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REACHING ALL LEARNERS
Early Finishers
Have students repeat Explore to find the eye colour of
students in the class.
Common Misconceptions
➤ Students do not provide a key with a double-bar graph.
How to Help: Remind students that the key tells the reader
what each colour of bar represents. Demonstrate that a
double-bar graph without a key could be interpreted in at least
two different ways. For example, the reader could assume
that red bars represent boys or that red bars represent girls.
Sample Answers
b) More girls than boys
Favourite Board Games
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0
e
Clu
Life
ble
ab
po
no
Mo
Girls
Boys
Scr
ly
Number of Students
like Scrabble and
Life. More boys than
girls like Clue. About
the same number
of boys and girls
like Monopoly.
Game
2. b)
Me
Lisa
6
Lisa rolled twice as many 4s as I did.
Lisa rolled more 1s, 4s, and 6s than I did.
Lisa and I each rolled only one 5.
3. b) Rounded data: Charlottetown: 110 mm, 90 mm;
Fredericton: 110 mm, 90 mm;
Halifax: 130 mm, 110 mm;
St. John’s: 150 mm, 90 mm
Precipitation
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Unit 5 • Lesson 5 • Student page 184
City
oh
n’s
ax
Students draw 2 bar graphs: one to display the
elbow-to-wrist lengths and one to display foot
lengths. Students then draw a double-bar graph
to display both sets of data. From the doublebar graph, students should be able to find a
relationship between elbow-to-wrist lengths
and foot lengths.
Jan.
July
St.
J
Assessment Focus: Question 4
160
150
140
130
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110
100
90
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10
0
ton
Have 1-cm grid paper available for all questions.
Question 2 requires a number cube. Question 4
requires a metre stick or measuring tape.
Precipitation (mm)
Practice
Ha
lif
Use Connect to summarize the key steps in making
a double-bar graph.
c) I rolled twice as many 2s and 3s as Lisa did.
ric
• How might your conclusions have changed if
you had surveyed twice as many boys as girls?
(I could not draw accurate conclusions. The sample
does not represent girls and boys equally; the bars for
boys may be much taller.)
n
5
de
3
4
Number Rolled
tow
2
Fre
1
otte
Number of Times
Number Cube Rolls
7
6
5
4
3
2
1
0
Ch
arl
1. a)
Quit
re
Be
tty
Pie
r
uck
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24
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8
6
4
2
0
Ch
re
Be
tty
Length (cm)
Our Foot Lengths
Pie
r
uck
n ita
Ch
26
24
22
20
18
16
14
12
10
8
6
4
2
0
Jua
Length (cm)
Our Elbow-toWrist Lengths
n ita
4. b)
Jua
Home
Name
Name
January: 44 mm; July: 21 mm
c)
Pie
rre
Be
tty
Ch
uc
k
Elbow-towrist lengths
Foot lengths
Jua
nita
Length (cm)
Our Elbow-to-Wrist Lengths and Foot Lengths
26
24
22
20
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16
14
12
10
8
6
4
2
0
Name
d) A person’s elbow-to-wrist length is the same as her or his
foot length.
REFLECT: A bar graph and a double-bar graph both have bars,
Yes
scales, and labelled axes. A bar graph uses single bars to
represent data. A double-bar graph uses pairs of bars to
represent two sets of data at once. A double-bar graph uses
a key to show what each colour of bar represents.
ASSESSMENT FOR LEARNING
What to Look For
What to Do
Reasoning; Applying concepts
✔ Students understand that a doublebar graph displays two sets of data
at once.
Extra Support: Students who have difficulty may benefit
from first drawing two separate bar graphs, then combining
the graphs to make a double-bar graph. Students should use
the same scale on all three graphs. Students can use Step-byStep 5 (Master 5.14) to complete question 4.
Accuracy of procedures
✔ Students can draw a double-bar
graph to display two sets of data.
They use an appropriate scale and
include labels, a title, and a key.
Communication
✔ Students can describe any conclusions
they make from a double-bar graph.
Extra Practice: Have students complete the Additional
Activity, Double the Fun (Master 5.9). Students can complete
Extra Practice 2 (Master 5.21).
Extension: Students use the board games listed in question 1.
They survey the class to find the favourite board game of the
girls and boys in the class. Students draw a double-bar graph to
display the boys’ and girls’ responses. Students compare their
graph to the graph from question 1, then draw conclusions.
Recording and Reporting
Master 5.2 Ongoing Observations:
Data Analysis
Unit 5 • Lesson 5 • Student page 185
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