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Task Description
Students explore presenting class-generated data using the wide selection of graphs
available in the Microsoft Office Excel program. The students examine the merits of each
graph for presenting data effectively.
Length of Task
60 minutes
Materials
• Data projector/interactive whiteboard, computers, student generated data
Using the Activity
Introduction
The teacher selects class-generated data from a previous task (e.g. the frequency of
letters in the English language) and demonstrates how to enter the data into the Excel
spreadsheet. A data projector or interactive whiteboard should be used for viewing the
computer.
Important points to address with the students are:
• Selecting cells to input information,
• Entering Column headings,
• Entering Row headings,
• Ensuring the data inputted is in the correct cell, and
• Using the AutoSum feature to calculate the total of a column or row.
Once all data is entered into the spreadsheet the teacher demonstrates how to create a
graph from the data. The teacher highlights the various graph (charts) options made
available in Excel and encourages students to consider the merits of each graph for
effectively displaying data. The teacher also emphasises the importance of labelling
graphs.
Main Activity
Individually or in pairs, the students are set the task of inputting their personalised data
into the spreadsheet. These data are generated from exploring the frequency of letters in
the English language in their selected text or a number of texts (see Most Commonly Used
Letter). The students are allocated time to experiment with the selection of graphs offered
to display the data. The students consider appropriate graph/s to display their data
effectively. The students create the graph/s and ensure that they are labelled correctly.
There are many additional features for “dressing-up” the graphs that the students enjoy
utilising.
The whole class share and discuss their graphs. The students’ individual computer screens
featuring their selected graph should be shown to the class during the sharing time.
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Reflection focus prompts
Discuss the different types of graphs students used.
What features of this graph make it suitable for displaying the data?
What types of data might you use for each different graph?
Why would a (insert name of any graph) not be suitable for displaying these data?
What other ways might you display these data?
If you could change your graph to a different type of graph which one would you select
and why?
If time allows, students may return to their data and select an alternative graph that may
be more appropriate for displaying their data based on the feedback from the group.
Key Mathematical Concepts
• Presentation of data.
• Interpreting data from different types of graphical representations.
• Identifying the features of a graph.
Prerequisite Knowledge
• Understanding the elements of a graph.
Links to VELS
Dimension Standard
Measurement, Chance and
Data (Level 3)
Students use a column or bar graph to display the results of
an experiment (for example, the frequencies of possible
categories).
Measurement, Chance and
Data (Level 4)
Students present data in appropriate displays (for example, a
pie chart for eye colour data and a histogram for grouped
data of student heights).
Assessment
To be working at Level 4, students should be able to:
• Appropriately label a graph.
• Identify the types of graphs and their features used to represent data, e.g. bar, pie.
• Interpreting data from different types of representations.
• Evaluate the appropriateness of the graph used to represent selected data.
Extension Suggestions
For students who would benefit from additional challenges:
• Trial different types of graphs that are not commonly used (for example: box and
whiskers, dot graphs, double bar graphs). Explore the types of data that may be
displayed using these graphs.
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• The students could explore the various Excel training programs available free online to
build their skills in utilising the Excel program. The students may wish to add pizzazz to
their graphs through the range of display options or explore the use of formulas to
generate statistics from the data.
Teacher Advice and Feedback
The students were completely engaged in this task and enjoyed the creative side of
exploring and creating graphs in Excel. The technology assists in creating graphs quickly
and therefore the focus was on exploring the suitability of the various graphs rather than
the time consuming task of creating hand-drawn graphs.
The functions and processes for generating charts will vary depending on the Microsoft
Office program you are using. Go online for the latest tutorials for your Excel program. A
good tutorial to start with for Excel 2007 is “Charts I: How to create a chart in Excel 2007”
http://office.microsoft.com/training/training.aspx?AssetID=RC101757361033
Potential Student Difficulties
The students did not have difficulty with accessing the task; however, it was the technical
side of the lesson that proved more challenging. The teachers found that there were a
number of students who found it difficult to input the data using a touch pad rather than a
mouse. It appeared that most students used a mouse with their home computers and
therefore found using a touchpad awkward.
While some students may have initially selected inappropriate graphs to display their data,
redirecting them to focus on the elements that are important in presenting data assisted
the students in reviewing their choices.
Source
Charts I: How to create a chart in Excel 2007
http://office.microsoft.com/training/training.aspx?AssetID=RC101757361033
Acknowledgements
Thank you to the teachers and students from Timbarra Primary School for providing
valuable feedback on the use of this activity.
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Student Work Samples
Example 1: Working at Level 4
These students combined the results of the frequency of letters present in nine difference
texts to form a stacked column graph. At a glance the letter “e” is the most dominate
letter in the nine selected texts. The colour coding assists in individualising each text. It
may have been more helpful to label the x axis with the letters of the alphabet rather than
their numeric order. The data can be further scrutinised through displaying each text
individually. However, the combination of the nine texts assists in building a bigger picture
of the frequency of letters in English texts.
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Student Work Samples
Example 2: Working at Level 3
These students have experimented with an exploding doughnut graph to display their
data. This is not a suitable chart to use for these data as there are too many categories to
read the graph accurately. Asking the students to answer questions about the data from
the doughnut graph may help them to recognise the difficulties with interpreting these
data through this style of graph. Placing the data in a bar graph alongside the doughnut
graph and asking the students to respond to questions using either of the graphs may also
allow the students to recognise the positive and negative features of each graph.
