh Paek ETEC 613, Spring Semester 2 13 !ni"ersity o# $a%aii at Manoa &pril ', 2 13

Team Mem(ers) Tami Saito and Da"ina Pangelinan

Table of Contents
Introduction.3 Pretest .............................5 Pretest Answer Key 6 Pre-Activity..7 Part 1- Bar Graph esson 1- Identi!y a "ar #raph...$ esson %- Identi!y vertica& #raph direction....' esson 3- Identi!y rectan#&e shaped "ars...1( Practice )est 1....11 Practice )est 1 Key....13 Part %- *ata and +a&ue esson ,- *eter-ine tit&e o! #raph.1, esson 5- Identi!y . and / a0is16 esson 6- *eter-ine ite- &a"e&s17 esson 7- *eter-ine &a"e& set1$ Practice )est %....1' Practice )est % Key....%( Post )est...%% Post )est Key and 1eed"ac2%3 Per!or-ance-Based Assess-ent...%, 3-%-1 3tudent 3urvey%5

Introduction
)his -odu&e is intended !or a second #rade teacher. )he activities provided are teacher directed and inc&ude student activity wor2sheets and assess-ents. 3tudents wi&& co-p&ete the -odu&es with teacher #uidance. bar graph- A dia#ra- showin# a syste- o! connections or interre&ations "etween two or -ore thin#s "y usin# "ars Teacher script: 4hat is a "ar #raph5 4hy do we use "ar #raph5 4hy wou&d "ar #raph he&p us5 4hat can we !ind out !ro- a "ar #raph5 i2e a&& #raphs6 "ar #raphs #ive a visua& representation o! nu-erica& data. A "ar #raph -ay "e either hori7onta& or vertica&. )he i-portant point to note a"out "ar #raphs is their

"ar &en#th or hei#ht- the #reater their &en#th or hei#ht6 the #reater the va&ue. Bar #raphs are 8ust one o! the -any techni9ues used to present data in a visua& !or- so that the reader -ay readi&y reco#ni7e patterns or trends. Bar #raphs... can -a2e a stron# visua& i-pact -a2es the data -uch easier to understand -a2es it easier to read Previous&y6 you &earned how to co&&ect data "y co-p&etin# the Pre-Activity :;ountin# 1ish.< /ou &earned that a ta&&y chart is si-p&y a co&&ection o! ta&&y -ar2s that he&p peop&e count so-ethin# and is used to or#ani7e and disp&ay data. Instead o! countin# the ta&&y -ar2s one-"y-one6 you &earned to s2ip-count "y !ives. As a continuation &esson6 you wi&& now use the data you co&&ected !ro- the pre-activity :;ountin# 1ish< to create and &earn the di!!erent parts that -a2e up a "ar #raph. =ust &i2e your "ody -ust have a&& o! its parts to wor2 proper&y6 a #raph -ust a&so have a&& o! its parts to "e co-p&ete. /ou wi&& &earn how to ta2e the data #athered !ro- your :;ountin# 1ish< ta&&y chart to create a "ar #raph usin# the >;?3 Kid@one create a #raph we"-"ased too&. )his instructiona& -odu&e inc&udes a pre-activity and is divided into two parts Pre-Activity Part 1- Bar #raph Identi!y a "ar #raph Identi!y vertica& #raph direction Identi!y rectan#&e shaped "ars Part %- *ata and +a&ue *eter-ine tit&e o! #raph Identi!y . and / a0is *eter-ine ite- &a"e&s *eter-ine &a"e& set ?ach part o! &esson wi&& provide you with the "asic s2i&&s to -ove !orward to reach the !ina& product o! the -odu&e. At the end o! this -odu&e6 you wi&& "e a"&e to create a si-p&e "ar #raph usin# the >;?3 Kid@one create a #raph we"-"ased too&. >ow itAs ti-e to !ish your way up to the top o! the "ar #raph towerB

Name __________________________________________________ Pre-Test- Tally/Bar graph

1. Cow -any peop&e &i2ed #rapes the "est5 aD 6 peop&e "D $ peop&e cD 1( peop&e dD 11 peop&e %. 4hat do ta&&y charts and "ar #raphs have in co--on5 aD "D cD dD "oth use ta&&y -ar2s "oth do not need tit&es "oth show data "oth show "ars 3. 4hat type o! #raph is this5 aD "D cD dD &ine #raph ta&&y chart "ar #raph pie #raph

,. 4hat is the shape o! the "ar #raphs on the #raph5 aD rectan#&e aD cy&inder "D trian#&e 5. 4hat is the direction o! the "ars on the #raph5 aD vertica& "D hori7onta& 6. 4hat is the tit&e o! this "ar #raph5 EEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEE 7. 4hat is the &a"e& on the . a0is5 EEEEEEEEEEEEEE $. 4hat is the &a"e& on the / a0is5 EEEEEEEEEEEEEE '. 4hat are the su"8ect ite- &a"e&s5 EEEEEEEEEEEEEEEEEE6 EEEEEEEEEEEEEEE6 EEEEEEEEEEEEEEEEE6 EEEEEEEEEEEEEEEEEE 6

Name _______________________________________________________

Pre-Test (Ans er !ey"- Tally/Bar graph

1. Cow -any peop&e &i2ed #rapes the "est5 aD 6 peop&e "D $ peop&e cD 1( peop&e dD 11 peop&e %. 4hat do ta&&y charts and "ar #raphs have in co--on5 aD "D cD dD "oth use ta&&y -ar2s "oth do not need tit&es "oth show data "oth show "ars 3. 4hat type o! #raph is this5 aD "D cD dD &ine #raph ta&&y chart "ar #raph pie #raph

,. 4hat is the shape o! the "ar #raphs on the #raph5 aD rectan#&e cD cy&inder dD trian#&e 5. 4hat is the direction o! the "ars on the #raph5 aD vertica& "D hori7onta& 6. 4hat is the tit&e o! this "ar #raph5 EEEE1avorite 3u"8ectEEEEEEEEEEEEEEEEEEEEEEEEEEEE 7. 4hat is the &a"e& on the . a0is5 EEE3u"8ect EEEEEEEEEE $. 4hat is the &a"e& on the / a0is5 EEEnu-"er o! studentsE '. 4hat are the su"8ect ite- &a"e&s5 EE-athEEEEEEEEEE6 EEEEEEscienceEEEEEE6 EEEE-usicEEEEEEEEE6 EEEEE&an#ua#e artsEEEEEE 7

Pre-Acti#ity
In the Pre-Activity6 you wi&& &earn to 1. Fse a ta&&y chart to input data %. Gr#ani7e ta&&ies "y #roups o! 5

Pre-Acti#ity $Counting %ish&

'b(ecti#e) Given data6 the &earner wi&& "e a"&e to input the data into a ta&&y chart and or#ani7e the ta&&ies "y #roups o! !ives.

3how students a poster "oard with 3 di!!erent 2inds o! !ish pasted on a newspaper "ac2#round. )he 3 types o! !ish shou&d consist o! % di!!erent so&id co&ored !ish and 1 newspaper patterned !ish. )he o"8ective is to have students count how -any o! each so&id co&or !ish and how -any newspaper !ish there are to record on a data co&&ection sheet. )he students wi&& #roup their ta&&y -ar2s "y !ives to or#ani7e their data correct&y. )he students en8oy &oo2in# !or the newspaper !ish "ecause theyAre -uch harder to !ind than the so&id co&ored !ish "ecause they ca-ou!&a#e with the newspaper "ac2#round.

Counting %ish Tally Chart

Kind o! 1ish Purp&e 1ish /e&&ow 1ish >ewspaper 1ish Cow -any did you count5 Fse ta&&y -ar2s.

Part *
In part 16 you wi&& &earn to 3. Identi!y a "ar #raph ,. Identi!y vertica& #raph direction 5. Identi!y rectan#&e shaped "ars

+esson * (Identify a bar graph"

'b(ecti#e) Given !ive #raph choices in the >;?3 Kid@one create a #raph we"-"ased too&6 the &earner wi&& "e a"&e to identi!y the #raph that depicts a "ar accurate&y !ro- 1 o! , choices.

Bar #raphs are used to represent data "y usin# co&ored "ars on a #rid with correspondin# nu-"ers to represent how -any are in each #roup. /ou wi&& &earn that you can !ind how -any "y &oo2in# at the nu-"er where each "ar ends. Bar #raphs a&&ow you to easi&y !ind the nu-"er o! ite-s in each #roup "y usin# the nu-"ers instead o! countin#. ,-amplesH

Bar #raphs are a #ood way to show a-ounts re&ative to si7e and -a2e it easy to see at a #&ance which cate#ory #ot the -ost and which #ot the &east. Bar #raphs can "e used to show how so-ethin# chan#es over ti-e or to co-pare di!!erent ti-es. Bar #raphs are #ood !or p&ottin# data that spans over the course o! -any years Ior days6 wee2sD6 has rea&&y "i# chan#es !ro- year to year Ior day to dayD6 or they can "e used !or co-parin# di!!erent ite-s in a re&ated cate#ory. Non-,-amples)

)his is a non-e0a-p&e "ecause it is a pie chart. A pie chart is a circu&ar chart divided into pieces to show re&ative si7es o! data. )here are no "ars.

)his is a non-e0a-p&e "ecause it is a &ine #raph. A &ine #raph is a #raph that uses points and &ines to show chan#e over ti-e. )here are no "ars.

'

+esson .- Identify #ertical graph direction

'b(ecti#e) Given !our directions in the >;?3 Kid@one create a #raph we"-"ased too&6 the &earner wi&& "e a"&e to identi!y the vertica& #raph direction accurate&y !ro- 1 o! , choices.

A vertica& #raph visua&&y disp&ays data usin# vertica& "ars #oin# up !ro- the "otto-. )he &en#ths o! the "ars are proportiona& to 9uantities they represent. )he "ars are uni!or- in width and are e9ua&&y spaced apart. )his can a&so "e ca&&ed a co&u-n #raph. ,-amples

A "ar #raph can have vertica& and hori7onta& "ars. Cowever6 !or this &esson you wi&& need to identi!y the vertica& "ar #raphs. +ertica& Cori7onta&

Non-,-amples)

)hese are "oth non-e0a-p&es "ecause the directions o! the "ars in these #raphs are !ro- &e!t to ri#ht and are ca&&ed hori7onta& "ars.

1(

+esson /- Identify rectangle shaped bars

'b(ecti#e) Given !ive shapes in the >;?3 Kid@one create a #raph we"-"ased too&6 the &earner wi&& "e a"&e to identi!y a so&id rectan#&e-shaped "ar accurate&y !ro- 1 o! 5 choices. A rectan#&e is a !our sided o"8ect rese-"&in# and e&on#ated s9uare. It has two sides o! e9ua& &en#th opposite each other6 and two other sides o! e9ua& &en#th opposite each other6 and !our corners6 a&& ri#ht an#&es. I! you divide a rectan#&e in ha&! dia#ona&&y !ro- corner to corner6 two ri#ht trian#&es are !or-ed. ,-amplesH
)his e0a-p&e depicts a rectan#&e shaped "ar #raph. A #raph that uses rectan#u&ar shaped "ars shows how &ar#e each va&ue is. )he "ars can "e hori7onta& or vertica&. In this case6 the "ars are vertica&.

Non-,-amples)

A trian#&e is one o! the "asic shapes o! #eo-etryH a po&y#on with three corners or vertices and three sides or ed#es which are &ine se#-ents. )he "est visua&i7ation o! trian#&e charts can "e seen in 3* -ode.

A cy&inder is a so&id o"8ect with two identica& !&at ends that are circu&ar and one curved side. ;y&inder charts are co&u-n Ior "ar #raphD that use cy&inder shaped ite-s to show data. A&thou#h cy&inder charts do not add any additiona& data6 so-eti-es usin# this shape a&&ows achievin# a "etter visua& appearance o! the data. )he "est visua&i7ation o! cy&inder charts can "e seen in 3* -ode. 11

Name _______________________________________________ Practice Test (+esson *0 .0 and /"

*1 a" 2hich of the follo ing is an e-ample of a bar graph3 b"

c"

d"

.1
a"

2hich of the follo ing graphs is an e-ample of a #ertical graph3 b"

c"

d"

1%

/1 a"

2hich of the follo ing graphs is an e-ample of a solid rectangle shaped bar graph3 b"

c"

d"

e"

13

Practice Test Ans er !ey- (+esson *0 .0 and /"

*1 2hich of the follo ing graphs is an e-ample of a bar graph3 a" b" c" d" Incorrect- This is not a bar graph0 it is a line graph Correct- This an e-ample of a simple bar graph Incorrect- This is not a bar graph0 it is a scatter plot graph Incorrect- This is not a bar graph0 it is a pie chart

.1

2hich of the follo ing graphs is an e-ample of a #ertical graph3 a" b" c" d" Incorrect- The directions of these bars are hori4ontal Incorrect- The directions of these bars are hori4ontal Incorrect- The directions of these bars are hori4ontal Correct- The directions of these bars are #ertical

/1

2hich of the follo ing graphs is an e-ample of a solid rectangle shaped bar graph3 a" b" c" d" e" Correct- This is an e-ample of a solid rectangle shaped bar graph Incorrect- It is a rhombus shaped bar graph Incorrect- It is a cylinder shaped bar graph Incorrect- It is a triangle shaped bar graph Incorrect- It is a pattern shaped bar graph

5o did you do3 Are you ready to mo#e on3

1,

Part .
In part %6 you wi&& &earn to 6. *eter-ine tit&e o! #raph 7. Identi!y . and / a0is $. *eter-ine ite- &a"e&s '. *eter-ine &a"e& set

+esson 6- 7etermine title of graph

'b(ecti#e) Given c&ass data6 the &earner wi&& "e a"&e to deter-ine a tit&e that appropriate&y -atches the data o! the #raph.

A tit&e on the #raph is i-portant "ecause it su--ari7es what the #raph is showin#. )he ti&e is usua&&y p&aced in the center6 either a"ove or "e&ow the #raph. )he tit&e o! the #raph shou&d "e in ter-s o! what the 0 and y a0es represent.

,-amples
* .

)he tit&e he&ps you identi!y what you are a"out to &oo2 at. )he tit&e can "e creative or si-p&e as &on# as it te&&s what is in the #raph. 1. )he tit&e o! this #raph te&&s you that the #raph contains in!or-ation a"out the states with the -ost e&e-entary and secondary schoo&s6 and how -any schoo&s each o! those states has. %. )he tit&e o! this #raph te&&s you that #raph contains in!or-ation a"out the c&assA !avorite drin2s.

15

Non-,-amples
7ogs in the 8tates

%a#orite 5ot 7rin9s

1. )he tit&e o! this #raph te&&s you that the #raph contains in!or-ation a"out do#s in the states. Cowever6 the tit&e does not -atch the data o! this #raph. In the / a0is and "&ue &a"e& the data shows that the #raph is not a"out do#s "ut a"out schoo&s in the state. %. )he tit&e o! this #raph te&&s you that the #raph contains in!or-ation a"out !avorite hot drin2s. Cowever6 the tit&e does not -atch the data o! this #raph. >o where in the data does it -ention hot drin2sthe ite- &a"e&s &isted are a&& considered to "e co&d drin2s.

16

+esson :- Identify ; and < a-is

'b(ecti#e) Given a picture o! a #raph6 the &earner wi&& "e a"&e to identi!y the . a0is and / a0is with 1((J accuracy.

A "ar #raph has two a0es. )he a0is &a"e&s te&& us what in!or-ation is presented on each a0is. Gne a0is represents data #roupsK the other represents the a-ounts o! data #roups. Bar #raphs are an easy way !or you to 9uic2&y co-pare di!!erent #roups o! ite-s. By puttin# the di!!erent ite-s a&on# the hori7onta& a0is o! the "ar #raph and the nu-"er o! ite-s a&on# the vertica& a0is o! the "ar #raph you can esti-ate how -any o! each ite- is depicted "y o"servin# how ta&& the "ar is. A&so6 you can count the e0act nu-"er o! ite-s either "y countin# each individua& "&oc2 in the co&u-n or "y o"servin# the nu-"er on the &e!t o! the #raph that corresponds to the hei#ht o! each co&u-n. ,-amples
>u-"er o! students

)he . a0is o! the chart shows the speci!ic cate#ories "ein# co-pared6 and the / a0is represents the va&ues.

co&or

)he . a0is o! a #raph is the hori7onta& &ine runnin# side to side. )he hori7onta& a0is runs a&on# the "otto- o! the #raph. )he / a0is o! the #raph is the vertica& &ine runnin# top to "otto-. )he vertica& a0is runs a&on# the sides o! the #raph. )he / a0is usua&&y starts countin# at ( and can "e divided into as -any e9ua& parts as you want to. Non-,-ample )he / a0is o! the chart shows the speci!ic cate#ories "ein# co-pared6 and they . a0is represents the va&ues.

- a-is

y a-is

17

+esson =- 7etermine item labels

'b(ecti#e) Given c&ass data6 the &earner wi&& "e a"&e to input each snac2 &a"e& under the :Ite- a"e&< !ie&ds with 1((J accuracy. a"e&s are necessary to te&& what 2ind o! data is represented on a "ar #raph. 1or this "ar #raph the &a"e& on the y-a0is wi&& "e the sca&e o! the #raph6 the &a"e&s on the 0-a0is wi&& "e the snac2 ite-s the students were #iven to choose !ro-. ,-ample) Non ,-ample)

In this e0a-p&e6 the , di!!erent snac2 ite-s have "een correct&y input into the proper !ie&ds. )he e-pty "o0es under the +a&ue co&u-n wi&& correspond to the nu-"er o! votes each snac2 ite- received.

In this non-e0a-p&e6 the , di!!erent snac2 ite-s have note "een correct&y input into their proper !ie&ds. )he snac2 ite-s are in the co&u-n that shou&d "e !or the nu-"er o! votes received. )he co&u-n that says :Itea"e&< is where the snac2 choices shou&d "e.

1$

+esson >- 7etermine label set

'b(ecti#e) Given c&ass data6 the &earner wi&& "e a"&e to 2ey in the &a"e& set to , ite-s and 1 #roup with 1((J accuracy. Graphs consist o! a series o! data ite-s6 so-e in -u&tip&e #roups. A Data Set de!ines the nu-"er o! ite-s and #roups o! ite-s in a #raph. )he c&ass wi&& "e as2ed a survey 9uestion with , predeter-ined choices. )he resu&ts o! this survey wi&& "e put into a ta&&y chart and then used to "ui&d a "ar #raph. )o correct&y "ui&d the "ar #raph usin# the >;?3 Kid@one #raphin# we"-"ased too&6 the student -ust understand how to chan#e the de!au&ted data in the :*ata 3et< !ie&d. Because this 9uestion was on&y as2ed to one &ar#e c&assroo- #roup o! students6 we set the :#roups< to 1 and the :ite-s< to , "ecause the surveyed participants on&y have , choices to choose !ro-. ,-ample) Non ,-ample)

)his *ata 3et has , ite-s to -atch the , predeter-ined choices students were #iven. It is a&so shows 1 #roup to represent the entire c&ass o! students who too2 the survey.

)his *ata 3et has 6 ite-s instead o! ,. It a&so has % #roups instead o! 1. )his type o! data set wou&d "e !or a #raph that has % di!!erent #roups6 !or e0a-p&e a "oy #roup and a #ir& #roup.

1'

Name ____________________________________________ Practice Test (+esson 60 :0 =0 and >" 1. )his #raph is -issin# a tit&e. 4hat wou&d "e a #ood tit&e !or this #raph5 ______________________________ %. 4hat is the &a"e& on the 0-a0is5 EEEEEEEEEEEEEEEEEEEEEEEEEEEEEE 3. 4hat is the &a"e& on the y-a0is5 EEEEEEEEEEEEEEEEEEEEEEEEEEEEEE

,.

oo2 at the ite- &a"e&s entered into the !ie&ds. )his person put the ite- &a"e&s in the correct !ie&ds5 )rue or 1a&se

%(

Name ____________________________________________________ Practice Test Ans er !ey (+esson 60 :0 =0 and >" 1. )his #raph is -issin# a tit&e. 4hat wou&d "e a #ood tit&e !or this #raph5 Answers wi&& vary "ut cou&d inc&udeH : )he 3ports P&ayed "y the 3tudents in Gur ;&ass %. 4hat is the &a"e& on the 0-a0is5 EEEEEEE3portsEEEEEEEEEEEEE 3. 4hat is the &a"e& on the y-a0is5 >u-"er o! 3tudents that P&ay this 3port ,. oo2 at the ite- &a"e&s entered into the !ie&ds. )his person put the ite- &a"e&s in the correct !ie&ds5 )rue or 1a&se

%1

5o did you do3 Are you ready to create a bar graph of your o n3

%%

Name _______________________________________ Bar ?raph- Post Test

1. used5 a. ine #raph ". Picto#raph c. Bar #raph 4hat type o! #raph was

%. 4hat is the direction o! the "ars on this #raph5 EEEEEEEEEEEEEEEEEEEEEEEE a. +ertica& ". Cori7onta& 3. 4hat co&or received the #reatest nu-"er o! votes5 EEEEEEEEEEEEEEEEEEEEE ,. 4hich co&or received the &east a-ount o! votes5 EEEEEEEEEEEEEEEEEEEEEEE 5. Cow -any -ore peop&e voted !or "&ue than #reen5 EEEEEEEEEEEEEEEEEEEEE

6. 4hat is the tit&e o! the chart "e&ow5EEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEEE 7. 1i&& in the data to co-p&ete the "ar #raph.

Stegosaurus: llll Triceratops: llll T-rex: llll ll

$. 4hat is the &a"e& on the /-a0is5 EEEEEEEEEEEEEEEEEEEEEEEEEEE '. 4hat is the &a"e& on the .-a0is5 EEEEEEEEEEEEEEEEEEEEEEEEEEEE 1(. 4hich dinosaur #ot the &east votes5 EEEEEEEEEEEEEEEEEEEEEEEEEEEE

%3

Bar ?raph- Post Test !ey

%. used5 a. ine #raph ". Picto#raph c. Bar #raph 4hat type o! #raph was

6. 4hat is the direction o! the "ars on this #raph5 EEEEEhori7onta&EEEEEEEEEEE a. +ertica& ". Cori7onta& 7. 4hat co&or received the #reatest nu-"er o! votes5 EEE "&ueEEEEEEEEEEEEE $. 4hich co&or received the &east a-ount o! votes5 EEEEEE red EEEEEEEEE EEE '. Cow -any -ore peop&e voted !or "&ue than #reen5 EEEEEthreeEEEEEEEEEEEE

6. 4hat is the tit&e o! the chart "e&ow5 EEEEEEEEEGur 1avorite *inosaurEEEEEEEEEEEE 7. 1i&& in the data to co-p&ete the "ar #raph.

Stegosaurus: llll Triceratops: llll T-rex: llll ll

11. 4hat is the &a"e& on the /-a0is5 EEEEE>u-"er o! 3tudentsEEEEEEE 1%. 4hat is the &a"e& on the .-a0is5 EEEEE*i!!erent *inosaurs EEEE

13. 4hich dinosaur #ot the &east votes5 EEEEE3te#osaurusEEEEEEEEEEEEE

%,

Name __________________________________________

7ate _______________________

%.L*.1( ;reate a "ar #raph Iwith sin#&e-unit sca&eD to represent a data set with up to !our cate#ories. 3o&ve si-p&e put-to#ether6 ta2e-apart6 and co-pare pro"&e-s usin# in!or-ation presented in a "ar #raph.

Per!or-ance-Based Assess-ent

/ou wi&& "e creatin# a #raph today usin# data !ro- a ta&&y chart that you co&&ected ear&ier. 1irst6 c&ic2 on the &in2 to the >;?3 ;reate a Graph we"site. >e0t6 use your ta&&y chart to -a2e a "ar #raph showin# the sa-e in!or-ation. 1. 3e&ect the option to -a2e a "ar #raph. %. 3e&ect the option to -a2e the "ars vertica&. 3. 3e&ect the option to -a2e the "ars rectan#&e. ,. ;&ic2 the :*ata< ta" to "e#in enterin# your data. 5. ;reate a tit&e !or your #raph. 6. ?nter &a"e&s !or the . and / a0es. 7. ?nter ite- &a"e&s and va&ues. $. Preview and print your #raph. Fse your "ar #raph to answer the 9uestions "e&ow. '. 4hich ite- received the #reatest a-ount o! votes5 EEEEEEEEEEEEEE 1(. 4hich ite- received the &east a-ount o! votes5 EEEEEEEEEEEEEEEE 11. Cow -any students voted !or ite- 1 and % a&to#ether5 EEEEEEEEEEE 1%. I! one -ore person voted !or ite- 36 what wou&d "e the new tota&5 EEEEEEEE

%5

/-.-* 8tudent 8ur#ey

/ things I learned from completing this Bar ?raph Acti#ity ere@

. things I still need more help ith are@

* thing I onder about bar graphs is@

%6