Trick #2: Incorporating tech.
Today we worked to use different types of graphs to represent data. Because my student does not get exciting over physically drawing out graphs, I typically try to incorporate a tech aspect. This week we used a site called Rapid Tables to create three separate graphs representing the years in which the world population reached 1 billion, 2 billion, etc.
We began by using the site to create a bar graph, but realized that this was not the most effective way to represent this data.
Today we worked to use different types of graphs to represent data. Because my student does not get exciting over physically drawing out graphs, I typically try to incorporate a tech aspect. This week we used a site called Rapid Tables to create three separate graphs representing the years in which the world population reached 1 billion, 2 billion, etc.
We began by using the site to create a bar graph, but realized that this was not the most effective way to represent this data.
We then changed to a line graph, and although the information could have been represented in a much more clear way, the graph is still accurate and my student was able to create it with more confidence.
Getting a little excited, my student decided to try to represent the data using a pie graph.
We had a good discussion about this graph and decided that this is not a very effective means of representing this data, because it is challenging to display the variables.
After gaining some confidence using the program, we were able to effectively construct a double bar graph to compare the hypothetical recycling programs of two cities.
*Although the city was not really called "cows" but instead "Cowling" I like to encourage my student to have fun while learning math, and if he is able to laugh about something like this, I am all for it!
After gaining some confidence using the program, we were able to effectively construct a double bar graph to compare the hypothetical recycling programs of two cities.
*Although the city was not really called "cows" but instead "Cowling" I like to encourage my student to have fun while learning math, and if he is able to laugh about something like this, I am all for it!
I would definitely recommend using Rapid Tables in the future. It is very comprehensive to use, and after a few moments of trial and error we were able to develop some effective graphs. I feel that the strategy of creating online graphs has worked very well to engage my student. He seems much more comfortable using tech than drawing out graphs, and I have found that when he is more comfortable we are able to accomplish much more learning, and develop better meaning of what he is creating.