# Visualize numerical data | Students Compute like Computers to Solve Real Problems (Lesson 2 of 7) | K-2

### Student Objective

Students Will Be Able To:

1. represent numerical data as a bar graph using a digital tool

### Instructions

**Materials Needed:**

- Students will each require a computer
- Interactive Google Slides Activity (google slides 3 and 4)
- Teacher review of how to make interactive activities in google slides
- Students will need a separate mini-lesson on how to manipulate objects in google slides.
- You can increase the rigor in this lesson by using larger numbers with more place values or add more categories of marble colors.

**Step 2: Define key terms.**

- Numerical – made up of numbers only
- Situation – an event
- Data – information that is usually made up of numbers only (numerical)
- Bar Graph – a picture that represents our numerical data
- Visualize – turn numerical information into a bar graph!

**Step 2: Own It – “What step did we take before we knew how many red marbles students wanted?**

- Show students the exemplar google slide (google slide #2)
- Think-Pair-Share: What steps did we take before we knew how many red marbles students wanted?
- Scaffold:
- push students to focus on the “ORGANIZE” Section

- Exemplar answer:
- I moved the red marbles together in a line
- Then I counted the red marbles

- Response:
- After we count, we saw the red marble line was LONGER than the others.
- Keep that in mind!

- Scaffold:

**Step 3: Introduce the Essential Question that students will work to answer over the course of the week’s lessons split into 5 parts.**

- Say: “This week, scholars, we have asked the question, ‘What steps do computers take to analyze numerical information and find problems that we can solve?’”
- Say: “Today, we will learn the second step computers take: visualize numerical information about a situation by turning the information into a bar graph.”

**Step 4: Visualize data using educational technology website for simple bar graphs**

- Say: “Now that we have organized our data, we have to turn it into a bar graph. That helps computers understand the data better!”
- Model for students how to grab colored rectangles in google slide #3 and change their size
- Have students independently:
- drag and manipulate the rectangles to match the data from the organizing activity (look at exemplar on google slide #2)

**Step 5: Provide students with sample organized data and allow them independently practice time visualizing their data.**

- [Students should be stopping at the point before they visually represent their organized data]
- Make more copies of google slide #3 and change it to different colors and quantities of color for more practice for students

**Step 6: Stamp and summarize what students did today in class**

- Say: “Today we introduced the question, ‘What steps do computers take to analyze numerical information and find problems that we can solve?’
- We took the second step that computers take by
- 3) making a bar graph out of our data.

- We took the second step that computers take by
- Say: “Tomorrow, we will take the next step! Interpreting our data by reading our bar graph!”