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What did you have for breakfast?
Complete a survey on people's breakfasts and display the results in a pictogram.Complete a survey on people's breakfasts and display the results in a chart or graph.Discussion points
- Which has the most votes?
- Which has the fewest votes?
- Did any get zero votes? Why could that be?
- What do you notice?
- Which is the most popular breakfast food/drink?
- Which is the least popular breakfast food/drink?
- What other foods could you have for breakfast?
- Could you sort the food and drink by quantity?
- How many more people like ___ than ___?
- How many fewer people like ___ than ___?
- What is the difference between food/drink A and B?
- What is the sum of foods A, B and C?
- What does the data tell us?
- How many more people like ___ than ___?
- How many fewer people like ___ than ___?
- What is the difference between food/drink A and B?
- What is the sum of foods A, B and C?
- What does the data tell us?
- What is the mean score?
Teaching tips:
The graph activities are great for getting children to express their preferences, to promote discussion or to ensure children listen to and value the opinion of others.
Using the graph in maths encourages children to count and compare numbers and objects.
There are many more food related graph activities, such as ‘Our favourite fruits’ and ‘Our favourites biscuits’.
Using the graph in maths encourages children to count and compare numbers and objects.
There are many more food related graph activities, such as ‘Our favourite fruits’ and ‘Our favourites biscuits’.
Maths: After asking children their preferences, spend time interpreting the graph (see discussion points). They could discuss why some foods or drink might be more or less popular than others.
Children could choose 2 or more breakfast items in order to work with more data.
PSHE: Use as part of ‘Health and wellbeing’ to support learning about keeping healthy.
Children could choose 2 or more breakfast items in order to work with more data.
PSHE: Use as part of ‘Health and wellbeing’ to support learning about keeping healthy.
After filling in the information, spend time interpreting the graph and what is shows. Present children with a range of comparison, sum and difference problems to support work on interpreting information in a variety of graphs (see discussion points).
Show simple scaling, for example, by representing 2 votes with each line of the chart.
Older children could convert between pie and line graphs and have a go at finding the mean (average) score.
PSHE: use as part of ‘health and wellbeing’ to support learning about keeping healthy.
Show simple scaling, for example, by representing 2 votes with each line of the chart.
Older children could convert between pie and line graphs and have a go at finding the mean (average) score.
PSHE: use as part of ‘health and wellbeing’ to support learning about keeping healthy.
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