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Math Big Idea:

Data from circle graphs can be used to illustrate    proportion and to compare and interpret

Math Curricular Competencies:

Connect mathematical concepts to each other and to . . . personal interests and to develop a sense of how mathematics helps us understand ourselves and the world around us

Math Content:

Constructing, labelling, interpreting circle graphs

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Grade 7 Physical and Health Curriculum References

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Grade 7 Physical and Health Curriculum References

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Health Curricular Competencies:

Identify and describe preferred types of physical activity

Participate daily in physical activity designed to enhance and maintain health components of fitness

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Career Education Curricular Competencies:

Set realistic short- and longer-term learning goals, define a path, and monitor progress

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Students will be able to construct, label and interpret a circle graph using Numbers based on the kinds of physical activities they do in a week.

Students will already had some teaching on the purpose of circle graphs - also known as pie graphs (for example, that they are for data that is in parts of a whole or percentages) and also on the four types of exercise and how activities fit into those 4 types.

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-Students keep track of their activities on a graphic organizer I give them like this.  All physical kinds of activities are included, from carrying groceries to P.E. class.  Students record the number of minutes doing each activity.  Some exercises might fit in more than one category, eg swimming is endurance, strength and flexibility so students would choose which type of exercise category it would fit best.  Students can also divide up the time spent at a soccer game, for example 15 minutes of flexibility for the warm-up and 50 minutes of endurance for the actual soccer game.

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Students enter the data onto a blank spreadsheet in Numbers, setting it up like on the graphic organizer.

Students create a title for their Numbers spreadsheet.

Here is a good introductory video for Numbers:

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Students drag the cursor down each column and then click on ‘Insert’ – ‘Formula’ – ‘Sum’ and the total number of minutes of exercise in that column will be calculated.  Students do that with each column (see example above).

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Students drag the cursor across the 4 categories of exercise at the top of their spreadsheet and then go to the 'Chart' tab at the top of the page and click on the picture of the circle graph.  Students highlight the total number of minutes of exercise at the bottom of their spreadsheet and add that by clicking on ‘Edit Data References’.  This is the example that was generated through Numbers:

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The ‘Format’ (with the picture of the paintbrush) in the top right corner on a Numbers page allows students to change the graph in many ways, eg change the colours, add a title, including data labels on a chart, etc.

Here is more detailed information about creating graphs in Numbers:

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Comparing and Contrasting With Other Types of Graphs

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Comparing and Contrasting With Other Types of Graphs

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I also could easily create other kinds of graphs based on the same data I collected, for example:

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-What type of exercise do you do the most?  The least?

-Were you surprised by these results? Why?

-How is the information in a circle graph shown differently than in a spreadsheet?  Than in a bar graph?

-Is a circle graph or a bar graph more reflective of how much exercise a person is getting during a week?  Why?

-When would you use a bar graph?  What information would be better suited for being displayed in a circle graph?

-Did using Numbers to make the graph help you understand graphing more or less than before?  Why or why not?

-Would you want to change how you exercise?

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-Students can try making a horizontal or vertical bar graph in a similar way.

-Incorporate goal setting for physical fitness (B. C. Grade 7 Career Curricular Content).
-A class circle graph could be created of all students' data.

-Make a second pie graph that shows all the physical activities as a percentage of the whole (students would highlight the entire table except for the totals to do this).

-Broaden the health portion of this unit to include the kinds of foods (based on food groups) that students eat in a week.

-Translating percentages displayed in a circle graph into quantities - as fractions or decimals (B.C. Grade 7 Math Curricular Content).

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Using Numbers embeds technology in this series of math / health lessons at the Augmentation level though there are some Substitution elements to it also, depending on how deep the teacher wants to go in having students really pull apart their understanding of graphing. Numbers as a technology tool can allow students to engage in analytical tasks, for example exploring the relationship between different kinds of graphs.  Students can analyze in very visual ways what kind of graph best suits different kinds of data, compare and contrast graphs, and focus on the data in different ways to highlight different conclusions.  Using Numbers to create the graphs was very motivating for me and I think it would be so for students as well, incorporating technology in what might be seen by some as a boring graphing unit.  Additionally, learning Numbers equips students to use this tool for many personal applications, from budgeting to record keeping.

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Two Worksheets to Extend Students Understanding of Circle Graphs

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Two Worksheets to Extend Students Understanding of Circle Graphs

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These are two worksheets I created to further students' understanding of circle graphs:

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Infographic of Canadian Children's Exercise Physical Activity

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Infographic of Canadian Children's Exercise Physical Activity

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I would show this poster to students as a way to further discussion on promoting physical activity and to look at how information is conveyed through graphs.

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Physical activity of Canadian children and youth

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This infographic presents results from the Canadian Health Measures Survey relating to the physical activity levels of children and youth. The physical activity data were measured using accelerometers between 2007 and 2015.

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“Circle Graphs / Pie Charts”. Statistics Canada. Oct. 23, 2017, https://www150.statcan.gc.ca/n1/edu/power-pouvoir/ch9/pie-secteurs/5214826-eng.htm.

Lee, Claudia. “Creating Bar Pie Graphs on Numbers”. Nov. 2, 2016, https://www.youtube.com/watch?v=XQbFVQgJOow.

Peterson, Jeff. “Basic Graphs and Charts in Numbers iOS”. Aug. 20, 2014, https://www.youtube.com/watch?v=qvTtDblQbY0.

“Physical Activity of Canadian Children and Youth”.  Statistics Canada. Oct. 13, 2017, https://www150.statcan.gc.ca/n1/pub/11-627-m/11-627-m2017034-eng.htm.