## Reflection: Complex Tasks Graphing Our Data - Section 3: Creating the Graphs

The Common Core math standard calls for the children to work with a single-unit scale bar graph.  However, since we had 52 species of snakes, I had to make the scale go by fives so it would not be so tall.  I explained the scale of the graph up-front, and every student seemed to understand this scale without any problems.  However, I did go back and add single-unit lines to the graph to make it easier for the children when they had to interpret the graphs.

Also, the standards expect the children working with up to 4 bars.  These graphs have 5 bars, since there are 5 species of vertebrates. Again, the children seemed to understand and not have a problem with the extra complexity.  Also, the questions have the students compare the bars, which represent 100 species.

When I wrote the questions for interpreting the graph (in the next section), I made sure that the children would only be working without specific numbers, rather just observations of more or less within the four graphs.  Working with 4 graphs adds an extra layer of complexity and I didn't want to add even more to the mix. However, if your class can handle using the large numbers, this would be a great opportunity to do so.

Bar Graphs

# Graphing Our Data

Unit 4: The Wonderful Biodiversity of Life
Lesson 12 of 17

## Big Idea: We can create graphs to represent habitats.

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Subject(s):
Science, biodiversity , second grade, habitats, graphing data
70 minutes

### Jeri Faber

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