Native trees

Native trees

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about graphs.
Native-trees-chart.png
This graph has been drawn by a student to show how high some New Zealand native trees can grow. The student has not finished the graph.

Question 2Change answer

a)  Write three things the student could put onto the graph so it would be finished and make more sense.
1.
2.
3.

Question

b)  What type of graph is this?

    • Line graph

    • Bar graph

    • Picture graph

    • Pie graph

Question 2Change answer

c)  Why is it useful to have graphs?
Task administration: 
This task can be completed with pencil and paper or online.
Level:
2
Curriculum info: 
Science, Communicating in science, Living World
Keywords: 
graphs, native trees, Life processes
Description of task: 
Students are provided with an unfinished graph and asked to identify what three things are needed so that the graph is then complete. Students are also asked to identify the type of graph.
Curriculum Links: 
Science capabilities
The capabilities focus is brought about by the conversations you have and the questions you ask.
 
Capability: Interpret representations
This resource provides opportunities to discuss the importance of the vertical y-axis in understanding what a graph is showing. 
Science capabilities: 
Interpret representations
Answers/responses: 

 

Y5 (03/2003)
a) Any 3 of:

  • More numbers on the y-axis.
  • A title.
  • A label for the y-axis.
  • Unit for the y-axis.
  • A label for the x-axis.
  • General statement about x and y axis not being complete.

3 correct - very difficult

2 correct - difficult

1 correct - easy
b) B easy
c) Allows information to be shown visually/more clearly/easier to read, or at a glance you can, or it is possible to see a trend or pattern. very difficult
Diagnostic and formative information: 
  Common error
a)  67% of students mentioned 'more numbers on the y-axis'.
33% of students mentioned 'title'.
4% of students mentioned 'a label for the y-axis'.
2% of students mentioned 'units for y-axis'.
2% of students mentioned 'a label for the x-axis'.
14% of students made a general statement about the x and y axis not being complete.