Question bank: Data Representation

A 6th-grade class conducted a survey on each student's pets. The data was collected and organized into a table, where each row represents a student and the columns contain the student's name and the type of pet they have. Considering the data table, students should create a bar graph and a pie chart to represent the distribution of pets in the class. Additionally, students should discuss the difference between the two graphical representations, considering the best way to visualize and understand the presented data. In your text, include a reflection on the importance of choosing the appropriate graphical representation for effective communication of research results.

In a school, a survey was conducted with the 6th grade students to find out their favorite type of music. The options were Pop, Rock, Hip Hop, Electronic, and Country. The school principal asked you to create a bar graph to represent the collected information. The frequency of each type of music was: Pop (30), Rock (50), Hip Hop (25), Electronic (40), and Country (35). When creating the graph, what will be the height of the bars representing each type of music?

A school wishes to conduct a survey on the reading habits of its 6th-grade students, comparing them with the frequency of digital technology use. To do so, it has prepared a questionnaire with questions that allow collecting data on the number of books read per month, the daily time dedicated to reading and the use of electronic devices, such as cell phones and tablets. Additionally, the survey includes questions about the genres of the most read books. After collecting the data, the school intends to present the results in a way that highlights the relationships between the time dedicated to reading, the number of books read, and the use of digital technologies, in order to encourage more frequent reading practices among students. Considering the multiple aspects involved in the analysis and representation of the data, how can the interpretation of the results influence the identification of pedagogical strategies that promote the habit of reading while respecting the individual preferences of the students?

During the Mathematics Day week at school, students participated in various activities and answered a questionnaire about their interests. The results showed that 45 students like to solve problems, 32 students like to build graphs, 20 students like to learn about geometric figures, and 28 students like to deal with number operations.

During a practical History class, 6th-grade students were challenged to investigate how many students were born in each decade starting from 2010, in order to understand the age distribution in the class. After collecting the data, the teacher suggested representing this information in a bar graph, pointing out that this visualization could help in comparing the number of births in different decades. Additionally, the teacher proposed a reflection on how historical events can influence the birth rate in certain decades. Considering the interdisciplinary context presented and the need to present the data clearly and efficiently, how could the students organize the collected data and express it graphically?