Lesson video

Hello, I'm Mrs. Lashley and I'm looking forward to guiding you through your learning today.

So today we're gonna be working with pictograms and we want to be able to construct pictograms from the data given.

On the screen there are some keywords that you should be familiar with from learning that you've done previously.

So just take a moment to read through them and re-familiarize yourself if necessary.

Lesson today has got two learning cycles.

The first part is all to do with constructing and interpreting pictograms, and then we're going to use pictograms in a data investigation in the second part of the lesson.

We'll make a start now on the first part, which is constructing and interpreting pictograms. Here there are five circles and each circle represents a number of things.

If each circle represents one thing, then the five circles would represent five things.

If each circle was to represent two things, then five circles would represent 10.

If each circle was to now represent six things, then the five circles would represent 30 things.

If each circle still represents six things, but there are now four and a half circles, how many things are being represented? So there's six in the full circle, and then another six, another six, and another six.

Half of a circle must represent three.

So the total is 27.

Time for you to have a go.

If each circle represents eight, how many things are being represented here? Pause the video, work out the answer, and then come back.

The answer is 24 things.

There's three circles.

Each of them are worth eight.

So eight plus eight plus eight or three lots of eight is 24.

Another check.

Each circle now represents 10 things.

How many things are being represented? Pause the video, work out your answer and then come back to check it.

This represents 45 things.

There's 10 in the fourth full circle, so that's 40 and half a circle would be five.

So 40 plus 5 is 45.

Data's being collected about the number of bowls of soups ordered in a day.

Aisha decides that the icon should be a bowl of soup to portray the context of the data.

Each icon is going to represent four bowls of soup.

For the first day of data, Aisha draws this.

So day one, there's four bowls of soup.

We're told in the key that one icon, one bowl of soup is four ordered soups.

So this would represent 16 bowls of soup ordered.

The next day, 12 bowls of soup are ordered, so Aisha adds a row.

How many icons will she need for this second row for day two? Three icons would be needed to represent day two.

So on the third day, she still collects data about the number of soups ordered and she adds another row.

How many bowls of soup were ordered on day three? So Aisha had drawn one and a half or 1.

5 bowls of soup, and we know from the key that the bowl of soup represents four.

So 1.

5 multiplied by four is six.

So six bowls of soup must have been ordered on day three.

Izzy's had a look at Aisha's pictogram and is a bit confused and wondering, how would you show the one bowl of soup? Because you're not always gonna have four bowls of soup or a multiple of four bowls of soup ordered.

Aisha's had a little think about that and she suggested, well, I need one quarter of the icon.

So maybe the top left or perhaps a slice.

What do you think? Do you think that's easily recognisable to be one quarter of the icon? Aisha's decided that that probably doesn't work, and so maybe the icon's not suitable.

So our icon needs to represent the data, the context, which a bowl of soup definitely does, but it also needs to be able to be manipulated in order to fit any values that our frequency might be.

Izzy suggested that maybe the icon doesn't need to change, but instead the value of each icon.

If the bowl of soup was to represent two, then we'd only need to split it into half and the half is fairly obvious and achievable.

Now this is what Aisha's pictogram looks like if we change the icons value to two.

There would still be 16 represented on day one and 12 on day two and six on day three.

Here's a check for you to do.

So data's been collected about how many sightings of bees there have been during an hour in a garden on different days.

So how many bees were cited on the first day? Pause the video and when you're ready to check your answer, press play.

You should have calculated that there were 21 bees cited in the garden.

Each group of triangles, the hexagon represents six bees.

So you've got 6, 12, 18, and then half, which is 3 bees, 18 plus 3 is 21.

Another check.

Still the same data, still the same pictogram.

How many fewer bees were cited on the second day than the first? Pause the video and when you're ready to check your answer, press play.

There were seven fewer bees on day two than day one.

The calculation on the screen is the total for day one, which is 21 and the total for day two, which is 14.

The difference to figure out how many fewer which was seven.

You're now gonna do some practise to do with constructing and interpreting pictograms. So question one, you need to answer the three questions using the pictogram given.

Pause the video.

When you're ready to move on, press play.

Question two, you need to complete both the pictogram and the frequency table.

So look to find how you can work out the value of the key as a place to start.

Pause the video and when you're ready to move on, press play.

Question three, you need to draw a pictogram for the following data.

So there's data about the number of visits within an hour.

Pause the video and when you're ready for the answers, press play.

Question one, you need to answer the questions using the pictogram.

So this is interpreting.

How many bikes are sold in month one.

Well, there are two icons.

Each icon's worth 20.

So the answer is 40 bikes.

How many bikes are sold in month three? Month three has got one and a half icons, so that would be 30 bikes.

And finally, how many bikes are sold over the three month period? 90 bikes.

You may have done that by just counting up how many icons across the pictogram and then figuring out the worth of that.

Or you could have figured out month two and added the part A and part B with that answer.

Question two, you needed to complete both the pictogram and the frequency table.

And the way to start this is to figure out the value of each icon.

You have the completed row for paper and the completed frequency.

So we know that three icons represent 150, which means that each icon is worth 50.

Now that you know that each icon is worth 50, you can figure out how many icons are needed for metal and figure out the frequency for green.

Question three, you needed to draw a pictogram.

The pictogram on the screen has used a key of two.

It seems sensible to have used a key of two, and that is because the data is both odd and even.

But if you half it, you get to your odd numbers.

You may have chosen four.

A circle here works as quite a simple icon.

It's to do with visits in an hour so perhaps that is a clock face.

The icon that you've chosen for this question doesn't matter too much.

We're now gonna move on to the second part of the lesson, and this part is gonna be using pictograms within a data investigation.

Sofia believes that red cars are the most common colour.

Therefore she's gonna collect some data by standing alongside a road and write down the colours that she sees in an hour.

So as part of her data cycle, she's got an inquiry, she believes that red is the most common colour and now she's gonna go and collect the data.

She's gonna do this by standing at the side of the road and writing down the colours of the cars within an hour period.

We know that there are many shades of colours, so she has made a decision that on collection of her data, the colours that she will class them as are red, green, blue, black, grey, silver, white, yellow, or orange.

So Sofia's being stood at the side of the road.

She's got her clipboard, she's got her pen and paper and she's writing down, she's recording the colours of the cars that she sees.

So it starts and she's seen a red car, she's seen a blue car, silver car.

A little bit longer she's got some more data.

Remember she's standing there for an hour.

The list of colours is getting significantly larger over that hour.

Jacob suggests that Sofia's list is not the most convenient way, method to collect the data for analysing it or presenting it.

So her data cycle starts by thinking about her question, is red the most common colour? Collecting the data, and then the next stage will be representing the data, organising it and representing it.

And Jacob's suggesting that her list of colours is not going to be the most efficient way of dealing with her data going forward.

So he suggests that a tally and frequency chart would be much more efficient.

So a tally chart, red, 10 cars being seen.

Green, two cars.

So remember that when you get to five on a tally, you put the bar across it and then we've got groups of five to make it very easy to count up.

This is very useful as the amount of data becomes larger.

So just to check on that tally, fill in the frequencies by working out what the tally represents.

Pause the video and then come back when you need to check your answers.

The frequency for car would be 20.

There were four groups of five, then 12 for bus, nine for bicycle, and 16 for walk.

Sofia's data, on the left-hand side is her frequency table, so we've got rid of the middle section of tally.

So the tally is good for collecting data and then the frequency is once she's got all of her data.

So within her hour, this is the frequency of the colours.

Then she has represented it as a pictogram.

Her icon is a car and the key on the side tells you that the car represents two.

We've got the pictogram with the key of two cars.

And from just looking at it, we can see that there was more black cited in the hour than red.

If Sofia was to collect more data, so perhaps she still believes that red is the most common and it just happened by chance that there was more black within that hour where she was stood.

If she was to collect more data, so go out and do another hour's worth of data collection, would a scale of two still be suitable for that data set? The scale would have to change.

The more data then the pictogram would become excessively large if it continued to be two.

And if the data, depend on how much more data she collected, the icon might need to change as well.

So let's think about why she might need to change the icon if the data set was to be increased.

Well, if the icon was now to represent 20 cars, how would we show five? It would be difficult to know what one quarter of that icon would be.

So on the screen you can see the full icon, then the half that was used previously to represent one car, and that would work to represent 10 if the icon was worth 20.

But what would a quarter be? One quarter of 20 is 5.

So we need to show one quarter of the icon.

Would we do it by doing the top sort of left of the icon like a window, or by doing a slice? And so because of that, that the one quarter is not that easily understood, the icon probably would need to change.

So what would be another representative icon? Perhaps it could be a wheel.

There's many wheels on a car, so there's the wheels, the tyres and the wheel or the steering wheel.

And this one here is divided up by the spokes.

So that's quite easy to divide.

Perhaps it could be the licence plate, a rectangle that you could split as well.

So when we're thinking about the icons, we need them to be representative to show the context because that's the visual nature of a pictogram, but it also needs to be useful and usable for the data.

Sam believes that their school is using too many single use plastic bottles.

They're going to collect some data regarding the amount of reusable bottles that are being used.

They have decided they'll collect that data at each year group within their school.

So Sam is setting up a data investigation.

They've got a statistical inquiry, they've got a question, they want to know if their school is using too many single use plastic bottles.

So they're gonna collect data regarding how many reusable bottles are being used within their school and they have also decided that they will do that per year group.

They've organised and presented the data that they've found on a pictogram.

We've got the five year groups, year 7 through to year 11, and a key to show us that one reusable bottle represents 10.

The icon they've chose is representative of the data because their data that they collected was about reusable bottles.

Which year group is using the most reusable bottles? It's year seven.

And we can see that quite easily because it's got the most icons in its row.

So therefore the frequency is the most.

The opposite of that then, which year group is using the least amount of reusable bottles? And that's year 10.

They've got the least amount of icons.

So Sam needs to decide by analysing the data where they will put their focus to try and make a change with the hope that it would reduce the amount of single use plastic bottles.

Sam should probably focus on year 10.

Year 10 are the ones that are using the least amount of reusable bottles currently, which suggests that they would probably be using single use plastic bottles instead.

So in the data cycle, Sam had a focus, collected the data, presented the data, analysed the data, and then has come out with some outcomes and actions following it.

And for this case it would be to focus on year 10 and try and change their habits in order to reduce the single plastics usage.

It's time now for you to do some practise.

Question one, part A needs you to complete the pictogram using the key and the icons suggested for the list of data.

Pause the video when you finish that and come back for part B.

B and part C are all to do with your pictogram that you previously have drawn for question one part A.

So use your pictogram to answer these following two questions.

Pause the video and come back for the second task.

Here is a pictogram from a charity about the sales of clothes in three of their shops over a two week period.

The charity can see that shop two is not in line with the other shops and you can see that hopefully as well.

So what might the charity want to investigate next? So this is the part of the data cycle where you've represented the data, you've analysed the data, and now you might pose yourself some further questions, which means you'll go through the cycle again.

Pause the video and then come back for the answers.

Question one A, you need to complete the pictogram.

There was a list of data.

It may have been that you decided to draw a tally chart first to organise that data more usefully or perhaps you just ordered the data so you had groups of the same values together.

Take your time to check that you've got the correct amount of icons in each row, evenly spaced, even sizes.

Part B, what does the pictogram show? Well, most of the class attend at least one extracurricular activity.

Over half of the students attend three or more extracurricular activities.

You may have got some other observations from the data as well.

They are just two examples.

What other information may support Aisha's claim that students do not have enough time to complete homework? So things that you may have considered is clubs, groups, choirs that students attend outside of school.

Aisha's data originally was just about extracurricular clubs at school that students may also attend, have other commitments outside of the school hours.

And also time to travel home from school.

Once school's finished, you've got to get home before you start doing that homework.

So maybe Aisha wants to find out about people's travel time and whether that will impact how much time they have to do homework.

Question two.

So what's the next step for this charity? So they know that shop two is not quite producing the same amount of sales as the other two shops.

And so things that they might want to investigate.

You may have considered the pricing of shop two or maybe it's opening times or it's competitors.

So there may be reasons that shop two are not completing as many sales as shop one and shop three and that would be the next step for the charity to investigate why they are not meeting the other shop one and shop three's sales.

Well done today.

In this lesson you've hopefully learned that pictograms require a key.

Without that key, there's only so much information we can take out of a pictogram.

The icon that's selected because it's very visual and it's one of its benefits as a chart, the icon needs to represent the context of the data, but be simple enough that it can be divided up without any kind of interpretation.