Video Transcript
Graphs and Tables
In this video, we’re going to learn
how to sort objects into groups in a table to make a graph and then count the
objects to find the number in each group.
This class are going on a minibeast
hunt. They’re going out into the garden
to try and find as many insects as they can. The children are going to work in
pairs. And their teacher has asked them to
keep a tally chart. Each time they spot an insect, they
have to record it in their tally chart. In this column of the tally chart,
we can see the types of insects that the children need to look for. Let’s look at the categories in the
tally chart or the different types of insect.
They’re looking for bees,
butterflies, ants, beetles, and caterpillars. Each time they spot a new insect,
they need to record it by drawing a tally mark in the correct column. Oh dear! Looks like the bee has scared the
children away, but they did remember to record a tally in the column next to the
bee. Where should the children record
the caterpillar? Right here. How many ants can you see? Here’s one. Let’s make our tally mark. One, two, we made our second tally
mark, three.
The children stay outside for half
an hour and record all the insects they see in their tally chart. Here are the results of their
minibeast hunt. How many bees did they see? They saw six. There’s a five and one more. Five and one make six. They have six tallies, which means
they saw a total of six bees. They saw a total of three
butterflies, eight ants, two beetles, and four caterpillars. Now the children are going back to
the classroom to make a graph. They’re going to need their tally
chart to help them draw their graph.
The children are recording their
results in a picture graph. The title of the graph is “Number
of Insects.” And we can see the categories or
types of insects in this column here: bees, butterflies, ants, beetles, and
caterpillars. They’re going to record the total
number for each category using pictures to represent one insect. So let’s start with the first
category, bees. They saw a total of six bees, so we
need to draw six bees. One, two, three, four, five,
six. They saw three butterflies, eight
ants, two beetles, and four caterpillars.
Now their teacher has asked them
two questions. Which insect did you see the most
of in the garden? And which type of insect did you
see the least? Which type of insect did the
children see the most of? This row is the longest. There are eight ants. There are more ants than bees,
butterflies, beetles, and caterpillars. So the children can say that the
insect they saw most is the ants.
Which insect did they see the least
of? Which category has the smallest
number of insects on the graph? It’s the beetles. They only saw two beetles, which is
less than the number of bees they saw, the number of butterflies they saw, the
number of ants they saw, and the number of caterpillars they saw. We can tell this because this has
the shortest row of pictures on our graph. The children have learned that the
most common insect in their garden is ants and the least common insect is
beetles.
Let’s practice what we’ve learned
about graphs with some questions.
The graph shows a class’s favorite
sports. How many students prefer
soccer? How many students prefer
baseball?
In this question, we have to read
the information shown in this graph. The title of the graph is “Class’s
Favorite Sports.” Children were asked if they prefer
soccer or baseball. The number of children who
preferred soccer is shown with footballs. The number of footballs tells us
the number of children who preferred soccer.
To answer this first question, we
need to count the number of footballs. That will tell us how many children
preferred soccer. There’s one, two, three, four,
five, six. The number of students who prefer
soccer is six. Now we need to count the baseballs
to find out how many students preferred baseball. One, two, three, four. The number of students who prefer
baseball is four.
The table shows the animals in
Jackson’s farm. Which animal is the greatest in
number? Is it dogs, sheep, or cows?
In this question, we have to read
the information shown in the table. And we’re told that the table shows
the different types of animals in Jackson’s farm. This row of the table shows us the
number of dogs in Jackson’s farm. This row shows the number of cows
in Jackson’s farm. And this row shows the number of
sheep. Which type of animal has the
greatest number?
How can we tell? Which row has the longest line of
animals? Is it the dogs, the sheep, or the
cows? It’s the sheep. The row of sheep is longer than the
row of cows and it’s longer than the row of dogs. This means that there are more
sheep than there are cows or dogs in Jackson’s farm. The animal which is the greatest in
number is the sheep.
The table shows the number of
students who go to school by bus, by car, and on foot. Which of the following graphs
matches the table?
In this question, we have to find
the graph that matches the information in this table. Let’s look more closely at the
information shown in the table. The information in this row of the
table tells us that nine students go to school by bus. This row tells us that four
children go to school by car. And this row shows us the number of
students who travel to school on foot, which is seven. Which of these three graphs matches
the table?
We know the number of students who
travel to school by bus is nine, so this row needs to have nine buses. So let’s count them. One, two, three, four, five, six,
seven, eight, nine. The number of buses in this graph
matches the number of buses in the table. Does this graph show four cars? One, two, three, four. Yes, it does. Does this row show that seven
children travel to school on foot? Let’s check. One, two, three, four, five, six,
seven, eight. This graph doesn’t match the
table.
Does this graph match the
table? Can you see that this graph has
less pictures of buses than the first? This graph only shows seven
students traveling to school by bus. It does show four students
traveling by car and seven students on foot, but we’re looking for the graph that
matches the table, nine buses, four cars, and seven students traveling to school on
foot.
Let’s check the final graph. This graph shows the same number of
buses as the first graph, nine. There are four cars and seven
students on foot. This is the graph that matches the
table. This graph shows that nine students
travel to school by bus, four students travel to school by car, and seven students
travel to school on foot. This graph matches the information
in the table.
What have we learned in this
video? We’ve learned how to draw tally
charts and picture graphs. And we’ve also learned how to read
the information presented in tables, charts, and picture graphs.
