Graph-TV

Teaching Children Mathematics, January 1996 | Go to article overview
Save to active project

Graph-TV


Student Activity Goals

Students will -

* collect, classify, and sort data;

* create a visual representation of collected data;

* interpret data presented in a graphical form; and

* explore real-life applications of mathematics.

Materials

The materials needed are -

* a set of blank notecards and

* a copy of the reproducible page for each student.

Planning for Instruction

Begin by encouraging children to share examples of popular advertising slogans, such as McDonald's "Have you had your break today?" and Nike's "Just do it." Ask where they typically see or hear these slogans. Discuss why some products have advertising slogans, whereas others do not. Explain that they will explore the content and scheduling of television advertising.

Structuring the Investigation

1. Ask students to brainstorm a list of specific products frequently advertised on television. Record each product name on an individual notecard, which should be displayed randomly on the chalk tray or board. Students should generate a sufficient number of diverse product names to allow for sorting into different product categories in step 2.

2. Ask, "How could we group some of these products into categories?" Students might, for example, put Mountain Dew, Hawaiian Punch, and 7-Up into a "drinks" category or McDonald's, KFC, and Burger King into a "fast food" category. Physically move the cards into groups on the basis of the suggested categories. Assist students in generating four to six categories. Be sure to include a category that allows for public service "commercials," such as community-service announcements that promote recycling.

3. Distribute one copy of the reproducible page to each child. Ask students to fill in the "Product Category" column with the groupings generated in step 2. Have the students leave a few lines blank to list specific product names that do not fit any category readily.

4. Divide students into groups of three or four. Assign different groups the time periods "weekdays after school," "weekday evenings," "weekend mornings," or "weekend evenings." Ask students to record by tally the first ten commercials they see during that time period, using the product categories created in step 2.

5. When they return to class the next week, have each student share his or her collected data in the small groups. Discuss how data can be visually displayed. Each group should determine a reasonable manner in which to display its combined data on commercial categories then describe or draw this representation on the reproducible page. For example, one group might elect to use a bar graph, another might choose a pictograph, and still another might describe a creative model that incorporates a classroom manipulative, such as linking cubes.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited article

Graph-TV
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?