RETAIL TRENDS
6th Grade Math
NAME
INTRODUCTION
 Have you ever gone into your favorite department store or restaurant and
wondered just how much money was in that register? Or on a larger scale, how
much money they made in a month? The answer: more money than you could
count! You and your partner are a team: one is a data researcher and the other
a graphic artist. You will answer this question about a retail store that you
choose. Let’s see just how much they have made in the last year… the answer
may blow our minds!
 Essential Question: How much money has the retail store of your choice
made over the last year? What is the appropriate graph to display this data?
TASK
 You and your partner will work together to research a retail store’s
sales over the last year. One person will be a “researcher” and the
other will be the “graphic artist”. Using the sites provided, you will
create a graph and present your findings to the class. Along with
your graph, you will write a short statement explaining trends
that you have found, along with your personal suggestions for
increasing the sales in the off months.
PROCESS
1. First, you will need to choose a partner.
2. Decide who will be the “researcher” and who will be the “artist”. (Note: while
one person may be responsible for each task, the other will still assist the partner
with his assignment.)
3. Now, the researcher will need to view this site and decide with the artist which
store you would like to research: http://retailsails.com/monthly-sales-summary/
(First click on “Monthly Sales Summary” at the top of the page. Then, select the
retail store along the left side of the page that you would like to research.)
PROCESS PAGE 2
4. After you click on the store’s name, the researcher needs to record
the sales amounts from the last 12 months. Be sure to label each
month.
http://nces.ed.gov/nceskids/help/user_guide/graph/whentouse.asp
5. Next, visit this site:. Decide which type of graph you need to use
to display your data.
PROCESS PAGE 3
6. Now, the artist will create your graph to display your data. Go to the
create-a-graph site:
http://nces.ed.gov/nceskids/createagraph/default.aspx
7. Follow the steps to create your graph. This is a very user-friendly site
that we have used before. Enter your titles and information into the
graph creator. (Note: for teachers and classes that have not used this site,
I suggest that you play around with the site and familiarize yourself with it
prior to doing this WebQuest.) PRINT THIS GRAPH!
PROCESS PAGE 4
8. Discuss the trends with your partner that you see in the graph. Think
about the following questions: When are the sales up? When are sales
low? Why do you think sales are high or low at certain times?
9. Write a short statement telling what the trends are for your retail store
over the last year.
10. Write a short idea about how you would boost sales during the low
months.
11. We will present these findings, graphs, and suggestions to the class.
EVALUATION
10 Points
15 Points
25 Points
Graph Labels
There is no label or
title.
Missing either the
label OR title.
Graph has correct
labels and title.
Trends/Suggestions
Did not identify
trends or give
suggestions.
Missing either trends
OR suggestions.
Correctly identified
the trends and gave
suggestions for
increasing sales
Appropriate Graph
Did not choose the
best graph to
represent your data.
Presentation
Did not discuss any
of the following:
trends, graph, or
suggestions.
Chose the best graph
to display your data.
Did not discuss one
of the following:
trends, graph,
suggestions.
Discussed your
graph choice, trends,
and suggestions.
CONCLUSION
 Great job!!! You have taken the role of a sales analyst and graphic artist. This task should
have given you insight into the income of your favorite store as well as improved your skills in
displaying data and creating graphs. Now, the next time you visit your favorite store you don’t
have to WONDER how much money they make….you will KNOW!!!
 Check out another store!
 How does their competition compare with their yearly income?
 If you were comparing different stores, would you use the same type of graph?
 Interested in retail stores? Check out Chick fil A’s website and what it takes to become an owner!
http://www.chick-fil-a.com/Home/Breakfast
CREDITS AND REFERENCES
 Create-a-graph:
http://nces.ed.gov/nceskids/createagraph/default.aspx
 Graphing Tutorial:
http://nces.ed.gov/nceskids/help/user_guide/graph/whentouse.asp
 Retail Sails:
http://retailsails.com/monthly-sales-summary/
 Georgia Department of Education
https://www.georgiastandards.org/Standards
GPS STANDARDS
 M6D1. Students will pose questions, collect data, represent and analyze the
data, and interpret results.
 a. Formulate questions that can be answered by data. Students should collect data by
using samples from a larger population (surveys), or by conducting experiments.
 b. Using data, construct frequency distributions, frequency tables, and graphs. c.
Choose appropriate graphs to be consistent with the nature of the data
 (categorical or numerical). Graphs should include pictographs, histograms, bar
 graphs, line graphs, circle graphs, and line plots. d. Use tables and graphs to examine
variation that occurs within a group and
 variation that occurs between groups. e. Relate the data analysis to the context of the
questions posed.
ISTE NET STANDARDS
Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital
society. Teachers:
A. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and
resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the
NETS•S. Teachers:
A. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and
creativity.
B. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and
become active participants in setting their own educational goals, managing their own learning, and assessing their own
progress.