Lesson video

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Hello everyone.

My name is Mr. Ward.

Thank you very much for keeping me company today here on Oak National Academy.

Now, as part of our unit into line graphs and timetables today's lesson will be specifically looking at how we interpret line graphs, the features that are required to create a line graph and the information that we can get or interpret from the line graphs provided.

So have you got a quiet space? Have you got all the equipment that you need? and are you ready to begin our mathematical journey today? Yes? Excellent.

So am I, let's make a start then? Shall we? Right before we begin, we just got to make sure that you have all the equipment that you need for today's learning on the page, you'll see the icons for the items we feel you should be useful for you to use today.

Definitely a pencil, definitely a ruler, piece of paper or the workbook that your school have provided.

The rubber that you see there is optional.

And in fact, I really like to see work crossed out because it shows the pupils really thought and reflected on their misconceptions and misunderstanding and have learned, and that's how we improve our knowledge.

So if you haven't got any of that equipment right now, I'd like you to pause the video and go and get what you need.

Then come back and join us here and you can continue the video and the lesson.

Today's lesson, we're going to see on a few areas.

Then you're going to have a little talk tasking, which will kind of identify some of the information we can get and we'll match some statements.

We've developed and taken our learning a little bit further and a little bit deeper.

Then you're going to have a go yourself, on an independent task.

And finally, you're going to get a chance to quiz yourself and reflect and review the learning that's taken place today.

But before we start, let us start to get ourselves in the right mathematical mindset.

So I'm going to share with you one of my infamously bad jokes.

Now I am famous for being terrible at jokes, or really good at them, depending on what you think about the quality of this one.

So here goes, why were pupil's found completing multiplication problems on the floor? Hmm.

It's because their teacher told them not to use their tables.

And if that is put you in the mood for maths, let's get started.

If it hasn't, I promise you no more jokes for the rest of the lesson.

I'm going to let you make it start on line graphs now this is a line graph.

It's not quite right.

This thing's missing.

You may have worked on this before.

Have a think.

What do you thinks missing from this line graph? I think if you've done statistics or other types of charts or graphs.

What's that? Of course, there are things missing there are features we have not labelled our graph.

So first thing that's missing is an x-axis, it goes along the bottom.

If you remember your coordinates, we go along the bottom along the corridor and up the stairs our x-axis, which is time.

That's the label for today and the y-axis going up which is temperature today.

So we know that this graph is connected with temperature and time.

Missing one more thing though, isn't it? It's missing the title and actually what we find with graphs and charts is that it often gives us that very specific information that tells us exactly what we're looking at and the title today, it says temperature from 6:00 AM to 6:00 PM on a Monday.

So I know, and you know, more importantly that this line graph is showing this information.

That's taken from a 12 hour window from 6:00 AM to 6:00 PM.

Now a line graph is used to show measurement or data.

So although it looks like one big line, actually what normally happens if we get lots of little crosses or little ticks and we connect those data points together to get, make one big line.

That's why sometimes you'll see a line that's very straight and sometimes you'll see a line that's a little bit curvy as from point to point to point.

Now, line graphs are fantastic for showing measurement and recording of time or things that change over time to change over time.

So we use these often for weather or for temperature or for rainfall or for heights.

Things that need measuring over a period of time.

They're great for continuous data.

Second question, the most important now that we've all the features that we need, Is what is this line graph actually showing us? What can we learn from it? Now, what you may notice, and I'll bring my little clicker very slowly over here.

Is that obviously it's connected to time and temperature now, there are no specific values given today, which means a scale down here does not go.

We don't know if he's going up in ones or twos.

We don't actually know where it starts.

We don't actually know the time across it.

Other than, it obviously starts at 6:00 AM and it finishes at 6:00 PM.

Okay.

But that doesn't mean that we can't make some general statements about it.

Clearly this line graph is showing us that over that 12 hour period, the temperature increased.

And we can see that because it's going up increases, increasing, getting bigger, going up, and then he kind of tails off, and seems to kind of even out, although there seems to be a slight decrease here very slight decrease, but it looks, on first glance as if straight.

So that means it's kind of evened out and it remains the same temperature over time.

Okay, so the statement we can really make is, In the morning at 6:00 AM the temperature gradually rose in the morning until around abouts, we can estimate right around 12 o'clock midday, noon, and then it kind of levelled off.

And it was a lot warmer at noon than it was at 6:00 AM, but then it kind of stayed consistently the same temperature for the rest of the afternoon until 6:00 PM.

So that's the main bit of information that we've got from that line graph.

Now we're going to do here, I'm just going to pop this in the corner.

So we're not in the way, there another two line graphs here there are two line graphs, okay.

And we're going to compare and have a look at what they tell us.

So right now, what I'd like you to do, you see that on the screen that says, what's the same, what's different.

Pause a button look at those two line graphs for me now.

And just try and spend a minute or two thinking about what do you notice is the same and what's different.

I'll give you about a minute.

If you pause the video.

Okay.

So if we look at the line graph, they are both, what do they have in common? Well, they are both constructed the same way, aren't they? So have both have an x-axis and they both have y-axis.

Okay, and the labels were exactly the same as well.

So they're both got time and temperatures.

We know, which like our first slide that these, the information and the data is presented here, gives us information about temperature changes over time.

and the big difference though straight away is the lines are different.

The information is presented, looks different.

So we know it's not exactly the same.

Then when we look at the title, we'll notice that on the first line graph temperature from 6:00 AM to 6:00 PM on a Monday, is in fact the same line graph that we looked at in the previous slide.

But the second line graph presented today, on this screen is on Thursday.

It's a different day, and therefore, we can probably assume that data will be slightly different and we can see that from the lines, okay.

So if we come over here to like.

we know what happened when we discussed the story of the line graph, you start off quite cool in the morning.

And then it stayed at the same sort of temperature for the rest of Monday.

Whereas on Thursday, it's very different story.

The day started a lot warmer, at 6 AM but there was a, quite a dramatic drop, a decline.

Decline, meaning it's going down.

So a decline in temperature from 6:00 AM in the morning till about mid morning.

We can say roughly about nine o'clock, it got to its lowest points, which coldest at 9:00 AM.

But then the temperature started to gradually grow again.

We can assume the sun came out a little bit later, maybe had a lazy morning in, and it started to come out.

And this temperature really begins to rise through the rest of the time period.

So that by 6:00 PM, the temperature has increased, okay.

There's one more thing you may have noticed.

What do you know about the end temperature? Although the temperatures begin at different times at 6:00 AM, actually by the time that the data is finished recorded at 6:00 PM, the temperature looks approximately the same on both slides.

Okay, and sometimes that's an anomaly of data.

So we can see if you look closely at number one on Monday and number two on Thursday, the end point, the last part of the temperature, is approximately the same temperature, whatever that might be.

We don't specifically know on this line graph because we haven't got the value remember.

Okay, now when you're going to have a little go at the talk task, now usually in school, we do our talk task in groups or in pair work.

Now that might not be possible if you're working at home on your own.

But if you do have an adult or a carer or siblings close by, by all means talk through this task with them.

If you're on your own, if you still pause the video and have a go on your own and just reflect on what you see, and we're going to discuss that slide together anyway.

So as you can see, what you need to do for your task, is to match the statements with the correct line graphs, so that's three line graphs there.

There are different statements, you need to read them very carefully, and see if you can match up the correct statements.

Please pause the video now and have it go yourself.

Okay? Okay.

Thank you for coming back.

If you paused it, if not, we'll continue talking about it together.

So what you'll notice here that the three line graphs again, are created the same way they're the same label.

So they're showing us the same sorts of information, the same sorts of data.

However, the measurements recorded, the temperature change is different in all three line graphs.

And we can see that the middle one is actually quite stands out because it's just flat line, absolutely flat.

And of course a flat line means it remains at that same value.

So whatever that temperature may be there, it remains the same temperature throughout that day.

So if we come across here just nice and slowly, and we just look.

and it's all about the language and that's why I've taught that's fantastic.

Cause if you can read that language sensibly, if you can really understand, what's being said, you will make the correct connections.

So basically how you got on the temperature stayed the same all day.

I think that is a giveaway.

We can look at number two because the temperature just stayed the same.

It just flats out.

The temperature decreased across the day.

That was quite an important there because on line graph one and line graph two the temperature does decrease at some point.

However, the key word here is across the day.

That means the entire time that it's being recorded.

And if you look at number one, actually the temperature does increase for part of that day.

And then it goes down, so it increases.

sorry, and then decreases.

Whereas on line graph three, the temperature decreases the entire day.

So therefore, across the day, it must be line graph three where the temperature drops.

and that leaves us with temperature increase and then decrease.

And as we just discussed line one clearly shows that he starts going up, it increases and then it drops and goes down.

So those three statements are corrected and down at the bottom, again, we start over here.

Number one in the morning, the temperature decreased slowly.

Well there's only one line graph where the temperature actually increases.

decreases, but in the morning.

Yeah, in the morning, the temperature decreased slowly.

I think I misread, that's my problem.

Okay.

If I look at line graph three, I can see there's a line that actually does decrease throughout the day.

So we can say that's line graph three.

in the morning, the temperature stays the same.

Well as we agreed, line graph two stays the same.

And in the morning the temperature increased.

So line graph one, goes up, it goes up increasing means goes up and then it decreases at some point in the morning.

So obviously that must be line graph one.

In the afternoon the temperature decreased more quickly.

If I look at my two line graphs, that's quite tricky because they both go down.

They both seem to go down the same part.

So let's come back to that one.

I might look at this one, in the afternoon, the temperature stayed the same.

And again by process of elimination, there's only one line graph where the temperature stays the same.

So that must be line graph two.

In the afternoon, the temperature decreased.

Now you see very specific wording here because this statement and this statement seem very similar and it could match either line graph, but they don't, because here is in the afternoon.

As opposed to in the afternoon, temperatures decreased more quickly, which suggests it changes.

Okay.

Whereas tells us in the afternoon, the temperature decreased.

So, we can see that in line graph one.

Because the temperature went up in the morning and then it went down in the afternoon.

That must match up to line graph one.

That leaves us with this statement that says, In the afternoon, the temperature decreased more quickly.

And if you look our line graph, one more time line graph three or throughout the day, the temperature was going down.

But when it gets to the afternoon, you can see it starts to slope down even further at a more rapid decline, okay.

So it's more of a steep decline there, which tells us that it must be this statement.

How did you get on? I'm sure you did very well.

And let's move on now.

I think I'll learn a little bit deeper and a little bit more context.

Okay, really take a moment.

Maybe pause the video to have a close look at this line graph.

Looks slightly different, got different labels, so it's going to represent different data.

okay.

So what you will see is a line graph that again, shows this time along the bottom.

So we're going to be measuring time and up the side, It says distance from the Olympic village and this time, instead of a word or a value, it gives us an image, distance from the Olympic village.

Now, again, like I said, the type that often tells us, A lot of these quite wordy titles It gives us a lot of information and it says the journeys taken by a driver of an athlete.

We can put that around, essentially, that means that there's an athlete and they've got a driver and the driver is going to take that athlete to the places they need to go.

And we can look at the images.

You may spot the five rings as always a clue, That he's obviously connected to the Olympic games.

So our three images are following, at the bottom, We have the Olympic village where the athletes stay.

Essentially, It's like accommodation block.

It's where they rest, it's where they sleep, it's where they change, where they eat.

And then in the middle, we've got a practise facility where the athletes might go to warm up and practise and hone those skills in preparation for their big events.

And then at the top, we have them in image of a stadium.

We can only assume this is an Olympic stadium.

And this is where the main events will be taking place.

And those athletes fingers crossed will be going for gold.

So looking at our line graph, now that would seem to suggest that the information provided is going to show us the amount of time taken for a driver to drive their athletes from, to and from these locations.

Okay.

Now you look at the shape of the line graph.

It's a little bit different than the last one, because it seems to have lots of different directions.

Okay, it's not one continuous straight line.

Okay.

So we're going to go onto this.

I just want you to think right now.

What do those flat lines possibly mean when it comes to travelling over distance? Okay.

Now that we've spent some time together discussing and comparing, interpreting line graphs, it's now time for you to put that information into practise and have it go in independent task.

And when you are seeing on screen are four line graphs, different line graphs.

And of course there's one key thing missing.

That's right, the title.

You need to create a title for each of the four line graphs, and then you need to interpret that information, so you can tell a story about what's happening within each time line graph.

Number one, line graph, number one, involved with volume.

Which is measured in decibels and time.

Line graph number two, look at the number of people in millions over time.

Line graph number three involved the height of a plant in centimetres over time.

And number four is the range of emotions we might feel over the time.

So just to recap four line graphs, you need a title and you need to present a story that kind of an interpretation of the information that is presented within the line graph.

Good luck.

Okay.

Obviously the line graphs themselves I cannot interact, with you to share.

I'd love to see some of those fantastic stories, I'm sure you came up with and the titles.

So I'm going to share you with you.

One of my examples, just to show you that you're on the right lines, and like I say, if you'd like to share some of your work, there's going to be some information at the end of the lesson.

And I'd love to see some of these line graph stores.

So I chose the one with the emojis or the emotional faces.

Okay, and I decided, looking at those pictures, it kind of told the story of somebody's feelings throughout the day.

So my title was Mr. Ward's emotions between 7:00 AM and 7:00 PM.

Being a teacher I get up very early.

So unfortunately that leaves me very tired.

So I go to bed quite early as well.

7:00 AM to 7:00 PM.

So with my title So you can see that we start off the day and I'm just going to use this, I'm going to use my pointer to show you.

I started off today in a decent mood, a little bit grumpy in the morning, not too bad feeling okay.

And then slowly starting to wake up, had a bit of breakfast and decided to go for a walk.

I love walking.

I like to get outdoors.

The sun was shining.

I walked in my local forest and it was absolutely beautiful.

And I was in a really, really good mood.

But then, it started to rain.

I should do.

I get told that all the time, but I never do.

And so it started rain and I started to get wet as I was out.

So my mood started to drop.

I went back home and instead of it stopping raining and the sun coming back out, it started to thunder.

So by the end of the evening, I spent most of the time, most of the afternoon, indoors thunder and lightening outside.

I wasn't in the best of moods.

However things started to look up.

Dinner time, one of my favourite times of the day.

So I started to eat my dinner, which was salad today.

I was trying to be healthy, but it did make me feel okay.

And it raised my mood again.

Now I got to about 6:30, seven o'clock and I was very, very tired.

I did walk a long way.

And so, I was okay.

Back to very similar emotion that I was at start of day.

So that was a story of my line graph.

I like to say, I would love to have seen some of the stories that you came up with, but just make sure when you're double checking your work, that you have a title that gives a very clear indication about what the line graph is presenting.

I'm thinking those of you that feel the need for an extra challenge, or a little bit of extension, there is an it challenge slide here, connected to line graphs.

So pause the video, read all the instructions on the page and have a go at my challenge for today's lesson.

Okay.

That almost brings us to the end of our lesson today on interpreting line graphs.

And all that's left for you to do once this video is finished, is to have a go at the quiz.

Remember to take your time and read the questions very carefully, good luck, but I know you won't need it.

Myself, Mr. Ward, like all the other teachers here, at Oak National Academy, love to see some of the work we produce.

I am sure that you've produced some fantastic stories about line graphs today.

So if you're proud of your work and, you would like to send it in to be shared.

We look forward to seeing some of your best pieces of work.

Right, so that brings us to the end of today's lesson.