creating graphs student assignment answers

Line Graph Worksheets

• Kindergarten

Graphing Practice for Secondary Science

At the beginning of the year, it’s good to review graphing and make your expectations clear on what you expect when students turn in a graph.

• Clearly labeled X and Y axes?
• Proper scale?
• Nearly drawn bars?

If you teach physical science, this is pretty critical.

Here is a round-up of graphing resources you can use with students:

1. Graphing Poster: A great way to reinforce your graphing expectations is to have them visible for students. This graphing checklist can be placed in student binders or hung on the wall for students to reference when they work on a graph.

2. Turner’s Graph of the Week: This stellar website has a weekly graphing worksheet that is sure to engage students. Graphing topics are timely, relevant, and engaging.

3. Graphing stories: This website has video clips students watch, analyze, and create a graph from. (Most are motion related, so this is a great site for physical science teachers).

4. Smart Graphs: This digital activity has students read through a scenario and decide which is the best type of graph to represent events in the story.

5. ACS: Here are a series of graphing activities from American Chemical Society.

6. Graphing Stations: This station activity has 8 stations students rotate through that all relate to graphing. Activities include identifying which type of graph to use, creating titles for graphs, watching a video clip, and arranging a jigsaw puzzle.

7. Graphing Analysis: Here is a freebie on TpT from Amy Brown Science.

8. What’s going on in this graph? In this series from the New York Times, students check out graphs that are published weekly. Ask your students- what do you notice? What do you wonder? What’s going on?

9. Create a Graph: Want students to practice creating their own graphs digitally? If you don’t think your students are ready to tackle Excel, try out this user friendly website .

10. How to Spot a Misleading Graph: This TEd-Ex video shows students how graphs can mislead viewers. It brings up great discussion points!

I hope you find those useful!

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Simple Surveys and Great Graphs

Students create and complete surveys, graph the data, and share the results with an audience outside the classroom..

In this age of overwhelming amounts of information, data is playing a larger and larger role in our culture. While young students may not be having sophisticated conversations about data yet, they are hearing statistics and numbers on television, radio, and adult conversations.

In this lesson, students work in small teams to choose a question and survey their classmates to collect data. Then, the teams create bar graphs of the data, analyze the results, and share their findings with an audience that can use the information.

Young students are just beginning to learn to read, and may not be ready to read to learn. That doesn’t mean that they don’t need to think about information or can’t work with it.

A bar graph is a simple way to present data to someone in a way that makes it easy to understand. Teaching young students how to create and read a graph gets them thinking about information now and builds a foundation for future understanding of more complex data.

Show your students examples of graphs that you have found in the world outside of your classroom. For example, USA Today regularly shares data in visual form through their Snapshots.

Explore an example of a bar graph like the one above. See if students can already “read” it and answer questions like:

• What is this graph about?
• Which is the most popular option?
• Which is the least popular option?
• Who would care about this information?

The last question is more difficult because the answer is not in the graph. If students can see how the owner of a bagel shop could use this information to order the right type of bagels in the right amounts for their customers, you help them make connections between what they are learning in the classroom and the world beyond it.

Next, introduce your students to the concept of a survey. Read a story like Tally O’Malley by Stuart J. Murphy to get students thinking about using tally marks to collect data.

Create a two- or three-option survey and have students come up individually to make their tally mark. Younger students can make a simple tally mark, but older students should make a diagonal tally mark to show groups of five.

You can easily create this survey using a digital tool like Wixie . Then you can open it on an interactive white board and when students come into class have them make a tally mark as a bell ringer activity.

Take the information from the survey you created and show students how to create a bar chart to show the information. You can use chart paper with grid lines or create one from a template in Wixie.

As you look at the bar chart and discuss the results of your survey, connect the data in it to an audience that would benefit from the information. For example, a bar chart created from the survey above would quickly show a Kindergarten teacher which book would be a good choice to buy next for their classroom library.

Let students know that they will be working in small teams to create their own survey and collect data they will display in a bar graph.

To make the project more engaging, let the students collect data about something they want to know. For example: Which flavor of ice cream do students like the most - vanilla, chocolate, or strawberry? or What kind of class pet should your teacher get for your room?

You might want to share some ideas with your students. Depending on the age of your students you can suggest ideas with two, three (CCSS 1st grade), or four (CCSS 2nd Grade) options, such as:

• Do you want to visit the moon? (yes or no)
• Who will win the game this weekend? (names of two sports teams)
• What is your favorite school subject? (reading, math, or science)
• What type of pet do you have? (dog, cat, fish, other)

Ask students to come up with some of their own ideas and create a list everyone can see. Choose students to be your team leaders and ask them to be the first to select a topic they want to survey. Then, have other students form teams of 3-4 students around each topic chosen.

If you want to make real world connections, you might focus their questions around food. This way the data can be used to help the cafeteria make decisions or a parent choose the right food for a birthday party. For example:

• What is your favorite fruit?
• What is your favorite lunch meal?
• Do you prefer ice cream or a cookie for dessert?
• Do you drink milk, water, juice with your lunch?

After teams have chosen a topic or question they want to ask, have them create a survey they can use to collect data in the form of tally marks. Next, have them collect data from each student in the class.

While students should create and collect survey data as a team, have individual team members each create a bar graph to display the data. This will make it easier to assess individual understanding.

Once individual graphs are complete, have each student print their bar graph and share it with the rest of their group. Have students work together to explore each of their graphs and ask and answer questions about the data similar to those you asked in the initial graph discussion.

Have teams present what they think is their best graph to an outside audience, sharing their findings and the recommendations they have for actions they should take based on the information displayed in the bar graph. For example, if a team surveyed most popular fruits, they could share their bar graph with cafeteria staff to help them make decisions about which fruits are likely to be most popular in school lunches. If a team surveyed students about favorite playground activities, they could share the data with the principal and parent association as they consider new playground equipment to purchase, update, or replace.

In this project, you are evaluating student understanding of why to use a survey, how to create one, and how to collect survey data. You are also evaluating student’s ability to create a bar graph that represents the data they collect and interpret the data on the graph.

Creating a tally mark survey is perhaps the easiest. Even in Kindergarten, students understand one-to-one correspondence, so creating a mark for each piece of data should be easy for most students. Attention to detail and clear headings that organize the data will more likely be places you need to evaluate student comprehension.

Depending on the age and ability of your students, you may have created many of the necessary features of their graphs for them. Even if you have added in the title, labels for the axes, and images to represent the options surveyed or used grid lines or graph paper to create a consistent scale, be sure to discuss the need for each of these elements to help the viewer more clearly understand the information.

You may want to create a _______ (blank) space in the position of the title and axis labels so that students have to do more work and think more deeply about what the graphs is supposed to be about and what information is being shown.

As students are sharing their graphs with a partner, listen to their discussions to get a sense of their understanding. You might want to provide them with prompts like: ”Which option had the most responses?” but they will internalize more deeply if they have to work to come up with their own questions.

If students have worked in small teams to create a graph together, take time to prepare the questions as a group to challenge another group. Then, pair with that group for questions and answers.

Stuart J. Murphy. Tally O’Malley. . ISBN: 0060531649

BrainPOP: Tally Charts and Bar Graphs

Common Core State Standards for Math:

CCSS.MATH.CONTENT.K.G.A.2. Correctly name shapes regardless of their orientations or overall size.

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6. Creative Communicator Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:

d. publish or present content that customizes the message and medium for their intended audiences.

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Creating and Interpreting Graphs in STATA: A Students' Guide

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• STATA Graphs Mastery: Student Assignment Support

1: Introduction to Graph Commands

2: exploring graph customization options, 1: generating scatter plots for bivariate analysis, 2: constructing bar charts for categorical data, 1: visualizing regression results with stata graphs, 2: time series visualization using line graphs, 1: extracting insights from graphs, 2: incorporating graphs in research reports.

Data visualization is an indispensable aspect of data analysis, providing a dynamic means for researchers and students to effectively communicate their findings. In the expansive landscape of statistical software, STATA emerges as a robust tool, offering a comprehensive suite of data management, analysis, and visualization capabilities. This guide seeks to empower students by furnishing a thorough overview of the intricate process involved in creating and interpreting graphs in STATA. The acquisition of this skill is paramount, serving as a linchpin for successful assignment completion and the execution of meaningful research endeavors. For students seeking assistance with their STATA assignment , mastering the art of creating and interpreting graphs is not only a valuable academic skill but also a practical tool that can significantly enhance their ability to navigate and excel in data-driven research.

In the contemporary academic and professional spheres, the ability to translate complex datasets into compelling visual narratives is highly sought after. STATA's multifaceted functionalities make it an ideal choice for students navigating the intricate landscape of statistical analysis. Beyond the rudimentary aspects of data analysis, the software's prowess in visualization becomes evident, offering a myriad of graphing options to cater to diverse research needs.

Navigating through the labyrinth of statistical commands can be initially daunting for students. However, understanding the basic syntax and structure of STATA graph commands is fundamental. The ‘graph’ command acts as a gateway, leading to a multitude of graph types, including but not limited to ‘scatter’, ‘line’, and ‘bar’. Familiarizing oneself with these commands lays the groundwork for a more profound exploration of the software's capabilities.

Understanding STATA Graph Commands

Navigating the expansive landscape of STATA graph commands marks the pivotal first stride toward becoming adept at data visualization. These commands serve as the bedrock of graphical representation in STATA, wielding influence over the type and format of the ensuing graphs. At the heart of this command repertoire is the fundamental 'graph' command, acting as the gateway to an array of prefixes, including but not limited to scatter, line, and bar. For students venturing into the sphere of graphical data representation, mastering the syntax and functionalities of these commands is paramount. It lays the groundwork for a more profound understanding of how to translate data into visual narratives, equipping students with the skills needed to create compelling and informative graphs for their assignments and beyond. This section will delve deeper into the nuances of these commands, providing students with the knowledge base necessary for harnessing the full potential of STATA in their data visualization endeavors.

Before embarking on the nuanced process of crafting meaningful graphs, it becomes imperative to grasp the fundamental syntax and structure of STATA's graph commands. Serving as the linchpin for a myriad of graph types, the ‘graph’ command acts as a gateway into the world of visual data representation. This command is flexible, accommodating prefixes like ‘scatter’, ‘line’, and ‘bar’, each delineating the specific type of graph to be generated. Gaining proficiency in these command structures lays a robust foundation for students venturing into the realm of data visualization within STATA.

Within STATA's expansive toolkit, a wealth of customization options awaits exploration, offering students the means to elevate the visual allure and interpretive clarity of their graphs. Beyond the basics, students are encouraged to acquaint themselves with parameters such as titles, axis labels, colors, and legends. Mastery of these customization tools not only contributes to enhanced aesthetic appeal but also plays a pivotal role in effectively conveying the underlying message encapsulated within the data visualization. As such, an understanding of these customization options is an invaluable asset for students striving to create impactful and informative graphs in their assignments and research endeavors.

Creating Descriptive Graphs

As students progress in their understanding of STATA, the next frontier involves the creation of descriptive graphs. This section will delve into the practical aspects of generating visuals that succinctly summarize data. From scatter plots illuminating bivariate relationships to bar charts elucidating categorical distributions, students will learn the art of transforming raw data into visually compelling and informative representations.

Understanding the nuances of the ‘scatter’ command will empower students to construct insightful scatter plots, allowing them to visually explore the correlation between two continuous variables. This process involves not only the basic syntax but also delving into advanced customization options, such as trendlines and point markers.

Similarly, the exploration of the ‘bar’ command will equip students to craft bar charts that provide a clear snapshot of categorical data distribution. Customization features, including color selection and axis labeling, will be unraveled, ensuring students can tailor their graphs to effectively convey the underlying patterns within the data.

By mastering the creation of these descriptive graphs, students lay the foundation for more advanced analyses and develop a crucial skill set for interpreting and communicating data-driven insights effectively. This section will serve as a practical guide, bridging the gap between theoretical knowledge and hands-on application in the realm of STATA graph creation.

Scatter plots are an essential tool in the arsenal of a data analyst, particularly for illuminating relationships between two continuous variables. The simplicity of the ‘scatter’ command in STATA makes it an ideal starting point for students. By employing this command, students can craft visually appealing scatter plots, offering a comprehensive view of variable distribution and correlation. Moreover, this section aims to guide students beyond the basics, encouraging them to enhance their scatter plots by incorporating advanced features like regression lines and confidence intervals. Understanding these additional elements not only adds depth to the visualization but also equips students to derive more nuanced insights from their data.

Transitioning from continuous to categorical variables requires a different visual approach, and bar charts become indispensable in this context. STATA's ‘bar’ command facilitates the creation of these charts, presenting a clear visual summary of categorical data distributions. This section goes beyond the command syntax, delving into the realm of customization options and best practices. By exploring various ways to enhance bar charts, students can create informative visuals that not only represent data accurately but also adhere to principles of effective data communication. Understanding customization options empowers students to tailor their visualizations to the specific requirements of their assignments, ensuring clarity and precision in conveying categorical insights.

Advanced Graphs for Inferential Analysis

Building on foundational knowledge, this section takes students into the realm of advanced graphs tailored for inferential analysis. Here, we delve into the intricacies of visualizing regression results, leveraging powerful commands like ‘marginsplot’ and ‘mata’ to convey complex statistical relationships with clarity. By understanding these commands, students can effectively communicate the nuances of regression analyses through visually compelling graphs.

Moreover, we explore the application of line graphs for time-series visualization. The commands, such as ‘tsset’, enable students to unlock the potential to uncover temporal patterns and trends within their data. Learning to interpret these advanced graphs equips students with a sophisticated toolkit for conducting inferential analysis, providing a deeper understanding of the statistical relationships present in their datasets. As we navigate through these advanced techniques, students gain valuable insights that go beyond the basics, enhancing their ability to conduct insightful and impactful data analyses.

Regression analysis, a cornerstone of statistical research, necessitates effective visualization for a comprehensive understanding of variable relationships. STATA simplifies this process through commands like ‘marginsplot’ and ‘mata’, empowering students to craft nuanced graphs illustrating regression coefficients and their uncertainties. These visual representations not only enhance the interpretability of complex statistical models but also offer a more intuitive grasp of how variables interact and contribute to the overall analysis. As students delve into regression analysis within STATA, mastering these visualization tools becomes paramount for conveying the intricacies of their findings, ultimately bolstering the quality and depth of their assignments.

In the realm of time-series data, the indispensability of line graphs becomes evident, serving as a visual compass for uncovering patterns and trends over time. STATA's ‘tsset’ command, coupled with a suite of time-series graph commands, empowers students to navigate temporal changes with precision. This section acts as a guiding beacon for students, offering insights into the meticulous preparation of time-series data and the art of crafting informative line graphs. Armed with this knowledge, students can adeptly showcase temporal dynamics in their assignments, contributing to a more robust and compelling narrative of their research.

Interpreting and Presenting Graphs

Creating a graph is just the beginning of the data visualization process; interpreting and effectively presenting the information is equally crucial for a comprehensive understanding. This section serves as a guide for students, emphasizing the importance of extracting meaningful insights from graphs and recognizing underlying patterns. By bridging the gap between graphical representation and interpretation, students can elevate the impact of their research. The focus here is on providing practical strategies to decipher complex graphs, identify outliers, and articulate findings. Furthermore, the section emphasizes the seamless integration of these visualizations into research reports. By mastering the art of interpretation and presentation, students not only enhance their analytical skills but also contribute substantively to the overall narrative of their assignments. As we delve into specific techniques and considerations, students will gain the confidence to present their findings in a compelling and informative manner.

Creating graphs marks the initial stride in data analysis; however, delving into the visual representation to extract meaningful insights is equally paramount. This section offers students a comprehensive framework for graph interpretation. By focusing on elements such as identifying outliers, discerning trends, and recognizing patterns, students will gain the skills needed to derive valuable information from their data. Understanding the nuances within graphs allows for a deeper analysis, enabling students to make informed decisions and draw robust conclusions.

The art of effective communication extends beyond generating insightful graphs; it involves seamlessly integrating these visuals into research reports. In this section, students will receive guidance on the strategic inclusion of STATA graphs in their reports. Emphasizing alignment with the research question, this guidance ensures that visual representations not only convey information effectively but also elevate the overall quality of assignments. By mastering this skill, students enhance their ability to present data persuasively, making their research more impactful in academic and professional contexts.

In conclusion, developing proficiency in creating and interpreting graphs in STATA emerges as a crucial asset for students engaged in data-driven research endeavors. This comprehensive guide offers a thorough exploration of essential concepts, starting from the fundamental understanding of basic graph commands to the adept creation of advanced visualizations. As students internalize these guidelines, they not only bolster their capacity to navigate assignments with confidence but also refine their skills in articulating data insights. Effectively presenting findings becomes second nature, empowering students to convey complex information with clarity. Ultimately, this acquired mastery positions students to make substantive contributions to the dynamic and evolving field of data analysis, where the ability to harness the potential of STATA graphs serves as a cornerstone for impactful research and informed decision-making.

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Creating Graphs to Reach Equilibrium Student Guide

In this assignment, you will create two graphs and answer questions about Bond's Gym, the business you are supporting. Assignment Instructions 1. Gather materials and necessary information. a) Ask your teacher which word processing software you will be using. b) Keep your lesson and assignment open in case you need to review what you have learned. 2. Read and follow each set of instructions carefully. a) To create each graph, insert shapes and textboxes using your word processing software. To do this in Microsoft Word®: i) Click on the "Insert" tab ii) Click on "Shapes" in the "Illustrations" section, and select a line or arrow shape iii) Use the mouse cursor to draw the line or arrow on the graph b) If you are using different word processing software, be sure to ask your teacher if you aren't sure how to accomplish this. c) Make sure you complete the questions on each page. Section 2: Supply and Demand Curves

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