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Recommended for: Grades 3-6

Resource: Inventing Bar Graphs

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Media Type:
QuickTime Video

Length: 4m 40s
Size: 13.8 MB

In this video segment from Cyberchase, the CyberSquad discovers a bug problem in the Cybrary. They know that something needs to be done to stop the bugs before they eat everything in the Cybrary, so the CyberSquad creates a bar graph to display the number of bugs they found in each room. Ms. Fileshare is concerned about the bug problem until she is shown a different bar graph that shows the number of bugs in each room to be much smaller. The CyberSquad must figure out why the two graphs look different and which one shows the correct number of bugs in each room. This segment is the first of three segments. Check out “Attention to Scaling" to see how the CyberSquad discovers the difference in the two graphs. Then watch “The Power of the Whole Picture” to see how they explain the difference in the two graphs to Ms. Fileshare.

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Transcript (Rich Text Format Document)

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Teachers' Domain, Inventing Bar Graphs, published October 8, 2008, retrieved on ,
http://www.teachersdomain.org/resource/vtl07.math.data.rep.inventbarg/

Frame and Focus
Follow Up
Connections
Standards

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Here are some Frame, Focus and Follow-up suggestions for using this video in a math lesson.

What is Frame, Focus and Follow-up?

Frame: You have probably seen bar graphs used as a way to represent data in a very visual way. What kind of data have you seen represented in bar graphs? If you saw a bar graph of the average temperatures of major cities from around the world, would it be easy to compare them? How would you know which cities are the warmest? Would you be able to tell how much warmer the hottest city is compared to the coldest city? How?

Focus: In this video segment, the CyberSquad collects data about the bugs they count in various sections of the Cybrary. How do they represent this data? As you look at the CyberSquads data representation, decide which section has the most bugs. Is the amount much greater than the other sections? How much more?