Graphs, Charts & Tables

That Build Real-Life Math Skills

by Denise Kiernan

New York • Toronto • London • Auckland • Sydney

Mexico City • New Delhi • Hong Kong • Bueno Aires

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
Scholastic Inc. grants teachers permission to photocopy the designated reproducible pages from this
book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored
in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without written permission of the publisher. For information regarding permission,
write to Scholastic Inc., 555 Broadway, New York, NY 10012.

Some of the activities in this book were inspired by Scholastic Math and DynaMath. If you would like to
order class subscriptions to these magazines, please call 1-800-724-6527.

Cover design by Jim Sarfati

Cover illustrations by Dave Clegg
Interior design by Melinda Belter
Interior illustrations by Teresa Anderko

ISBN 0-439-11107-2

Copyright © 2001 by Denise Kiernan. All rights reserved.

Printed in the U.S.A.

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Table of Contents
Introduction 5 Shopping for Math 32
Math Naps 6 food labels
bar graphs Math-in-a-Box 34
Graphs Good Enough to Eat 8 box scores
double bar graphs Mutt Math 36
Pie Time 10 chart reading
circle graphs Tune In to Schedules 38
Stacking Up Stats 12 schedules and time
stacked bar graphs Circle Survey 40
Math Movie Madness (Part 1) 14 circle graphs
line graphs Super Pix 42
Math Movie Madness (Part 2) 16 pictographs
line graphs Today’s Forecast: Maps! 44
Math Movie Madness (Part 3) 18 map reading and interpretation
charts, double bar graphs Taking Stock of Stocks 46
Sport Graphs Do Double Time 20 table reading
double line graphs Dinner Diagrams 48
Smoking Stats 22 Venn diagrams
triple line graphs Menu Math 50
Math Mileage 24 menu reading and interpretation
mileage tables Have Stats, Will Travel (Parts 1–4) 52
Dinosaurs on the Map 26 charts, schedules, and money conversions
grid mapping Statistics Scavenger Hunt 57
Coordinate Math Mapping 28 open-ended statistics brainstorming
coordinate mapping and identification

Picto-Players 30 Appendix 1: Quick Reference 58

pictographs Appendix 2: Teacher Resources 59
Blank Graph Reproducibles 61

Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Introduction
Name ___
______
______
______

Statistics are everywhere, from box scores and stock reports in the
______
______
______
______
______
Date ___
Road trip
! Where
______
______
______ Math Mile
table sho
ws
are you
cities, find the distance going and ho
_
age
newspaper, to food labels in the supermarket, and locations on maps. city acr
answer.
the nam
oss the
So pac
e
top of
k your
of
between
the firs
t
som
the tab city down the
le. Find
w far aw
e major
ay is it?
U.S. citi
left-hand
Mileage
es. To find tables hold the
the dis ans
bags— ou
and you t where the side of tance be wer. Our
r math— column the tab tween
and row le and locate
And everywhere you find them, there’s a practical way to teach your students and let’ two
s hit the United
road!
meet, and the sec
there’s ond
your States
Mileag
e Table

que NM
with examples from the real world.

GA
Albuquer

IL

eles CA
CO
Atlanta

Chicago

Dallas TX

lis MN
MI
Albuquer

Denver

City UT
que NM

NY
Detroit

cisco CA
Los Ang

Miami FL
Atlanta 0

MO
Minneapo
GA 1407

New York
1335

ton, DC
Chicago 1407 646

St. Louis
IL 439

Salt Lake
0

Seattle WA
716 1585

San Fran
Dallas TX 1335 792 804
716 1416 1963

Washing
Denver 646 0 928 732 1222
792 1011 2211 2020
CO 661 1038
928 286 1132 604
Detroit 439 0 2034 870 1101
MI 1416 780 1377 555 1433
1011 1211 409 1882 1885
Los Ang 1585 780 1447 821 2508
eles CA 732 0 1317 297 2673
286 1274 934 1403 632
Miami FL 804 1211 1023 1565 2148
2211 1274 2077 631 2072
2034

The activities in this book, written with the NCTM (National Council of
Minneapo 1963 1447 0 2297 920 1240 715
661 1023 1389 1809 1747
lis MN 1377 2297 861 2078
New York 1222 1317 696 512 1326
1132 2077 0 2752 640 1257
NY 409 1389 1943 547 1303
St. Louis 2020 934 2752 2824 1666 1700
MO 870 920 1842 2411
821 696 0 1793 2359
Salt Lake 1038 1565 1943 1281 688 534
City UT 555 1809 1793 1216 380
297 640 2543 1151
San Fran 604 631 2824 0 1231 3131 2689

Teachers of Mathematics) Principles and Standards 2000 in mind, cover a

cisco CA 1882 861 1281 619 1052
1403 547 1231 1312 1043
Seattle WA 1101 1240 1842 2057
2508 512 1216 0 982 1117
2148 1666 619 2201 1125
Washing 1433 1747 688 982 2946
ton, DC 2673 1257 2543 2894
2072 2411 1312 0 1327
1885 2078 380 2201 2072 237
632 1303 3131 1327 2118
715 2359 2057
QUEST 1326 1151 2946 0 745 845
IONS 1700 1052 2072 828

wide variety of visual representations of statistical information in easy-to-

534 1117 745 2095
2689 2894 0
1043 2118 820
1. What 237
1125 828 2840
is the dis 845 820
0
tance bet 2095
2840 2788
2. What ween De 2788
is the dis nver, Co 0
tance bet lorado
ween Alb , and Mi

use reproducible format. Extension activities give each lesson even more
3. What nneap
is the dis uquerqu olis, Mi
tance bet e, New nnesota?
4. What ween Wa Mexico, ______
shington and Atlanta, ___ ______
is the lar _____
gest dis , DC, and Georgia?
5. What tance bet San Fra ___ ______
is the sho ween two ncisco, ______
Californi ____

use. Many extension activities can be done over and over, and often take rtest dis cities? a? ______
tance bet ______
6. How ______ ______
much gre ween two ______ ______
ater is cities? ______ __
distance the dis ______ ______
between tance bet ______ ______
______ ______
St. Lou ween Ne ___ _____
7. a. Wh is, Missouri w York, ___ ______

the lessons beyond the classroom.

ich is , and Sal New Yor ______
greater, t Lake Cit k, and ______
between the dis Los An ____
tance y, Utah?_ geles, Ca
Seattle bet ween Mi ___ ______ lifo rnia, tha
, Washi ______
b. How ngton, ami, Flo ______ n the
much gre and De rida, and ______
ater is troit, Mi Chicago, ______
Scholastic
the dis chigan _
Profession
al Book tance? ? ______ Illinois,
s • 2001 ______ ______ or the
______ ______ distance
______ ______
______ ______
______ ______
______ ___ _
______
______
Great Grap ______
hs, Chart
s & Table ___
s That Build
Real-Life

Each activity features a page for the teacher that explains the activity in
Math Skills 25

detail and gives teaching suggestions. The accompanying reproducible page

Name ___________________________________________________ Date ______________________

for the student can be used for test review, given as homework, or assigned Dinosaurs on the Map
This map is out of Dino-sight! Use the map index at the bottom of the page and the coordinates

as extra credit. here to locate the remains of some big bones discovered in the United States. To find a fossil dis-
covery location using these letter and number coordinates, first find the row that the letter repre-
sents. Then find the column that the number represents. When you find the square where that
row and column intersect, write down the name of the fossil found there.

Dig It?
1 2 3 4 5 6 7 8 9 10 11

The extension activities also provide learning beyond the classroom. Many A Washington Montana
North Dakota

South Dakota
Minnesota

Vermont
New Hampshire

Wisconsin Maine

of the exercises in this book are taken from everyday life, giving the students B Oregon Idaho Wyoming New York
Iowa Massachusetts
Michigan
Nebraska Pennsylvania Rhode Island
Colorado Illinois Ohio Connecticut
C Nevada Kansas Indiana
West
New Jersey
Virginia Delaware

many opportunities to apply what they’ve learned and find related lessons
Utah Missouri
Kentucky Maryland
Virginia
Tennessee North Carolina
D California
Oklahoma Arkansas
New Mexico South
Arizona Alabama Carolina

even when they’re not at school. The extension activities can be used as
Georgia
Mississippi
E Texas
Louisiana

Florida
F

longer-term individual or group projects. However you choose to use the

activities, students are provided with example after example of the important MAP INDEX
Apatosaurus . . . . . . . . . . . . . . . . C-3
Astrodon . . . . . . . . . . . . . . . . . . . C-9

part that math plays in the world around them. Brachiosaurus .

Hadrosaurus . .
Lophorhothon .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
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.
C-4
C-10
E-8
Stegosaurus . . . . . . . . . . . . . . . . . D-6
Tenontosaurus. . . . . . . . . . . . . . . E-5
Triceratops. . . . . . . . . . . . . . . . . . B-5
Tyrannosaurus . . . . . . . . . . . . . . . A-4

We hope these activities motivate and inspire your students to become more Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills
27

aware of the world of math in which they live, and give you additional options
as you guide them throughout the school year.
Name ___
______
______
______
______
______
______
______
______
Date ___
Can you
picture
______
______ Picto-Pla
______
______
_
Name ___________________________________________________ Date ______________________
weeke
sports
nd? Can what kind of
of kids
you pic
to-graph
sports
you mig
______
_
yers
e ___ ______ the qu just like it? No ht want
___ Dat estions. you. Ho w to
______ w many you can, with play after sch
___ ool tod
______
Circle Survey kids like our pic
tograp ay or ove
(Part 3)
______ to play h that
______ what? shows r this
______ Add it
______
avel ic, up using the fav

s, Will Tr
______ n’t pan our key orite
Name ___ liras? Do of Kids have a lot on their minds these days. But what are they thinking about? Here is a circle or
Top Five and ans

Have Stat
2 Turkish nt parts “pie” graph that represents the thoughts and concerns of kids just like you. Look at the graph wer
ra 564,60 you in differe Favorite
e an ext get
you hav llar will and then answer the questions.
Sports
ap. Do far a do question
s.
fun, but it’s
not che
t mo re abo
ut how
and ans wer the
= 10 kids
to Play
may be ou chart
To find hange Top Issues Facing the United States
Travel dollar.
ly one
that’s on check our cur
rency exc
y Lands
h in Man
Baseball = 5 kids
rld,
the wo
and Mat
Money Basketba
ll

t
n You Ge . . .
29% Football

What Ca r In? Environment

e Dolla 9
36% Gymnast
for On 2000 May
May 199 ics

50.90 States Crime

QUEST
IONS United Soccer
56.09 8.34 es the __
AFRICA ies besid dollar?__
illing) 9.02 4.67 countr led the Other
Kenya (sh 1. What rency cal ______
(dirham
) 5.21 it of cur ______
Morocco use a un ______ ____
d) ______ ______
South Afr
ica (ran
1.5 1 ___ ___ ___ ______
______
______
___ ___
rency
11%
AM ERICAS 1.64 1.42 ___ ______ of cur
THE ___ a unit
l) 1.44 8.75 ies use ___ Education
Brazil (rea
countr ______ QUEST
(dollar) 8.85 ______ IONS
Canada 2. Which nc? ___
______
______
___
(peso) the fra ______ 1. Gymn
Mexico 1.47 called ______ astics is
______ for the fav
CIFIC 1.67 7.52 ______ you get orite spo
ASIA-PA ______ s could QUESTIONS 2. Which rt of ho
7.56 lira ___ sport is w many
(dollar) 39.59 Italian ______
Australia w many ___ ______ the fav
orite of kids? ___
g (dollar) 40.42 116.30 3. a. Ho
in 199
9? 1. What percentage of kids thought crime was the top issue? _______________________________________ 3. Which the mo ______
______
Hong Kon e dollar ld you get sport is st kids? ______
pee) 104 .78 on lira s cou the fav ______ ______
India (ru re Italian _____ 2. What percentage of kids thought either education or the environment was the top issue? ___________ 4. How orite of
the few ______
______
______
______
(ye n) many mo ______ many kid est kid ______ ______
Japan 12.62 b. How ______ s say bas s? ______ ______
67 llar in 2000? 3. What percentage of kids did not think that the environment was the top issue? ____________________ ketball ______ ______
EUROPE
14. 36.98
for one
do Kenya? 5. If you is their ______ ______
cy in add the favorite ______ ______
(schilling) 43.01 .60 curren _ number spo ______ __
Austria unit of ______ 4. What percentage of kids did not think that crime or education was the top issue? __________________ ball is kids wh rt to play? ______
(franc) .63 6.81 at is the ______ their fav o say foo ______ ______
Belgium 4. a. Wh ______ orite spo tball is ______ ______
______ rt, what their fav ______ __
und) 7.95 6.01 ______ ld you
get 6. How ______
Britain (po ______ cy cou 5. What percent do you think all the pieces of the pie should add up to? _____________________________ many pic number orite spo
rt to the ______
(krone) 6.99 1.79 curren ____ tures wo do you ______
Denmark ch of that ___ ______ uld rep
resent
get? ___
___
number
of
_
9 mu ___ kid
France
(franc) 2.0 218.60 b. How 2000? ___
6. Based on your answer to question 5, what percent age of kids surveyed fell into the “Other” category? the ans
wer you
______
______ s who say
(mark) 262.50 llar in could ______ base-
Germany
.69 for a do which Write that number on that section of your graph. __________________________________________ got in qu ______
(fornint) .80 in 2000, nish
estion
5? ______
______
____
Hungary 1,775.10 e dollar or Spa
had on se yen 7. If 100 kids were surveyed, how many kids thought that crime was the top issue facing the
______
______
2,063.30
Scholastic
Ireland
(punt) 175.30 5. If you Japane ______
____ Profession ______
203.70 more of, ______
al Book
s • 2001 ___
Italy (lira
) 145.50 you get ___ ______ United States? ____________________________________________________________________________
(escudo) ___ ld you
Por tugal
169.20
pes etas? ___ rup ees cou
seta) Indian 8. What concerns do you think fell into the “Other” category? ______________________________________
Spain (pe 3.15 w many ______
9, ho ___ ______
6. In 199 ___ Great Grap
EAST 3.18 3.83 llars? ___ __________________________________________________________________________________________ hs, Chart
MIDDLE h two do
s & Table
55 s That Build
und) 3.76
32,972.00 get wit Real-Life
Egypt (po l) 0 Math Skills
Math Skills 31
Israel (sh
eke 564,602.0 s That Build
Real-Life
41
s & Table
(lira) hs, Chart Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills
Tur key Great Grap

s • 2001
al Book
Profession
Scholastic

5
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
Teacher’s Page

Math Naps
Learning Objective ▲▲▲▲▲▲▲
Students learn to use bar graphs
What You’ll Need

• Math Naps reproducible,

DIRECTIONS
page 7
1. Distribute the Math Naps reproducible to students and explain Name ___________________________________________________ Date ______________________

Math Naps
that they will be reading a bar graph and comparing the Hey—wake up! It’s time for some math. Check out the sleepy habits of some critters on our bar
graph. Complete the graph with the information in the box and answer the questions. And
remember—no snoozing!

amounts of time different animals spend sleeping. Number of Hours Slept in One Day
20

18

2. Review bar graphs with students. Explain that these graphs often 16

14

12

are used to show and compare total numbers of things; in this

10

Chimpanzee
4

case, the total numbers of hours slept.

Python
2

Cat
Bat
0

Animal Hours Slept

Duck 11

3. Instruct students to look at the information already graphed for 10- to 12-year-old human
Seal
Giraffe
10
6
2

QUESTIONS

them. They should notice bars are often placed on the graph in 1. About how many hours a day do the following animals sleep?
a. Python __________________ b. Cat __________________ c. Chimpanzee __________________

2. About how many more hours a day does a bat sleep than a 10- to 12-year-old human? ____________

ascending or descending order. They should keep this in mind 3. Which animals spend more time asleep each day than awake? ________________________________

4. Which animal spends about the same amount of time during the day asleep as it does awake?
______________________________

as they complete the graph. 5. Which animal sleeps about seven times as long as the giraffe? __________________________________

7
Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills

4. Explain to students that after reading the information in the

stats box, they should decide where to place each bar and • pencil
choose a different color to represent each animal they graph.
• different colored pens or
pencils
ANSWERS

Completed graph should look like this:

▼▼▼▼▼▼▼
20

18
EXTENSION ACTIVITY
16

14
An adult human sleeps an average of 8
12

10 hours a day, while a human baby sleeps

10- to 12-year-old human

8
16 hours per day. Ask students to create
6
a bar graph showing this, along with the
Chimpanzee

4
Python

Giraffe

number of hours per day that they sleep.

Duck

Seal

2
Cat
Bat

0
Ask students if they sleep more or less

1a. 18 1b. 12 1c. 14 2. 10 3. Bat, Python, Chimpanzee than the average 10- to 12-year-old.
4. Cat 5. Chimpanzee

6
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Math Naps
Hey—wake up! It’s time for some math. Check out the sleepy habits of some critters on our bar
graph. Complete the graph with the information in the box and answer the questions. And
remember—no snoozing!

Number of Hours Slept in One Day

20

18

16

14

12

10

6
Chimpanzee

4
Python

2
Cat
Bat

Animal Hours Slept

Duck 11
10- to 12-year-old human 10
Seal 6
Giraffe 2

QUESTIONS

1. About how many hours a day do the following animals sleep?

a. Python __________________ b. Cat __________________ c. Chimpanzee __________________

2. About how many more hours a day does a bat sleep than a 10- to 12-year-old human? ____________

3. Which animals spend more time asleep each day than awake? ________________________________

4. Which animal spends about the same amount of time during the day asleep as it does awake?
______________________________

5. Which animal sleeps about seven times as long as the giraffe? __________________________________

7
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
Teacher’s Page

Graphs Good Enough to Eat

Learning Objective ▲▲▲▲▲▲▲
Students learn to use double bar graphs
What You’ll Need

• Graphs Good Enough to Eat

DIRECTIONS reproducible, page 9
1. Distribute the Graphs Good Enough to Eat reproducible to stu- Name ___________________________________________________ Date ______________________

Graphs Good Enough to Eat

dents and explain that in this activity they will be creating dou- Get ready to chow down! What’s on the menu? A double helping of math—double bar graphs,
that is. Check out what some kids just like you love to eat and put the results on our double bar
graph. We did the first one for you.

ble bar graphs to chart information based on survey results Fave Lunch Foods
300

about the favorite foods of kids their age. 285

270
255
240
225
210
195
180

2. Review double bar graphs with students. Explain that these

165
150
135
120
105
90
75

graphs are often used to show and compare total numbers of 60

45
30
15
0
Pizza Spaghetti Tacos Hamburgers Chicken

things but that each group is divided into two; in this case, boys S U RV E Y R E S U LT S
Fave Food Number of Boys Number of Girls
Pizza 285 280
Spaghetti 32 74

and girls. Tacos

Hamburgers
Chicken
73
117
49
87
105
27

QUESTIONS

3. Encourage students to read the results of each category in the

1. All together, how many kids chose hamburgers as their favorite food? _________________________

2. The results were closest for which food? _____________________________________________________

3. The results were furthest apart for which food? ______________________________________________

information box and to look at the example that is already

4. Which food is liked by about half as many girls as boys? ______________________________________

5. How many more girls than boys like tacos? _________________________________________________

9
Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills

graphed.
4. For each remaining category, students should use a different • pencil
color for boys and girls to complete the graph.
• two different colored pens
or pencils
ANSWERS

Completed graph should look like this: ▼▼▼▼▼▼▼

Fave Lunch Foods
300
285
EXTENSION ACTIVITY
270
255
240
225
210 Take a survey
195
180
in the classroom or in the
165 school cafeteria about favorite
150
135 foods and create a double bar graph
120
105 based on the results. The same kind of
90
75
survey and resulting graph can be made
60 based on favorite sports, historical figures,
45
30 colors, television shows—you name it. And
15
0
the double bar graph does not have to
Pizza Spaghetti Tacos Hamburgers Chicken be divided according to gender: It
can, for example, compare two
classrooms or two differ-
1. 222 2. Pizza 3. Spaghetti 4. Chicken 5. 14
ent grades.

8
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Graphs Good Enough to Eat

Get ready to chow down! What’s on the menu? A double helping of math—double bar graphs,
that is. Check out what some kids just like you love to eat and put the results on our double bar
graph. We did the first one for you.

Fave Lunch Foods

300
285
270
255
240
225
210
195
180
165
150
135
120
105
90
75
60
45
30
15
0
Pizza Spaghetti Tacos Hamburgers Chicken

S U RV E Y R E S U LT S
Fave Food Number of Boys Number of Girls
Pizza 285 280
Spaghetti 32 74
Tacos 73 87
Hamburgers 117 105
Chicken 49 27

QUESTIONS

1. All together, how many kids chose hamburgers as their favorite food? ____________________________

2. The results were closest for which food? _______________________________________________________

3. The results were furthest apart for which food? _________________________________________________

4. Which food is liked by about half as many girls as boys? ________________________________________

5. How many more girls than boys like tacos? ___________________________________________________

9
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Pie Time
Learning Objective ▲▲▲▲▲▲▲
Students learn to use circle or “pie” graphs
What You’ll Need

• Pie Time reproducible,

DIRECTIONS page 11
1. Distribute the Pie Time reproducible to students. Explain that Name ___________________________________________________ Date ______________________

Pie Time
they will be reading and creating circle graphs to illustrate how Whole-y circle graphs! Video games are big time—but how much time do some kids your age
spend playing them every day? Look at this circle graph to find out. How big would be your
piece of this mathematical pie? Start by answering questions and then bake—er . . . make—a pie

they, other kids their age, and their classmates spend time.
of your own using the information at the bottom of the page.

How Much Time Kids Spend Playing Video Games Each Day
(Numbers Out of 100 Kids)

QUESTIONS

2. Review circle graphs with students and explain that they are
1. How many kids spend at least one
1 hour hour playing video games?
29 kids __________________________________

2. How many kids spend no more than

used to show parts of a whole. Like a pie cut into pieces, stu- Less than
1 hour
44 kids
2 hours
15 kids
two hours playing video games?
__________________________________

3. How many kids spend three or more

hours playing video games?

dents can look at the size of each piece to understand statistical 3 hours
__________________________________

4. Which is greater: the number of kids

who spend two or more hours per day
6 kids playing video games, or the number of

information. The pie represents all kids surveyed, each piece 6 or more hours
2 kids
4 to 5 hours
4 kids
kids who play for less than one hour?
___________________________________
___________________________________

represents the number of kids.

5. Now create and label your own circle graph
using the following information:

T I M E K I D S S P E N D P L AY I N G
S P O R T S E A C H D AY

3. Instruct students to look at the pie and talk about the results Number of Hours
Less than 2
2
Percentage of Kids
24
31
3 20

before answering the questions.

More than 3 25

11
Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills

4. Students will then create a pie graph using the information in

the box at the bottom of the page. If possible, students should • pencil
use a different color to represent each piece of their pie graph.
• different colored pens or
pencils

ANSWERS
▼▼▼▼▼▼▼
1. 56 2. 88 3. 12
4. The number of kids who play for less than one hour
EXTENSION ACTIVITY
5. Completed graph should look like this:
Students can create a circle
More Less graph where the whole represents one
than than day and each piece represents the amount of
3 hours 2 hours
25% 24% time they spend doing various activities, including
sleeping, eating with their families, and so forth.
3 hours It is an excellent way, while driving home impor-
20% 2 hours
31% tant math concepts, to get students to think about
how they spend their time. Two different graphs
can be done, one representing a typical school
day and one representing a typical
summer vacation day.
10
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Pie Time
Whole-y circle graphs! Video games are big time—but how much time do some kids your age
spend playing them every day? Look at this circle graph to find out. How big would be your
piece of this mathematical pie? Start by answering questions and then bake—er . . . make—a pie
of your own using the information at the bottom of the page.

How Much Time Kids Spend Playing Video Games Each Day
(Numbers Out of 100 Kids)

QUESTIONS

1. How many kids spend at least one

1 hour hour playing video games?
29 kids __________________________________

2. How many kids spend no more than

two hours playing video games?
Less than
__________________________________
1 hour 2 hours
44 kids 15 kids 3. How many kids spend three or more
hours playing video games?
__________________________________

4. Which is greater: the number of kids

3 hours
who spend two or more hours per day
6 kids playing video games, or the number of
6 or more hours
4 to 5 hours kids who play for less than one hour?
2 kids 4 kids ___________________________________
___________________________________

5. Now create and label your own circle graph

using the following information:

T I M E K I D S S P E N D P L AY I N G
S P O R T S E A C H D AY

Number of Hours Percentage of Kids

Less than 2 24
2 31
3 20
More than 3 25

11
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Stacking Up Stats
Learning Objective ▲▲▲▲▲▲▲
Students learn to use stacked bar graphs
What You’ll Need

• Stacking Up Stats repro-

DIRECTIONS ducible, page 13
1. Distribute the Stacking Up Stats reproducible to students. Name ___________________________________________________ Date ______________________

Stacking Up Stats
Explain that they will be using stacked bar graphs to compare Many professional athletes have very high incomes, but not all of it comes from playing sports.
Look at these stacked bar graphs and see how much some athletes made in 1996 when they
were not playing their sports.

the amount of money athletes make from their salary to the $60
Earnings of Selected Athletes

amount they make from endorsements such as television com-

55

50 Salary

45 Endorsement

MILLIONS OF DOLLARS
40

mercials. 35

30

25

20

2. Review stacked bar graphs with students and explain that they 15

10

are used to divide one piece of information into two or more 0

parts. In this case, a stacked bar graph divides the total amount QUESTIONS
ATHLETES

1. About how much money did Monica Seles make? _____________________________________________

of money an athlete makes into salary and endorsements. 2. Which athlete made the least money in salary alone? __________________________________________

3. Which athlete made the most money in salary alone? __________________________________________

4. a. Who made more in endorsements, Grant Hill or Andre Agassi? _________________________________

3. Instruct students to look at the graph and talk about what they
b. Who made more in salary? ________________________________________________________________

5. Which athlete’s total earnings were about the same as Michael Jordan’s salary? ____________________

13
Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills

see before answering the questions.

• pencil

ANSWERS • two different colored pens

or pencils
1. $7 million 4a. Andre Agassi
2. Tiger Woods 4b. Grant Hill ▼▼▼▼▼▼▼
3. Michael Jordan 5. Cal Ripken

EXTENSION ACTIVITY

Students can make stacked bar graphs to describe a variety of things

$
that have two components. For example: Those who have savings can

divide the total into money they have earned and money that has been

given to them such as an allowance or a gift.

12
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Stacking Up Stats
Many professional athletes have very high incomes, but not all of it comes from playing sports.
Look at these stacked bar graphs and see how much some athletes made in 1996 when they
were not playing their sports.

Earnings of Selected Athletes

$60

55

50 Salary

45 Endorsement
MILLIONS OF DOLLARS

40

35

30

25

20

15

10

ATHLETES

QUESTIONS

1. About how much money did Monica Seles make? _____________________________________________

2. Which athlete made the least money in salary alone? __________________________________________

3. Which athlete made the most money in salary alone? __________________________________________

4. a. Who made more in endorsements, Grant Hill or Andre Agassi? _________________________________

b. Who made more in salary? ________________________________________________________________

5. Which athlete’s total earnings were about the same as Michael Jordan’s salary? ____________________

13
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Math Movie Madness (Part 1)

Learning Objective ▲▲▲▲▲▲▲
Students learn to use line graphs
What You’ll Need

• Math Movie Madness

DIRECTIONS
(Part 1) reproducible,
1. Distribute the Math Movie Madness (Part 1) reproducible to stu- page 15
dents. Explain that they will be using line graphs to look at how Name ___________________________________________________ Date ______________________

Math Movie Madness (Part 1)

attendance at movie theaters has changed over the years. What’s playing? Line graphs! Think movies are popular now? Take a look at how they lined up
in the 1940s. But the graph isn’t finished. Where does attendance go from here? Complete the
graph with the information in the box below to see how movie attendance changed between
1966 and 1996. I’ll get the popcorn!

2. Review line graphs with students and explain that line graphs Movie Attendance in the United States
(numbers have been approximated for graphing purposes)

are used to show changes over time for a particular statistic. In 4.5

4.0

3.5

MOVIEGOERS (in billions)

this case, the line graph will show changes over time for movie
3.0

2.5

2.0

1.5

attendance in the United States.

AT T E N D A N C E
1.0 I N M O V I E T H E AT E R S

0.5 Year Number

of People
0 1971 0. 8 billion
1941 1946 1951 1956 1961 1966 1971 1976 1981 1986 1991 1996 1976 1. 0 billion
1981 1. 2 billion

3. Instruct students to look at the graph and comment on what

YEAR
1986 1. 1 billion
1991 1. 3 billion
1996 1. 5 billion

they see. They should then complete the line graph using the QUESTIONS

1. About how many people went to the movies in 1956? __________________________________________

information in the Attendance box and answer the questions. 2. In which year was attendance the least? ______________________________________________________

3. About how many fewer people saw movies in 1976 than in 1956? ________________________________

4. a. The greatest drop in attendance occurred between which two years on the graph? _______________

b. About how much did attendance drop during that time? ____________________________________

15
Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills

ANSWERS
• pencil
Completed graph should look like this:

4.5 ▼▼▼▼▼▼▼
4.0

3.5 EXTENSION
MOVIEGOERS (in billions)

3.0 ACTIVITY
2.5

2.0 Students can gather information

1.5
from a local theater or theaters
1.0
about how their attendance has
0.5
changed over the years. As a dis-
0
1941 1946 1951 1956 1961 1966 1971 1976 1981 1986 1991 1996 cussion topic or essay subject,
YEAR have students write about how

1. 2 billion 2. 1971 3. about 1 billion

they think video rentals and cable

4a. 1946 and 1951 4b. 1.3 billion movie channels have affected
attendance at movie theaters.

14
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Math Movie Madness (Part 1)

What’s playing? Line graphs! Think movies are popular now? Take a look at how they lined up
in the 1940s. But the graph isn’t finished. Where does attendance go from here? Complete the
graph with the information in the box below to see how movie attendance changed between
1966 and 1996. I’ll get the popcorn!

Movie Attendance in the United States

(numbers have been approximated for graphing purposes)

4.5

4.0

3.5
MOVIEGOERS (in billions)

3.0

2.5

2.0

1.5
AT T E N D A N C E
1.0 I N M O V I E T H E AT E R S

0.5 Year Number

of People
0 1971 0. 8 billion
1941 1946 1951 1956 1961 1966 1971 1976 1981 1986 1991 1996 1976 1. 0 billion
YEAR 1981 1. 2 billion
1986 1. 1 billion
1991 1. 3 billion
1996 1. 5 billion

QUESTIONS

1. About how many people went to the movies in 1956? __________________________________________

2. In which year was attendance the least? ______________________________________________________

3. About how many fewer people saw movies in 1976 than in 1956? ________________________________

4. a. The greatest drop in attendance occurred between which two years on the graph? _______________

b. About how much did attendance drop during that time? ____________________________________

15
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Math Movie Madness (Part 2)

Learning Objective ▲▲▲▲▲▲▲
Students learn to use line graphs
What You’ll Need

• Math Movie Madness

DIRECTIONS:
(Part 2) reproducible,
1. Distribute the Math Movie Madness (Part 2) reproducible to stu- page 17
dents. Explain that they will again use a line graph to look at the Name ___________________________________________________ Date ______________________

Math Movie Madness (Part 2)

world of movies, this time to show how the cost of attending a If you liked Math Movie Madness (Part 1) you’ll love our sequel! Once again, line graphs are
the star. This time we’ve got the ticket—ticket price, that is. And you should see how the prices
have changed. Complete the graph with the information in the Now Playing box below. Watch
the prices go up from 1946 to 1996 along with the curtain!

movie has changed over the years. Movie Ticket Prices in the United States
(numbers have been averaged and approximated for graphing purposes)

2. Review line graphs and the previous activity with students and
$5.00

4.50

4.00

3.50

remind them that line graphs show changes over time for a par-

AVERAGE TI CKET PRICE

3.00

2.50

2.00

ticular statistic. In this case, the line graph will show changes 1.50

1.00 Now Playing

.50
TICKET PRICES

over time for the cost of movie attendance in the United States. 0
1936 1946 1956 1966

YEAR
1976 1986 1996
Year
1976
1986
Price
$2.25
$3.75
1996 $4.50

3. Instruct students to look at the graph and comment on what QUESTIONS

1. About how much more did a ticket cost in 1986 than in 1946? ____________________________________

they see. They should then complete the line graph with the
2. In which ten-year period did ticket prices increase the most? ___________________________________

3. How much less did a ticket cost in 1956 than in 1996? __________________________________________

4. Which cost more, buying five tickets in 1946 or one ticket in 1996? _______________________________

information in the Now Playing box and answer the questions.

5. For the price of one ticket in 1996, how many tickets could you buy at the 1946 price? ______________

17
Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills

ANSWERS • pencil
Completed graph should look like this:
▼▼▼▼▼▼▼
4.50

4.00
EXTENSION ACTIVITY
3.50
AVERAGE TI CKET PRICE

3.00
Ask students to talk to older relatives or friends
2.50
about how much they paid to attend the movies
2.00
when they were young. You also may provide a
1.50

1.00
comparison for students by telling them what
movies cost when you were their age. You may
NE

.50

0
T O
even want to talk about double- and triple-fea-
I
M graph
I
1936 1946 1956 1966 1976 1986 1996
ture deals! They can make a similar Dline
A
A D Mbased
I N E has changed
YEAR

1. $3.25 2. 1976–1986 3. $4.00

I T Oon M I T ofOmovies
N Ehow AtheDprice
in their short lives. Ask them how they think
4. 1 ticket in 1996 5. 9
movie attendance would change if ticket prices
were lowered.

16
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Math Movie Madness (Part 2)

If you liked Math Movie Madness (Part 1) you’ll love our sequel! Once again, line graphs are
the star. This time we’ve got the ticket—ticket price, that is. And you should see how the prices
have changed. Complete the graph with the information in the Now Playing box below. Watch
the prices go up from 1946 to 1996 along with the curtain!

Movie Ticket Prices in the United States

(numbers have been averaged and approximated for graphing purposes)

$5.00

4.50

4.00

3.50
AVERAGE TI CKET PRICE

3.00

2.50

2.00

1.50

1.00 Now Playing

.50
TICKET PRICES
0
Year Price
1936 1946 1956 1966 1976 1986 1996
1976 $2.25
YEAR 1986 $3.75
1996 $4.50

QUESTIONS

1. About how much more did a ticket cost in 1986 than in 1946? ____________________________________

2. In which ten-year period did ticket prices increase the most? ___________________________________

3. How much less did a ticket cost in 1956 than in 1996? __________________________________________

4. Which cost more, buying five tickets in 1946 or one ticket in 1996? _______________________________

5. For the price of one ticket in 1996, how many tickets could you buy at the 1946 price? ______________

17
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Math Movie Madness (Part 3)

Learning Objective ▲▲▲▲▲▲▲
Students use the ideas presented in the last two activities
and what they have learned about double bar graphs to What You’ll Need
understand the relationship between changing ticket
• Math Movie Madness
prices and movie attendance
(Part 3) reproducible,
page 19
DIRECTIONS Name ___________________________________________________ Date ______________________

Math Movie Madness (Part 3)

Make your reservations now—Math Movie Madness (Part 3) is here and guaranteed to keep you
on the edge of your desks! To answer the questions on this page, you’ll need to look at the dou-
ble bar graph and chart below. If you think today’s movie blockbusters are really the biggest

1. Distribute the Math Movie Madness (Part 3) reproducible to stu- money-makers of all time, think again. It looks like Return of the Double Bar Graph may have a
surprise ending!

Movie Earnings and Adjusted Movie Earnings

dents. Explain that they will be using some of the same ideas Doctor Zhivago

Jaws

The Sound Earnings Adjusted for

presented in the previous two activities.

of Music Today's Ticket Prices
The Ten
Commandments
Actual Movie Earnings

E. T.

Star Wars

Gone With
the Wind

2. Review double bar graphs with students. Remind them that dou- 0 50 100 150 200 250 300 350 400 450 500

Money Earned (in millions of dollars)

550 600 650 700 750 800 850

QUESTIONS

ble bar graphs can be used to show and compare total numbers 1. a. About how much money did The Ten Command-
ments make when it was released?
___________________________________________
Movie
M O V I E AT T E N D A N C E

Gone With the Wind (1939)

Number of People
197,548,731

b. How many people saw The Ten Commandments Star Wars (1977) 144,726,521

of things, but that each group is divided into two. In this case,
when it was released? _______________________ E.T. (1982) 135,987,938
The Ten Commandments (1956) 131,000,000
c. According to adjusted movie prices, how much
The Sound of Music (1965) 130,571,429
money did The Ten Commandments make?
Jaws (1975) 128,078,818
___________________________________________
Doctor Zhivago (1965) 124,135,456

the double bar graph will compare how much a movie made at 2. Which movie made the most actual money?
_____________________________________________

3. Which movie made the most money in adjusted 6. How many people saw Dr. Zhivago in 1965?
earnings? ____________________________________ _______________________________________________

the time it was released to how much the same movie would 4. How much more actual money did E.T. make than
Gone With the Wind? __________________________

5. How much more in adjusted earnings did Gone With

7. About how much money did Dr. Zhivago make when
it was released? ________________________________

8. Using the answers to 6 and 7, about how much did a

the Wind make than E.T.? _______________________ ticket cost to see Dr. Zhivago? ____________________

make based on today’s ticket prices. Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills
19

3. Instruct students to look at the double bar graph and the movie • pencil
attendance chart, and review the material in the previous activi-
ties before answering the questions. • two different colored pens
or pencils

• calculator
ANSWERS

1a. 75 million 1b. 131 million 1c. 570 million ▼▼▼▼▼▼▼

2. E.T. 3. Gone With the Wind
4. 205 million 5. 250 million 6. 124,135,456
7. 100 million 8. $0.80

EXTENSION ACTIVITY

25
Have students talk about what they think inflation means. Have students go on a grocery store

25
scavenger hunt and get the prices of some everyday items. Then have them do some research in
the library about what those items would have cost 5, 10, and 20 years ago. This exercise can
be a jumping-off point for essay writing, percents, fraction (of cost), and so forth.

18
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Math Movie Madness (Part 3)

Make your reservations now—Math Movie Madness (Part 3) is here and guaranteed to keep you
on the edge of your desks! To answer the questions on this page, you’ll need to look at the dou-
ble bar graph and chart below. If you think today’s movie blockbusters are really the biggest
money-makers of all time, think again. It looks like this one may have a surprise ending!

QUESTIONS
Movie Earnings and Adjusted Movie Earnings

Doctor Zhivago

Jaws

The Sound Earnings Adjusted for

of Music Today's Ticket Prices
The Ten
Commandments
Actual Movie Earnings

E. T.

Star Wars

Gone With
the Wind

0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800 850

Money Earned (in millions of dollars)

1. a. About how much money did The Ten Command-

ments make when it was released?______________
____________________________________________
M O V I E AT T E N D A N C E
Movie Number of People
b. How many people saw The Ten Commandments Gone With the Wind (1939) 197,548,731
when it was released? _______________________ Star Wars (1977) 144,726,521
c. According to adjusted movie prices, how much E.T. (1982) 135,987,938
money did The Ten Commandments make?______ The Ten Commandments (1956) 131,000,000
_____________________________________________ The Sound of Music (1965) 130,571,429
Jaws (1975) 128,078,818
2. Which movie made the most actual money?_______
Doctor Zhivago (1965) 124,135,456
_______________________________________________

3. Which movie made the most money in adjusted

earnings? ____________________________________
_______________________________________________
4. How much more actual money did E.T. make than
7. About how much money did Dr. Zhivago make when
Gone With the Wind? __________________________
it was released? ________________________________
5. How much more in adjusted earnings did Gone With
8. Using the answers to 6 and 7, about how much did a
the Wind make than E.T.? _______________________
ticket cost to see Dr. Zhivago? ____________________
6. How many people saw Dr. Zhivago in 1965?

19
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Sports Graphs Do Double Time

Learning Objective ▲▲▲▲▲▲▲
Students learn to use double line graphs
What You’ll Need

• Sports Graphs Do Double

DIRECTIONS Time reproducible, page 21
1. Distribute the Sports Graphs Do Double Time reproducible to Name ___________________________________________________ Date ______________________

Sports Graphs Do Double Time

students. Let’s play! Today, kids all over the country play many different sports. Check out our graph to see
how the number of participants changed between 1971 and 1996. We’ve given you some num-
bers to fill in so have those colored pencils ready! Complete the graph by using the information in
the box at the bottom of the page. Then answer the questions.

2. Review double line graphs with students and remind them that Participation in U.S. High School Athletics

4.5
Boys

line graphs are used to show changes over time. Explain that 4.0
Girls

NUMBER OF ATHLETES
3.5

3.0

(in millions)
double line graphs show changes over time for two different
2.5

2.0

1.5

.5

groups, in this case boys and girls and how their participation in 0
1971-72 1973-74 1975-76 1977-78 1979-80 1981-82

SCHOOL YEAR
1983-84 1985-86 1987-88 1989-90 1991-92 1993-94 1995-96

sports has changed over the years. QUESTIONS

1. Which group experienced the greatest increase

from 1971 to 1996? ____________________________ 1971–72
GIRLS GETTING IN THE GAME
Boys Girls
3,500,000 400,000
2. Between which two points on the graph did girls’ 1973–74 just under 4,000,000 1,400,000
participation increase the most? _______________ 1975–76 just over 4,000,000 1,700,000

3. Instruct students to look at the graph and talk about the changes 3. Between which two points on the graph did boys’
participation decrease the most? _______________

4. a. In which year was the difference in the number

1977–78
1979–80
1981–82
4,250,000
3,500,000
3,400,000
2,000,000
1,800,000
1,900,00

of girl participants and boy participants the 1983–84 3,300,000 1,800,000

over time for both groups. greatest? __________________________________ 1985–86 3,500,000 1,800,000
1987–88 3,400,000 1,900,000
b. How much was the difference? ______________
1989–90 3,300,000 1,900,000
__________________________________________
1991–92 3,450,000 2,000,000
5. In 1995–96, about how many more boys participat- 1993–94 3,450,000 2,100,000
ed in sports than girls? ________________________
1995–96 3,600,000 2,400,000

4. Using the information in the Girls Getting in the Game box, stu- Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills
21

dents cam complete the graph and then answer the questions.
• pencil
ANSWERS
• two different colored pens
Completed graph should look like this: or pencils

4.5 ▼▼▼▼▼▼▼
4.0
NUMBER OF ATHLETES

3.5

3.0 EXTENSION ACTIVITY

(in millions)

2.5
This activity presents an ideal opportunity
2.0

1.5
for essay writing or speaking activities.
.5 Ask students why they think the numbers
0 have changed the way that they have
1971-72 1973-74 1975-76 1977-78 1979-80 1981-82 1983-84 1985-86 1987-88 1989-90 1991-92 1993-94 1995-96

SCHOOL YEAR over time. Ask students to predict where

those numbers will go in the future. As a

1. girls 2. 1971–72 and 1973–74 3. 1977–78 and 1979–80

current events activity, have students look

4a. 1971–72 4b. 3,100,000 5. 1,200,000 for newspaper clippings or other

information on Title IX.

20
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Sports Graphs Do Double Time

Let’s play! Today, kids all over the country play many different sports. Check out our graph to see
how the number of participants changed between 1971 and 1996. We’ve given you some num-
bers to fill in so have those colored pencils ready! Complete the graph by using the information in
the box at the bottom of the page. Then answer the questions.

Participation in U.S. High School Athletics

4.5
Boys
4.0
Girls
NUMBER OF ATHLETES

3.5

3.0
(in millions)

2.5

2.0

1.5

.5

0
1971-72 1973-74 1975-76 1977-78 1979-80 1981-82 1983-84 1985-86 1987-88 1989-90 1991-92 1993-94 1995-96

SCHOOL YEAR

QUESTIONS
GIRLS GETTING IN THE GAME
1. Which group experienced the greatest increase Boys Girls
from 1971 to 1996? ____________________________ 1971–72 3,500,000 400,000
2. Between which two points on the graph did girls’ 1973–74 just under 4,000,000 1,400,000
participation increase the most? _______________ 1975–76 just over 4,000,000 1,700,000
3. Between which two points on the graph did boys’ 1977–78 4,250,000 2,000,000
participation decrease the most? _______________ 1979–80 3,500,000 1,800,000
1981–82 3,400,000 1,900,00
4. a. In which year was the difference in the number
of girl participants and boy participants the 1983–84 3,300,000 1,800,000
greatest? __________________________________ 1985–86 3,500,000 1,800,000
1987–88 3,400,000 1,900,000
b. How much was the difference? ______________
1989–90 3,300,000 1,900,000
__________________________________________
1991–92 3,450,000 2,000,000
5. In 1995–96, about how many more boys participat- 1993–94 3,450,000 2,100,000
ed in sports than girls? ________________________
1995–96 3,600,000 2,400,000

21
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Smoking Stats
Learning Objective ▲▲▲▲▲▲▲
Students learn to use triple line graphs
What You’ll Need

• Smoking Stats reproducible,

DIRECTIONS page 23
1. Distribute the Smoking Stats reproducible to students. Explain Name ___________________________________________________ Date ______________________

Smoking Stats
that they will be reading information presented in a triple line Smoke is no joke, and our triple line graph proves it. What do you think about the numbers
you see here? Read the surprising truth about students’ smoking habits and then answer the
questions.

graph to compare the number of students who smoke in differ- Teens Who Smoke
(numbers have been approximated for graphing purposes)

50

ent grades. 45

PERCENT OF TEENS SMOKING

40

35

30

2. Review line graphs with students and remind them that line

(out of 100)
25

20

15

graphs are used to show changes over time. Explain to them that 10

0
1991 1992 1993 1994 1995 12th grade

triple line graphs show changes over time for three different 12th d
YEARS 10th grade
8th grade

groups. In this case the graph is used to compare the smoking QUESTIONS

1. What is the increase in the percentage of 8th-grade smokers from 1991 to 1995? ___________________

2. What is the increase in the percentage of 12th-grade smokers from 1991 to 1995? __________________

habits of 8th-, 10th-, and 12th-grade students. 3. a. Which group showed a decrease? __________________________________________________________

b. About how big was the decrease? __________________________________________________________

4. About what is the difference between the percentage of 10th-grade smokers and 12th-grade smokers
in 1994? ___________________________________________________________________________________

3. Before answering the questions, instruct students to look at the 5. Which group showed the greatest increase from 1991 to 1995? ___________________________________

23
Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills

graph and talk about the changes that have taken place over
time for all three groups.
• pencil

ANSWERS ▼▼▼▼▼▼▼
1. about 5% 2. about 5% 3a. 12th graders 3b. about 2%
4. about 6% 5. 10th graders

EXTENSION ACTIVITY

This activity is great for starting off a group discussion

on a very important topic. It ties in easily with current
events, health and science classes, and is a good opportunity
for students to offer oral or written comments about kids and smoking.
There are a number of statistics available from the American Heart Association,
The Center for Tobacco-Free Kids, and many others.
Have students gather statistics for their state and create a line graph
for the grades at their school or schools in their community.
Post it in the halls or the cafeteria.

22
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Smoking Stats
Smoke is no joke, and our triple line graph proves it. What do you think about the numbers
you see here? Read the surprising truth about students’ smoking habits and then answer the
questions.

Teens Who Smoke

(numbers have been approximated for graphing purposes)

50

45
PERCENT OF TEENS SMOKING

40

35

30
(out of 100)

25

20

15

10

0
1991 1992 1993 1994 1995 12th grade
YEARS 10th grade
12th d
8th grade

QUESTIONS

1. What is the increase in the percentage of 8th-grade smokers from 1991 to 1995? ___________________

2. What is the increase in the percentage of 12th-grade smokers from 1991 to 1995? __________________

3. a. Which group showed a decrease? __________________________________________________________

b. About how big was the decrease? __________________________________________________________

4. About what is the difference between the percentage of 10th-grade smokers and 12th-grade smokers
in 1994? ___________________________________________________________________________________

5. Which group showed the greatest increase from 1991 to 1995? ___________________________________

23
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Math Mileage
Learning Objective ▲▲▲▲▲▲▲
Students learn to read mileage tables
What You’ll Need

• Math Mileage reproducible,

DIRECTIONS page 25
1. Distribute the Math Mileage reproducible to students. Explain Name ___________________________________________________ Date ______________________

Math Mileage
that they will be reading a mileage table showing the distance Road trip! Where are you going and how far away is it? Mileage tables hold the answer. Our
table shows the distance between some major U.S. cities. To find the distance between two
cities, find the name of the first city down the left-hand side of the table and locate the second

between major cities in the United States.

city across the top of the table. Find out where the column and row meet, and there’s your
answer. So pack your bags—and your math—and let’s hit the road!

United States Mileage Table

San Francisco CA
Albuquerque NM

Salt Lake City UT

Washington, DC
Minneapolis MN
Los Angeles CA

New York NY

St. Louis MO
2. Review table reading with students. Explain to them that it

Denver CO
Atlanta GA

Seattle WA
Detroit MI
Chicago IL

Dallas TX

Miami FL
Albuquerque NM 0 1407 1335 646 439 1585 804 1963 1222 2020 1038 604 1101 1433 1885
Atlanta GA 1407 0 716 792 1416 732 2211 661 1132 870 555 1882 2508 2673 632

requires reading down and across at the same time. Explain the
Chicago IL 1335 716 0 928 1011 286 2034 1377 409 821 297 1403 2148 2072 715
Dallas TX 646 792 928 0 780 1211 1447 1317 934 1565 631 1240 1747 2078 1326
Denver CO 439 1416 1011 780 0 1274 1023 2077 920 1809 861 512 1257 1303 1700
Detroit MI 1585 732 286 1211 1274 0 2297 1389 696 640 547 1666 2411 2359 534
Los Angeles CA 804 2211 2034 1447 1023 2297 0 2752 1943 2824 1842 688 380 1151 2689
Miami FL 1963 661 1377 1317 2077 1389 2752 0 1793 1281 1216 2543 3131 1052 1043

difference between a column and a row. Minneapolis MN

New York NY
St. Louis MO
Salt Lake City UT
1222
2020
1038
604
1132
870
555
1882
409
821
297
1403
934
1565
631
1240
920
1809
861
512
696
640
547
1666
1943
2824
1842
688
1793
1281
1216
2543
1231
619
1312
0 1231

982
2201
0
619
982

1327
0
1312
2201
1327
0
2057
2946
2072
745
1117
2894
2118
828
1125
237
845
2095
San Francisco CA 1101 2508 2148 1747 1257 2411 380 3131 2057 2946 2072 745 0 820 2840
Seattle WA 1433 2673 2072 2078 1303 2359 1151 1052 1117 2894 2118 828 820 0 2788
Washington, DC 1885 632 715 1326 1700 534 2689 1043 1125 237 845 2095 2840 2788 0

3. Do an example for the students. Show them how they can use a QUESTIONS

1. What is the distance between Denver, Colorado, and Minneapolis, Minnesota? ____________________

ruler to keep the columns and rows straight. Also show students
2. What is the distance between Albuquerque, New Mexico, and Atlanta, Georgia? ___________________

3. What is the distance between Washington, DC, and San Francisco, California? ____________________

4. What is the largest distance between two cities? _______________________________________________

how they can drag their fingers across and down to find the 5. What is the shortest distance between two cities? ______________________________________________

6. How much greater is the distance between New York, New York, and Los Angeles, California, than the
distance between St. Louis, Missouri, and Salt Lake City, Utah?___________________________________

intersection of the column and row that holds the answer to

7. a. Which is greater, the distance between Miami, Florida, and Chicago, Illinois, or the distance
between Seattle, Washington, and Detroit, Michigan? ________________________________________

b. How much greater is the distance? _________________________________________________________

25
Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills

their mileage question.

• pencil

• ruler (if necessary)

ANSWERS

1. 920 miles 2. 1407 miles 3. 2840 miles 4. 2946 miles

▼▼▼▼▼▼▼
5. 237 miles 6. 1497 miles 7a. Seattle and Detroit
7b. 982 miles

EXTENSION ACTIVITIES

Point out to students that the cities listed are the same on both sides
of the table. Ask them if it works “both ways” to check the distance
between any two cities. Ask students to choose several locations
close or far away from the town in which you’re located and make
a local mileage table. As a cultural or map exercise, ask students
to make a mileage table showing the distances between major
cities in South America, Africa, Asia, Australia, or Europe.

24
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Math Mileage
Road trip! Where are you going and how far away is it? Mileage tables hold the answer. Our
table shows the distance between some major U.S. cities. To find the distance between two
cities, find the name of the first city down the left-hand side of the table and locate the second
city across the top of the table. Find out where the column and row meet, and there’s your
answer. So pack your bags—and your math—and let’s hit the road!

United States Mileage Table

San Francisco CA
Albuquerque NM

Salt Lake City UT

Washington, DC
Minneapolis MN
Los Angeles CA

New York NY

St. Louis MO
Denver CO
Atlanta GA

Seattle WA
Detroit MI
Chicago IL

Dallas TX

Miami FL
Albuquerque NM 0 1407 1335 646 439 1585 804 1963 1222 2020 1038 604 1101 1433 1885
Atlanta GA 1407 0 716 792 1416 732 2211 661 1132 870 555 1882 2508 2673 632
Chicago IL 1335 716 0 928 1011 286 2034 1377 409 821 297 1403 2148 2072 715
Dallas TX 646 792 928 0 780 1211 1447 1317 934 1565 631 1240 1747 2078 1326
Denver CO 439 1416 1011 780 0 1274 1023 2077 920 1809 861 512 1257 1303 1700
Detroit MI 1585 732 286 1211 1274 0 2297 1389 696 640 547 1666 2411 2359 534
Los Angeles CA 804 2211 2034 1447 1023 2297 0 2752 1943 2824 1842 688 380 1151 2689
Miami FL 1963 661 1377 1317 2077 1389 2752 0 1793 1281 1216 2543 3131 1052 1043
Minneapolis MN 1222 1132 409 934 920 696 1943 1793 0 1231 619 1312 2057 1117 1125
New York NY 2020 870 821 1565 1809 640 2824 1281 1231 0 982 2201 2946 2894 237
St. Louis MO 1038 555 297 631 861 547 1842 1216 619 982 0 1327 2072 2118 845
Salt Lake City UT 604 1882 1403 1240 512 1666 688 2543 1312 2201 1327 0 745 828 2095
San Francisco CA 1101 2508 2148 1747 1257 2411 380 3131 2057 2946 2072 745 0 820 2840
Seattle WA 1433 2673 2072 2078 1303 2359 1151 1052 1117 2894 2118 828 820 0 2788
Washington, DC 1885 632 715 1326 1700 534 2689 1043 1125 237 845 2095 2840 2788 0

QUESTIONS

1. What is the distance between Denver, Colorado, and Minneapolis, Minnesota? ____________________

2. What is the distance between Albuquerque, New Mexico, and Atlanta, Georgia? ___________________

3. What is the distance between Washington, DC, and San Francisco, California? ____________________

4. What is the largest distance between two cities? _______________________________________________

5. What is the shortest distance between two cities? ______________________________________________

6. How much greater is the distance between New York, New York, and Los Angeles, California, than the
distance between St. Louis, Missouri, and Salt Lake City, Utah?___________________________________

7. a. Which is greater, the distance between Miami, Florida, and Chicago, Illinois, or the distance
between Seattle, Washington, and Detroit, Michigan? ________________________________________

b. How much greater is the distance? _________________________________________________________

25
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Dinosaurs on the Map

Learning Objective ▲▲▲▲▲▲▲
Students learn to read standard map grids
What You’ll Need

• Dinosaurs on the Map

DIRECTIONS
reproducible, page 27
1. Distribute the Dinosaurs on the Map reproducible to students. Name ___________________________________________________ Date ______________________

Dinosaurs on the Map

Explain that they will be using map grids to locate dinosaur fos- This map is out of Dino-sight! Use the map index at the bottom of the page and the coordinates
here to locate the remains of some big bones discovered in the United States. To find a fossil dis-
covery location using these letter and number coordinates, first find the row that the letter repre-

sils discovered in the United States.

sents. Then find the column that the number represents. When you find the square where that
row and column intersect, write down the name of the fossil found there.

Dig It?
1 2 3 4 5 6 7 8 9 10 11

2. Review mapping with students and explain that the letter-num- A Washington Montana
North Dakota

South Dakota
Minnesota

Wisconsin
New Hampshire
Vermont
Maine

B Oregon Idaho Wyoming New York

ber combination is used to provide directions. Be sure they

Iowa Massachusetts
Michigan
Nebraska Pennsylvania Rhode Island
Colorado Illinois Ohio Connecticut
C Nevada Kansas Indiana
West
New Jersey
Missouri Virginia Delaware
Utah
Kentucky Maryland
Virginia

remember the difference between a column and a row.

Tennessee North Carolina
D California
Oklahoma Arkansas
New Mexico South
Arizona Alabama Carolina

Georgia
Mississippi
E Texas
Louisiana

Florida
F

3. Instruct students to look at the map while you give an example

of how to find locations using the coordinates. Show how stu- MAP INDEX
Apatosaurus . .
Astrodon . . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
C-3
C-9
Brachiosaurus . . . . . . . . . . . . . . . C-4

dents they can use the “drag the finger” method to locate the
Hadrosaurus . . . . . . . . . . . . . . . . C-10
Lophorhothon . . . . . . . . . . . . . . . E-8
Stegosaurus . . . . . . . . . . . . . . . . . D-6
Tenontosaurus. . . . . . . . . . . . . . . E-5
Triceratops. . . . . . . . . . . . . . . . . . B-5

square where the row and column indicated by the coordinate

Tyrannosaurus . . . . . . . . . . . . . . . A-4

27
Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills

intersect.
4. Give students a few minutes to familiarize themselves with the • pencil
map. Then they can use the map index at the bottom of the page
to answer the questions.
▼▼▼▼▼▼▼
ANSWERS EXTENSION ACTIVITIES
Completed map should look like this: Dinosaurs are a favorite with kids. This activity
provides ample opportunity for crossover teaching
1 2 3 4 5 6 7 8 9 10 11
in science. Have students write reports on the
TYRANNOSAURUS
A Washington Montana
North Dakota
Minnesota
New Hampshire
dinosaurs they’ve located on the map. Students can
South Dakota Vermont

do a little archaeology research on the World

Wisconsin Maine

B Oregon Idaho
TRICERATOPS HADROSAURUS
Wyoming New York
Iowa Massachusetts
Michigan
APATOSAURUS
Colorado
Nebraska
Illinois Ohio
Pennsylvania Rhode Island
Connecticut Wide Web or in the library, and find the location
C Nevada Kansas Indiana
West
New Jersey

of even more dinosaur fossil discoveries to map on

Missouri Virginia Delaware
Utah
Maryland
STEGOSAURUS Kentucky Virginia

BRACHIOSAURUS Tennessee North Carolina ASTRODON

D California

their own or as a group. This also can be done

Oklahoma Arkansas
New Mexico South
Arizona Alabama Carolina

with fossils or other archaeological discoveries in

Georgia
Mississippi
E Texas
Louisiana

F TENONTOSAURUS
LOPHORHOTHON Florida different parts of the world for a more challenging
and culturally stimulating mapping exercise. If a
nearby museum has any dinosaur fossils on dis-
play, there is likely a map there. A field trip could
be mathematically and scientifically beneficial.
26
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Dinosaurs on the Map

This map is out of dino-sight! Use the map index at the bottom of the page and the coordinates
here to locate the remains of some big bones discovered in the United States. To find a fossil dis-
covery location using these letter and number coordinates, first find the row that the letter repre-
sents. Then find the column that the number represents. When you find the square where that
row and column intersect, write down the name of the fossil found there.

Dig It?
1 2 3 4 5 6 7 8 9 10 11

A Washington Montana
North Dakota
Minnesota
New Hampshire
South Dakota Wisconsin Vermont
Maine

B Oregon Idaho Wyoming New York

Iowa Massachusetts
Michigan
Nebraska Pennsylvania Rhode Island
Colorado Illinois Ohio Connecticut
C Nevada Kansas Indiana
West
New Jersey
Missouri Virginia Delaware
Utah
Kentucky Maryland
California Virginia
Tennessee North Carolina
D Oklahoma Arkansas
New Mexico South
Arizona Alabama Carolina

Georgia
Mississippi
E Texas
Louisiana

Florida
F

MAP INDEX
Apatosaurus . . . . . . . . . . . . . . . . C-3
Astrodon . . . . . . . . . . . . . . . . . . . C-9
Brachiosaurus . . . . . . . . . . . . . . . C-4
Hadrosaurus . . . . . . . . . . . . . . . . C-10
Lophorhothon . . . . . . . . . . . . . . . E-8
Stegosaurus . . . . . . . . . . . . . . . . . D-6
Tenontosaurus. . . . . . . . . . . . . . . E-5
Triceratops. . . . . . . . . . . . . . . . . . B-5
Tyrannosaurus . . . . . . . . . . . . . . . A-4

27
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Coordinate Math Mapping

Learning Objective ▲▲▲▲▲▲▲
Students work with coordinate mapping
What You’ll Need

• Coordinate Math Mapping

DIRECTIONS reproducible, page 29
1. Distribute the Coordinate Math Mapping reproducible to Name ___________________________________________________ Date ______________________

Coordinate Math Mapping

students. Explain that they will be using coordinate mapping The Museum of Bad Art? A Water Ski Museum? Field trips were never like this, were they?
Use coordinate mapping to locate some of the country’s wackiest museums. Read the coordi-
nates and then write the name of the museum in its location on the map.

to locate the wackiest museums in the United States. United States

4
North Dakota Minnesota

2. Review map reading in general and coordinate mapping specifi-

Washington Montana
New Hampshire
3 Vermont
Wisconsin Maine
South Dakota
Oregon Idaho
2 Michigan
Wyoming Iowa New York Massachusetts
Nebraska
Pennsylvania Rhode Island
1

cally with students. Discuss the difference between the x-axis

Illinois Ohio Connecticut
Nevada Utah Indiana New Jersey
Colorado Missouri
Kansas Delaware
0 West
-9 -8 -7 –6 –5 –4 –3 –2 –1 1 2 3 4 Virginia ’5 6 7 8 9
Kentucky Virginia Maryland
–1 Arkansas Tennessee North Carolina
California
Oklahoma

and the y-axis.

New Mexico South
Arizona Carolina
–2 Mississippi
Alabama
Texas Georgia
–3
Louisiana

-4
Florida

3. Explain to students how to read a coordinate pair. The first num-

-5

ber of a coordinate pair tells you where to move on the x-axis.

MAP INDEX
Museum of Bad Art . . . . . . . . . . . . . . . . . . . . . . . . . (8, 1.5)
International U.F.O. Museum . . . . . . . . . . . . . . . . . . (–3, –2)
Water Ski Museum . . . . . . . . . . . . . . . . . . . . . . . . . . (5, –5)
General Petroleum Gas Station Museum . . . . . . . . . (–8, 4)

Positive numbers move to the right of 0, negative numbers move Dakota Dinosaur Museum . . . . . . . . . . . . . . . . . . . (–1, 3.5)
Bowling Hall of Fame . . . . . . . . . . . . . . . . . . . . . . . . . . (1, 0)

to the left. The second number of a coordinate pair tells you

29
Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills

where to move along the y-axis. Positive numbers move up from

0, negative numbers move down.
• pencil
4. Encourage students to look at the map before they answer
questions.
.
▼▼▼▼▼▼▼
ANSWERS

Completed map should look like this: EXTENSION ACTIVITY

United States
Have students create a list of interesting
4
North Dakota Minnesota
Washington
places they’ve visited nearby or far away,
Montana
New Hampshire
3 Vermont
Wisconsin Maine
South Dakota

such as parks, museums, cities, and

Oregon Idaho
2 Michigan
Wyoming Iowa New York Massachusetts
Nebraska
Pennsylvania Rhode Island
1 Connecticut
restaurants. Ask students to locate these
Illinois Ohio
Nevada Utah Indiana New Jersey
Colorado Missouri
Kansas Delaware
0 West
-9 -8 -7 –6 –5 –4 –3 –2 –1 1 2 3 4 Virginia ’5 6 7 8 9

California
–1 Arkansas
Kentucky

Tennessee North Carolina

Virginia Maryland
places on a map or create their own map.
Oklahoma
New Mexico South

They then can assign coordinates to the

Arizona Carolina
–2 Mississippi
Alabama
Texas Georgia
–3
Louisiana
various locations, swap maps with a class-
-4

mate, and send each other on a “trip” to

Florida

-5

locate the sites.

28
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Coordinate Math Mapping

The Museum of Bad Art? A Water Ski Museum? Field trips were never like this, were they?
Use coordinate mapping to locate some of the country’s wackiest museums. Read the coordi-
nates and then write the name of the museum in its location on the map.

United States

4
North Dakota Minnesota
Washington Montana
New Hampshire
3 Vermont
Wisconsin Maine
South Dakota
Oregon Idaho
2 Michigan
Wyoming Iowa New York Massachusetts
Nebraska
Pennsylvania Rhode Island
1 Connecticut
Illinois Ohio
Nevada Utah Indiana New Jersey
Colorado Missouri
Kansas Delaware
0 West
-9 -8 -7 –6 –5 –4 –3 –2 –1 1 2 3 4 Virginia 5 6 7 8 9
Kentucky Virginia Maryland
–1 Arkansas Tennessee North Carolina
California
Oklahoma
New Mexico South
Arizona Carolina
–2 Mississippi
Alabama
Texas Georgia
–3
Louisiana

-4
Florida

-5

MAP INDEX
Museum of Bad Art . . . . . . . . . . . . . . . . . . . . . . . . . (8, 1.5)
International U.F.O. Museum . . . . . . . . . . . . . . . . . . (–3, –2)
Water Ski Museum . . . . . . . . . . . . . . . . . . . . . . . . . . (5, –5)
General Petroleum Gas Station Museum . . . . . . . . . (–8, 4)
Dakota Dinosaur Museum . . . . . . . . . . . . . . . . . . . (–1, 3.5)
Bowling Hall of Fame . . . . . . . . . . . . . . . . . . . . . . . . . . (1, 0)

29
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Picto-Players
Learning Objective ▲▲▲▲▲▲▲
Students learn to use pictographs
What You’ll Need

• Picto-Players reproducible,
DIRECTIONS page 31
1. Distribute the Picto-Players reproducible to students. Explain Name ___________________________________________________ Date ______________________

Picto-Players
that they will be using pictographs to answer questions about Can you picture what kind of sports you might want to play after school today or over this
weekend? Can you picto-graph it? Now you can, with our pictograph that shows the favorite
sports of kids just like you. How many kids like to play what? Add it up using our key and answer

some favorite sports kids their age like to play.

the questions.

Top Five Favorite Sports to Play

= 10 kids = 5 kids

2. Review pictographs with students, explaining that pictographs Baseball

use pictures or symbols to represent a certain number of things. Basketball

Football

Gymnastics

3. Explain to students that when answering questions using a pic- Soccer

tograph, they should count the number of symbols. Then they QUESTIONS

1. Gymnastics is the favorite sport of how many kids? _____________________________________________

should add up—or multiply—that number according to the 2. Which sport is the favorite of the most kids? __________________________________________________

3. Which sport is the favorite of the fewest kids? __________________________________________________

4. How many kids say basketball is their favorite sport to play? _____________________________________

number given in the key. 5. If you add the number kids who say football is their favorite sport to the number of kids who say base-
ball is their favorite sport, what number do you get? ________________________________________

6. How many pictures would represent the answer you got in question 5? ___________________________

4. Encourage students to look at the chart before answering the Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills
31

questions.
• pencil

• scratch paper or calculator

ANSWERS

1. 40 2. soccer 3. gymnastics 4. 155 5. 340 6. 34

▼▼▼▼▼▼▼

EXTENSION ACTIVITIES

Students can have lots of fun devising their own pictographs, which can be used
to show numbers of a variety of things. For example, if your school has an end-of-
the-year picnic, students can find out how many hamburgers, hot dogs, bags of
chips, and so forth, will be provided, then create pictographs to represent those
numbers. Symbols also may be “stacked” as if they were on a graph. Have stu-
dents rearrange the pictograph given so the categories (such as baseball) run
across the bottom of the graph and the symbols are stacked vertically above each
category. As an art extension, have students create their own symbols.

30
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Picto-Players
Can you picture what kind of sports you might want to play after school today or over this
weekend? Can you picto-graph it? Now you can, with our pictograph that shows the favorite
sports of kids just like you. How many kids like to play what? Add it up using our key and answer
the questions.

Top Five Favorite Sports to Play

= 10 kids = 5 kids

Baseball

Basketball

Football

Gymnastics

Soccer

QUESTIONS

1. Gymnastics is the favorite sport of how many kids? _____________________________________________

2. Which sport is the favorite of the most kids? __________________________________________________

3. Which sport is the favorite of the fewest kids? __________________________________________________

4. How many kids say basketball is their favorite sport to play? _____________________________________

5. If you add the number kids who say football is their favorite sport to the number of kids who say base-
ball is their favorite sport, what number do you get? ________________________________________

6. How many pictures would represent the answer you got in question 5? ___________________________

31
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Shopping for Math

Learning Objective ▲▲▲▲▲▲▲
Students learn to read for detail using food labels
What You’ll Need

• Shopping for Math repro-

DIRECTIONS ducible, page 33
1. Distribute the Shopping for Math reproducible to students. Name ___________________________________________________ Date ______________________

Shopping for Math

Explain that they will be reading for detail by looking at food Mmmmmmm...What’s cookin’? Math! Ever take time to look at the labels on the packages of
food in your house or at the grocery store? Well, we’ve made it easy for you. Read the label here
and answer the questions.

labels. Soup’s On!

Nutrition Facts
Serving size: 1 cup (242g)

2. Talk about food labels with students. Before they look at the Servings per container: about 2
Amount per serving
Calories: 130 Calories from fat: 35

(%) Daily Value

Total Fat 4g 6%

reproducible, have the class brainstorm the kinds of information

Saturated Fat 1.5g 8%
Cholesterol 25mg 8%
Sodium 780mg 33%
Total Carbohydrate 13g 4%
Dietary Fiber 3g 12%
Sugars 4g
Protein 10g

they think can be found on food labels. Ask them if they ever Vitamin A
Calcium
Vitamin C
Iron
30%
4%
0%
10%

Key:

look at food labels at home or in the grocery store. g = grams

mg = milligrams

QUESTIONS

1. How many grams are in each serving? _______________________________________________________

3. Instruct students to answer the questions. 2. How many calories from fat are in each serving? _______________________________________________

3. How many milligrams of cholesterol are in each serving? _______________________________________

4. What percentage of the daily value of vitamin A is in each serving? _____________________________

5. How many grams of dietary fiber are in each serving? ___________________________________________

6. What percentage of dietary fiber is in each serving? ____________________________________________

7. About how many calories are there in the whole container? _____________________________________

8. How many grams of sugars and protein, added together, are in each serving? ______________________

33
Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills

ANSWERS
• pencil
1. 242 2. 35 3. 25 4. 30% 5. 3 6. 12% 7. about 260 8. 14

▼▼▼▼▼▼▼

EXTENSION ACTIVITIES

Students can bring food labels from home and compare the statistics they
find there. To extend this activity to much larger amounts, labels from bulk
food packaging could be obtained from the cafeteria. The percentage of
daily value statistic can help teach percents, fractions, and decimals. The
serving size is often a fraction; asking students to find the total amount of
food in a package can be a way to teach multiplying fractions. Servings
are often given in grams as well, and present an ideal way to talk about
metrics and do some basic conversions. The nutritive values of various
foods can be a good discussion for science or health class.

32
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Shopping for Math

Mmmmmmm...What’s cookin’? Math! Ever take time to look at the labels on the packages of
food in your house or at the grocery store? Well, we’ve made it easy for you. Read the label here
and answer the questions.

Soup’s On!

Nutrition Facts
Serving size: 1 cup (242g)
Servings per container: about 2
Amount per serving
Calories: 130 Calories from fat: 35

(%) Daily Value

Total Fat 4g 6%
Saturated Fat 1.5g 8%
Cholesterol 25mg 8%
Sodium 780mg 33%
Total Carbohydrate 13g 4%
Dietary Fiber 3g 12%
Sugars 4g
Protein 10g

Vitamin A 30%
Calcium 4%
Vitamin C 0%
Iron 10%

Key:
g = grams
mg = milligrams

QUESTIONS

1. How many grams are in each serving? _______________________________________________________

2. How many calories from fat are in each serving? _______________________________________________

3. How many milligrams of cholesterol are in each serving? _______________________________________

4. What percentage of the daily value of vitamin A is in each serving? _____________________________

5. How many grams of dietary fiber are in each serving? ___________________________________________

6. What percentage of dietary fiber is in each serving? ____________________________________________

7. About how many calories are there in the whole container? _____________________________________

8. How many grams of sugars and protein, added together, are in each serving? ______________________

33
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Math-in-a-Box
Learning Objective ▲▲▲▲▲▲▲
Students learn to read box scores
What You’ll Need

DIRECTIONS • Math-in-a-Box reproducible,

page 35
1. Distribute the Math-in-a-Box reproducible to students. Explain
Name ___________________________________________________ Date ______________________

that they will be reading for detail by looking at a box score. Math-in-a-Box
She shoots, she scores! How many points is that? Who got that last rebound? What’s going on
here? Keep track of the score and more using charts like the one below. Read the chart and
answer the questions. Look at the key if you need help.

2. Review chart reading with students and remind them that when Chicago Bulls-in-the-Box

a lot of information is being presented, many of the important B U L L S S TAT I S T I C S

PLAYER Minutes
played
FG
made
FG
attempted
3P
made
3P
attempted
FT
made
FT
attempted
RB
points
Total

Pippen 43 6 17 1 4 10 12 9 23

statistics may be abbreviated.

Rodman 33 0 4 0 1 1 2 11 1
Longley 14 0 4 0 0 0 0 3 0
Harper 18 1 4 0 1 0 0 3 2
Jordan 44 15 35 1 4 8 10 11 39
Williams 23 2 5 0 0 0 0 7 4
Kukoc 25 3 6 1 1 2 4 4 9
Kerr 25 3 5 1 2 2 2 1 9

3. Go over the box score on page 35 with students and draw their KEY
FG =
3P =
Field Goal
3-point Field Goal
FT = Free Throw

attention to the key that explains the abbreviations used.

RB = Rebound

QUESTIONS

1. How many minutes did Kukoc play? __________________________________________________________

4. It is very important to remind students that they do not have to 2. How many free throws did Pippen attempt? ___________________________________________________

3. How many more field goals did Jordan attempt than Pippen? ____________________________________

4. Which is greater: total points scored by Kukoc and Pippen together or Jordan’s total points? _________

understand what a particular item is—free throw, for example— 5. a. How many free throws did Rodman attempt? ________________________________________________

b. How many did he make?__________________________________________________________________

6. a. Of all the players, how many 3-point field goals were attempted?_______________________________

to be able to locate the information on the chart. b. How many were made? ___________________________________________________________________

7. How many points were scored all together? ___________________________________________________

35
Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills

5. Ask students to familiarize themselves with the chart before

answering the questions. • pencil

ANSWERS
▼▼▼▼▼▼▼
1. 25 2. 12 3. 18 4. Jordan’s total points
5a. 2 5b. 1 6a. 13 6b. 4 7. 87

EXTENSION ACTIVITY

Box scores can be found in almost any newspaper on almost

any day. Box scores vary for different sports, so there
is a wide variety of keys and formats to choose from.
Students can bring in box scores from the paper
or create ones on their own based on the
performance of their own team or
teams at school.

34
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Math-in-a-Box
She shoots, she scores! How many points is that? Who got that last rebound? What’s going on
here? Keep track of the score and more using charts like the one below. Read the chart and
answer the questions. Look at the key if you need help.

Chicago Bulls-in-the-Box

B U L L S S TAT I S T I C S

PLAYER Minutes FG FG 3P 3P FT FT RB Total

played made attempted made attempted made attempted points
Pippen 43 6 17 1 4 10 12 9 23
Rodman 33 0 4 0 1 1 2 11 1
Longley 14 0 4 0 0 0 0 3 0
Harper 18 1 4 0 1 0 0 3 2
Jordan 44 15 35 1 4 8 10 11 39
Williams 23 2 5 0 0 0 0 7 4
Kukoc 25 3 6 1 1 2 4 4 9
Kerr 25 3 5 1 2 2 2 1 9

KEY
FG = Field Goal
3P = 3-point Field Goal
FT = Free Throw
RB = Rebound

QUESTIONS

1. How many minutes did Kukoc play? __________________________________________________________

2. How many free throws did Pippen attempt? ___________________________________________________

3. How many more field goals did Jordan attempt than Pippen? ____________________________________

4. Which is greater: total points scored by Kukoc and Pippen together or Jordan’s total points? _________

5. a. How many free throws did Rodman attempt? ________________________________________________

b. How many did he make?__________________________________________________________________

6. a. Of all the players, how many 3-point field goals were attempted?_______________________________

b. How many were made? ___________________________________________________________________

7. How many points were scored all together? ___________________________________________________

35
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Mutt Math
Learning Objective ▲▲▲▲▲▲▲
Students read a point chart
What You’ll Need

• Mutt Math reproducible,

DIRECTIONS page 37
1. Distribute the Mutt Math reproducible to students. Explain that Name ___________________________________________________ Date ______________________

Mutt Math
they will be reading for detail by looking at the point chart used These dogs are hardly mutts, but they can still do mutt math. Can you? Dogs earn points at a
show, but how many depends on the number of dogs that show up! Read the chart and answer
the questions. The names of the breeds are listed on the left. The number of points a dog can

to score dogs in a dog show.

earn in a show is listed across the top. For a dog to earn the number of points you see listed, at
least that many male (M) or female (F) dogs must have competed.

Dog Show Point Chart

Breed 1 pt. 2 pts. 3 pts. 4 pts. 5 pts.

2. Review chart reading with students, and remind them that read- Brittanys
Pointers
M

2
2
F

2
2
M

4
3
F

6
3
M

7
5
F

10
5
M

10
6
F

16
6
M

16
8
F

26
9
Collies 2 2 6 7 11 13 19 21 34 36

ing the question carefully first can make locating the informa- Huskies
St. Bernards
Chow Chows
3
2
2
3
2
2
8
4
4
11
4
4
14
7
6
20
7
6
20
10
7
28
11
7
31
16
9
43
17
9

tion they need to answer the question much simpler.

3. Go over the Dog Show Point Chart with students. Explain that M QUESTIONS

1. Which breed has the same point requirements for male and female dogs? ________________________

and F stand for male and female, and that the number of points
2. If a female Brittany wins a show and there are five other female Brittanys in the show, how many
points does the dog earn? _____________________________

3. How many points does a female Chow Chow earn if she wins against eight other females? ___________

4. How many more female Huskies than male have to compete for a dog to win five points? ___________

a dog earns in a show depends on the number of dogs compet- 5. a. A female St. Bernard wins against 16 other females. How many points does she win? _____________

b. How many males would have to compete for the dog to earn that number of points? _____________

6. a. How many more male Collies than Pointers are required to compete for a dog to earn two

ing. The minimum number of male or female dogs that must points? ______________ b. Three points? ______________

37
Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills

compete in each point category is listed next to the name of

each breed. • pencil
4. Do an example with students. For example: A Brittany that wins
over eight other male Brittanys, earns three points.
5. Instruct students to familiarize themselves with the chart before
▼▼▼▼▼▼▼
answering the questions.

ANSWERS

1. Chow Chows 2. 2 3. 5 4. 12 5a. 5 5b. 16 6a. 3 6b. 6

EXTENSION ACTIVITIES

The American Kennel Club can provide a great deal of scoring. Have
the class watch the Westminster Kennel Club show together and follow
along with pad and paper as the show is scored. Find out if any stu-
dents or their friends have ever shown their dog in competition. There
are also cat shows, and researching those scoring techniques provides
a completely different set of information and a whole new activity.

36
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Mutt Math
These dogs are hardly mutts, but they can still do mutt math. Can you? Dogs earn points at a
show, but how many depends on the number of dogs that show up! Read the chart and answer
the questions. The names of the breeds are listed on the left. The number of points a dog can
earn in a show is listed across the top. For a dog to earn the number of points you see listed, at
least that many male (M) or female (F) dogs must have competed.

Dog Show Point Chart

Breed 1 pt. 2 pts. 3 pts. 4 pts. 5 pts.

M F M F M F M F M F

Brittanys 2 2 4 6 7 10 10 16 16 26
Pointers 2 2 3 3 5 5 6 6 8 9
Collies 2 2 6 7 11 13 19 21 34 36
Huskies 3 3 8 11 14 20 20 28 31 43
St. Bernards 2 2 4 4 7 7 10 11 16 17
Chow Chows 2 2 4 4 6 6 7 7 9 9

QUESTIONS

1. Which breed has the same point requirements for male and female dogs? ________________________

2. If a female Brittany wins a show and there are five other female Brittanys in the show, how many
points does the dog earn? _____________________________

3. How many points does a female Chow Chow earn if she wins against eight other females? ___________

4. How many more female Huskies than male have to compete for a dog to win five points? ___________

5. a. A female St. Bernard wins against 16 other females. How many points does she win? _____________

b. How many males would have to compete for the dog to earn that number of points? _____________

6. a. How many more male Collies than Pointers are required to compete for a dog to earn two
points? ______________ b. Three points? ______________

37
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Tune In to Schedules
Learning Objective ▲▲▲▲▲▲▲
Students work with on-air time schedules
What You’ll Need

• Tune In to Schedules repro-

DIRECTIONS ducible, page 39
1. Distribute the Tune In to Schedules reproducible to students. Name ___________________________________________________ Date ______________________

Tune In to Schedules
Explain that they will be reading for detail using a time schedule Math is hitting the airwaves with some serious scheduling! Read the following hour clock used
by a radio station to keep track of songs, weather, and all sorts of stuff! The key below explains
the abbreviations we’ve used. Remember that this schedule repeats every hour.

from a radio station. Radio Time

Hour Clock for 8:00 A.M. to 2:00 P.M. (schedule repeats every hour)
:00 Station I.D.
:01 Three songs
:12 Station I.D.

2. Review time with students, and remind them that this schedule :13
:15
:16
Song
Station I.D.
Song
:18 Weather and PSA

repeats every hour, which is why they do not see any numbers in :19
:23
:24
Song
Station I.D.
Song
:27 Testimonial

the “hour” column. They will only see numbers that represent
:28 Song
:30 Station I.D.
:31 Song
:34 Station I.D.
:35 Song

minutes past the hour.

QUESTIONS
:38 Station I.D.
1. How many songs are played each hour? _____________
:39 Song
:42 Station I.D. 2. How many minutes past the hour is the first
:43 Song testimonial? _____________________________________
:46 C-Note
3. How many public service announcements are there

3. Look over the schedule with students and answer any questions.
:47 Song
:50 Testimonial each hour? ______________________________________
:51 Song 4. After the first station I.D., about how many minutes
:54 Station I.D. until the weather is reported? ______________________
:55 Song

Discuss the definitions of station I.D., testimonial, Public Service Key

:58 2-minute news brief 5. How many minutes are between the C-note and the
news brief? ______________________________________

Station I.D.:Tells listeners the station they’re listening to

Announcement, C-Note that are found in the key.

C-Note: Information about an upcoming event
PSA: Public Service Announcement
Testimonial: Recording of a listener talking about why they like the station

39
Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills

4. Instruct students to look over the schedule and the key, before
they answer the questions. • pencil

▼▼▼▼▼▼▼
ANSWERS

1. 15 2. 27 3. 1 4. 18 5. 12

EXTENSION ACTIVITIES

A visit to a local radio station or an in-class visit from a

local radio personality could be a fun way to enhance this
math activity. If a trip or visit isn’t possible, a local radio or
television station would very likely fax you their schedule
to use in class. Schedules often vary depending
on the time of day or day of week, so a
wide variety of activities is possible.

38
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Tune In to Schedules
Math is hitting the airwaves with some serious scheduling! Read the following hour clock used
by a radio station to keep track of songs, weather, and all sorts of stuff! The key below explains
the abbreviations we’ve used. Remember that this schedule repeats every hour.

Radio Time
Hour Clock for 8:00 A.M. to 2:00 P.M. (schedule repeats every hour)
:00 Station I.D.
:01 Three songs
:12 Station I.D.
:13 Song
:15 Station I.D.
:16 Song
:18 Weather and PSA
:19 Song
:23 Station I.D.
:24 Song
:27 Testimonial
:28 Song
:30 Station I.D.
:31 Song
:34 Station I.D.
:35 Song QUESTIONS
:38 Station I.D.
1. How many songs are played each hour? _____________
:39 Song
:42 Station I.D. 2. How many minutes past the hour is the first
:43 Song testimonial? _____________________________________
:46 C-Note
3. How many public service announcements are there
:47 Song
:50 Testimonial each hour? ______________________________________
:51 Song 4. After the first station I.D., about how many minutes
:54 Station I.D. until the weather is reported? ______________________
:55 Song
:58 2-minute news brief 5. How many minutes are between the C-note and the
news brief? ______________________________________
KEY
Station I.D.: Tells listeners the station they’re listening to
C-Note: Information about an upcoming event
PSA: Public Service Announcement
Testimonial: Recording of a listener talking about why he or she likes the station

39
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Circle Survey
Learning Objective ▲▲▲▲▲▲▲
Students learn to use circle or “pie” graphs
What You’ll Need

• Circle Survey reproducible,

DIRECTIONS page 41
1. Distribute the Circle Survey reproducible to students. Explain Name ___________________________________________________ Date ______________________

Circle Survey
that they will be reading and interpreting a circle graph showing Kids have a lot on their minds these days. But what are they thinking about? Here is a circle or
“pie” graph that represents the thoughts and concerns of kids just like you. Look at the graph
and then answer the questions.

the results of a survey taken by kids just like them about issues Top Issues Facing the United States

facing the United States. 29%

Environment
36%
2. Review circle graphs with students and explain that they are Crime
Other

11%
used to show parts of a whole. Like cutting a pie into pieces, stu- Education

dents can look at the size of each piece to understand statistical

QUESTIONS

1. What percentage of kids thought crime was the top issue? _______________________________________

2. What percentage of kids thought either education or the environment was the top issue? ___________

information. The pie represents the views of all kids surveyed, 3. What percentage of kids did not think that the environment was the top issue? ____________________

4. What percentage of kids did not think that crime or education was the top issue? __________________

5. What percent do you think all the pieces of the pie should add up to? _____________________________

each piece represents the percentage of kids surveyed who feel 6. Based on your answer to question 5, what percent age of kids surveyed fell into the “Other” category?
Write that number on that section of your graph. __________________________________________

7. If 100 kids were surveyed, how many kids thought that crime was the top issue facing the
United States? ____________________________________________________________________________

that particular issue is most important. 8. What concerns do you think fell into the “Other” category? ______________________________________

__________________________________________________________________________________________

41
Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills

3. Instruct students to look at the graph and talk about the results.
You may wish to briefly discuss percents so that students are not
• pencil
confused about what they are seeing.
4. Instruct students to answer the questions based on the informa-
tion given. ▼▼▼▼▼▼▼
ANSWERS

1. 36% 2. 40% 3. 71% 4. 53% 5. 100%

6. 24% 7. 36 kids 8. Answers will vary

EXTENSION ACTIVITIES

Depending on the students’ level, percents can be discussed in more detail. For an
even more challenging exercise, the percents can be written as fractions or deci-
mals. The issues raised by this survey can lead into a larger discussion that works
well in a current events class or as an essay-writing exercise or homework assign-
ment. Ask students what they think fell into the “Other” category. (The topics
included AIDS, abortion, prejudice/racism, violence, and drug and alcohol
abuse.) Conduct a similar survey in your class, grade, or school and graph the
results. Do students think their concerns are different than the concerns of adults?

40
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Circle Survey
Kids have a lot on their minds these days. But what are they thinking about? Here is a circle or
“pie” graph that represents the thoughts and concerns of kids just like you. Look at the graph
and then answer the questions.

Top Issues Facing the United States

29%
Environment
36%
Crime
Other

11%
Education

QUESTIONS

1. What percentage of kids thought crime was the top issue? _______________________________________

2. What percentage of kids thought either education or the environment was the top issue? ___________

3. What percentage of kids did not think that the environment was the top issue? ____________________

4. What percentage of kids did not think that crime or education was the top issue? __________________

5. What percent do you think all the pieces of the pie should add up to? _____________________________

6. Based on your answer to question 5, what percent age of kids surveyed fell into the “Other” category?
Write that number on that section of your graph. ____________________________________________

7. If 100 kids were surveyed, how many kids thought that crime was the top issue facing the
United States? ____________________________________________________________________________

8. What concerns do you think fell into the “Other” category? ______________________________________

__________________________________________________________________________________________

41
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Super Pix
Learning Objective ▲▲▲▲▲▲▲
Students read pictographs
What You’ll Need

• Super Pix reproducible,

DIRECTIONS page 43
1. Distribute the Super Pix reproducible to students. Explain that Name ___________________________________________________ Date ______________________

Super Pix!
they will be using pictographs to answer questions about which You might remember who won the Super Bowl this year, last year, or even the year before. But
do you know which team has won the most Super Bowls? Our pictograph has the answer! Look
at the chart and answer the questions.

NFL teams have won the most Super Bowls. Super Bowl Wins

2. Review with students that pictographs use pictures or symbols

to represent a certain number of things.
San Francisco Pittsburgh Dallas

3. Explain that when answering questions using a pictograph, stu- = one win

QUESTIONS

dents should first count the number of symbols. Then they 1. a. How many Super Bowls has Dallas won? ____________________________________________________

b. How many Super Bowls has Pittsburgh won? ________________________________________________

c. How many Super Bowls has San Francisco won? _____________________________________________

should add—or multiply—that number according to the number 2. How many Super Bowls have San Francisco and Pittsburgh won together? ________________________

3. How many Super Bowls have the three teams won together? _____________________________________

4. Say that each football equals two Super Bowl wins.

given in the key. a. How many footballs would represent the number of Pittsburgh’s Super Bowl wins? ______________

b. How many footballs would represent the number of San Francisco’s Super Bowl wins? ___________

5. Do some research: This chart is from statistics gathered in 1996. Find out who won the Super Bowl in
1997, 1998, and so forth, until the current year. Should this pictograph be changed? Does this infor-

4. Instruct students to look at the chart before answering the ques- mation change any of your answers? If so, how? ________________________________________________

Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills
43

tions.
• pencil

• scratch paper
ANSWERS

1a. 5 1b. 4 1c. 5 2. 9 3. 14 ▼▼▼▼▼▼▼

4a. 2 4b. 2 1/2 5. Answers may vary

EXTENSION ACTIVITIES

This activity can be changed by designating a different value for each symbol (as done in ques-
tion 4). Students can have lots of fun devising their own pictographs, which can be used to show num-
bers of a variety of things. For example, if your school library has a book drive, a chart could be
made to keep track of the number of books collected. For example, each book can represent every 10
books that are collected. Or students can come up with an entirely different symbol.
Symbols do not necessarily need to be stacked in graph form as they are
here. Have students rearrange the pictograph so that the team names are
listed and the footballs are to the right of each team name. As an art
extension, have students design their own symbols. Ask students if they
can combine pictographs with another type of graph, for example, a
circle graph.
42
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Super Pix!
You might remember who won the Super Bowl this year, last year, or even the year before. But
do you know which team has won the most Super Bowls? Our pictograph has the answer! Look
at the chart and answer the questions.

Super Bowl Wins

San Francisco Pittsburgh Dallas

= one win

QUESTIONS

1. a. How many Super Bowls has Dallas won? ____________________________________________________

b. How many Super Bowls has Pittsburgh won? ________________________________________________

c. How many Super Bowls has San Francisco won? _____________________________________________

2. How many Super Bowls have San Francisco and Pittsburgh won together? ________________________

3. How many Super Bowls have the three teams won together? _____________________________________

4. Say that each football equals two Super Bowl wins.

a. How many footballs would represent the number of Pittsburgh’s Super Bowl wins? ______________

b. How many footballs would represent the number of San Francisco’s Super Bowl wins? ___________

5. Do some research: This chart is from statistics gathered in 1996. Find out who won the Super Bowl in
1997, 1998, and so forth, until the current year. Should this pictograph be changed? Does this infor-
mation change any of your answers? If so, how? ________________________________________________

43
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Today’s Forecast: Maps!

Learning Objective ▲▲▲▲▲▲▲
Students read a weather map
What You’ll Need

• Today’s Forecast: Maps!

DIRECTIONS reproducible, page 45
1. Distribute the Today’s Forecast: Maps! reproducible to students. Name ___________________________________________________ Date ______________________

Today’s Forecast: Maps!

It may look familiar to many of them. Before you get on that plane, you’d better check the weather so you know what to pack!
Don’t worry—you don’t have to be a meteorologist. You just need our weather map. Look at the
chart and answer the questions.

Chart the Weather

2. Review the map legend with the students. In particular, go over Portland
71/51sh
Seattle
62/49c
WA
Spokane
67/43sh

OR
Helena
74/38s

Billings
76/48s
MT
Bismarck
69/42s
ND
Duluth
51/36t
Minneapolis
VT
NH
ME

Portland
Bend SD 57/43s 56/37pc
ID NY
77/59s

the meanings of the abbreviations listed in the legend.

Rapid City WI MI MA
Idaho Falls WY MN
RI
69/36sh 72/41s Milwaukee Buffalo CT
64/41pc Detroit 52/36pc Providence
59/39s 62/43pc
NV
Cheyenne Des Moines PA
Sacramento 53/37s New York City
63/36pc NE Chicago Pittsburgh 63/48pc
79/57s Omaha IN Columbus 56/36sh NJ
Reno Salt Lake City IA 55/43pc 58/37pc
77/39s 71/42s 62/38s MD
San Francisco Denver Washington DC
DE Wilmington
79/57s 67/36s Indianapolis OH
WV
61/47pc
UT Topeka MO IL 59/36c
Las Vegas KS 62/40s Charleston VA
Norfolk
CA CO
85/62s 56/40pc 61/56sh
Springfield KY
Flagstaff 59/43sh
68/42s NC
Santa Fe Nashville

3. Explain to students that the two numbers listed near each city
Los Angeles 66/36s Tulsa 65/43pc
OK AR TN
93/70s NM 65/46pc Wilmington
SC
San Diego 66/56r
AZ Phoenix Little Rock MS AL
84/65s 94/67s Amarillo Atlanta
Roswell 69/47pc 58/61c
68/38s 66/36pc Jackson Charleston
72/45c GA
66/56r
Dallas-Ft.Worth Montgomery
74/47s LA
TX 71/48pc
San Antonio New Orleans
75/57pc FL
75/48s

name refer to that day’s high and low temperature.

Tampa
Fairbanks 87/69sh
21/3s
Miami
Numbers: today’s high/low 85/75pc
Juneau Brownsville temperature in F°
47/43r Hilo 77/56s Key West
Honolulu 84/76pc
88/75s 85/70pc
Alaska c: cloudy pc: partly cloudy
r: rain sh: showers
Hawaii
sn: snow snf: snow flurries
t: thunder s: sun

4. There is a lot of information being presented here, so remind QUESTIONS

1. What was the high temperature in Santa Fe, New Mexico? _______________________________________

2. What was the low temperature in Wilmington, North Carolina? __________________________________

students to read questions carefully. This will help them look for 3. Name three cities with partly cloudy skies. ____________________________________________________

4. How much greater was the low temperature in Los Angeles, California, than the high temperature in
Fairbanks, Alaska? _________________________________________________________________________

the right information and use their time wisely and efficiently.
5. What was the difference between the low and high temperatures in Honolulu, Hawaii? _____________

6. Which city had the lowest high temperature? __________________________________________________

7. Which city had the highest low temperature? _________________________________________________

8. Name cities in four different states with showers. ______________________________________________

45
Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills

ANSWERS • pencil

1. 66 2. 56 3. Answers will vary 4. 49 degrees • paper

5. 13 degrees 6. Fairbanks, Alaska
7. Key West, Florida ▼▼▼▼▼▼▼
8. Answers will vary

EXTENSION ACTIVITIES

This is an activity that can change every day. Weather maps often are accompanied
by charts listing everything from historical highs and lows to rainfall and tides. The
weather maps shown on the television news may present different information, more
specifically tailored to your town. Researching the local weather news can
make an ideal take-home assignment. Have students design other pic-
tographs, for example, to go along with the weather map. For example,
one raindrop could equal an inch of precipitation. Also, temperatures pre-
sented here are in degrees Fahrenheit. Discuss Celsius and when and where it’s used.
For more challenging math, have students convert temperatures.

44
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Today’s Forecast: Maps!

Before you get on that plane, you’d better check the weather so you know what to pack!
Don’t worry—you don’t have to be a meteorologist. You just need our weather map. Look at the
chart and answer the questions.

Seattle
Chart the Weather
62/49c
WA
Spokane Helena
67/43sh 74/38s
MT ME
Portland ND
Duluth
71/51sh OR
Bismarck
Billings 69/42s 51/36t VT
76/48s Minneapolis NH Portland
Bend SD 57/43s 56/37pc
ID NY
77/59s
Rapid City WI MI MA
Idaho Falls WY MN
RI
69/36sh 72/41s Milwaukee Buffalo CT
64/41pc Detroit 52/36pc Providence
59/39s 62/43pc
NV
Cheyenne Des Moines PA
Sacramento 53/37s New York City
63/36pc NE Chicago Pittsburgh 63/48pc
79/57s Omaha IN Columbus 56/36sh NJ
Reno Salt Lake City IA 55/43pc 58/37pc
77/39s 71/42s 62/38s MD
San Francisco Denver Washington DC
DE Wilmington
79/57s 67/36s Indianapolis OH
WV
61/47pc
UT Topeka MO IL 59/36c
Las Vegas KS 62/40s Charleston VA
Norfolk
CA CO
85/62s 56/40pc 61/56sh
Springfield KY
Flagstaff 59/43sh
68/42s NC
Santa Fe Nashville
Los Angeles 66/36s Tulsa 65/43pc
OK AR TN
93/70s NM 65/46pc Wilmington
SC
San Diego 66/56r
AZ Phoenix Little Rock MS AL
84/65s 94/67s Amarillo Atlanta
Roswell 69/47pc 58/61c
68/38s 66/36pc Jackson Charleston
72/45c GA
66/56r
Dallas-Ft.Worth Montgomery
74/47s LA
TX 71/48pc
San Antonio New Orleans
75/57pc FL
75/48s
Tampa
Fairbanks 87/69sh
21/3s
Miami
Numbers: today’s high/low 85/75pc
Juneau Brownsville temperature in F°
47/43r Hilo 77/56s Key West
Honolulu 84/76pc
88/75s 85/70pc
Alaska c: cloudy pc: partly cloudy
r: rain sh: showers
Hawaii
sn: snow snf: snow flurries
t: thunder s: sun

QUESTIONS

1. What was the high temperature in Santa Fe, New Mexico? _______________________________________

2. What was the low temperature in Wilmington, North Carolina? __________________________________

3. Name three cities with partly cloudy skies. ____________________________________________________

4. How much greater was the low temperature in Los Angeles, California, than the high temperature in
Fairbanks, Alaska? _________________________________________________________________________

5. What was the difference between the low and high temperatures in Honolulu, Hawaii? _____________

6. Which city had the lowest high temperature? __________________________________________________

7. Which city had the highest low temperature? _________________________________________________

8. Name cities in four different states with showers. ______________________________________________

45
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Taking Stock of Stocks

Learning Objective ▲▲▲▲▲▲▲
Students learn to read basic stock charts
What You’ll Need

• Taking Stock of Stocks

DIRECTIONS reproducible, page 47
1. Distribute the Taking Stock of Stocks reproducible to students. Name ___________________________________________________ Date ______________________

Explain that they will be reading some basic stock quotes from Taking Stock of Stocks
It’s market madness with our stock market quotes! Read the chart and graph below and then
answer the questions about some of the ups and downs of a day in the life of some stocks.

the newspaper showing the activity of stocks on a specific day. Going to the Market
9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00

9:30 A.M. Dow Jones

10,600 10, 558 Industrial Average

2. Review chart reading with students. Tell them to familiarize

10,540
4:00 P.M.
10,435
10,480

10,420

themselves with the chart before attempting to answer the ques-

➡
122.68

INDEX CLOSE CHANGE

➡
Nasdaq composite 4013.36 23.53

➡
Standard & Poor’s 500 1475.95 10.5

tions. You may wish to discuss stocks in general and the chart
➡
Treasury bond, 30-year yield 5.89% ➡
x unch.

➡
Treasury note, 10-year yield 6.01% 0.01

QUESTIONS

here in particular before asking the students to begin answering 1. a. Look at the graph. Overall, did the Dow Jones Industrial average go up or down? _________________

b. By how much? ___________________

2. a. Based on the information on the graph, what time does the stock market open? _________________

the questions. b. What time does it close? __________________

3. a. Look at the Index chart. How many indexes went up? _________________

b. How many indexes went down? ___________________

4. Which index had no change? ____________________

3. It is likely that most students are not familiar with the stock mar- 5. a. Did the Nasdaq composite go up or down? ____________________

b. By how much? ___________________

6. a. What did the Treasury note with a 10-year yield close at? ___________________

ket and this may be a source of intimidation for them. When dis- b. What was the change? ___________________

c. Based on your answers to a and b, what did the Treasury note with a 10-year yield open at? _________
47
Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills

cussing the activity with students, it may be useful to point out

that it is not necessary to completely understand the stock mar-
• pencil
ket to do this activity.
4. Instruct students to read the chart first and then answer
the questions. ▼▼▼▼▼▼▼
ANSWERS

1a. down 1b. 122.68 2a. 9:30 A.M. 2b. 4:00 P.M.
3a. 2 3b. 1 4. Treasury bond, 30-year yield
5a. up 5b. 23.53 6a. 6.01% 6b. 0.01 6c. 6.00%

EXTENSION ACTIVITIES
There are stock quotes in the paper every day that can be used for classroom activities, in addition
to a number of Web sites (see page 59) that provide constant updates. The example given here is
a very simplified version, but actual stock quotes provide fractions, decimals, sometimes percents—
they are a gold mine of statistics.

As an ongoing project, it can be fun and educational to have the class track some stocks over time.
Allow the kids to choose the stocks themselves (there are many that would be popular with kids,
including some clothing and shoe designers, fast-food chains, and entertainment groups) and chart
the stocks on a giant line graph in your classroom or hallway.
46
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Taking Stock of Stocks

It’s market madness with our stock market quotes! Read the chart and graph below and then
answer the questions about some of the ups and downs of a day in the life of some stocks.

Going to the Market

9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00

9:30 A.M. Dow Jones

10,600 10, 558 Industrial Average

10,540
4:00 P.M.
10,435
10,480

10,420
➡
122.68

INDEX CLOSE CHANGE

➡
Nasdaq composite 4013.36 23.53
➡

Standard & Poor’s 500 1475.95 ➡ 10.5

Treasury bond, 30-year yield 5.89% x➡ unch.
➡

Treasury note, 10-year yield 6.01% 0.01

QUESTIONS

1. a. Look at the graph. Overall, did the Dow Jones Industrial average go up or down? _________________

b. By how much? ___________________

2. a. Based on the information on the graph, what time does the stock market open? _________________

b. What time does it close? __________________

3. a. Look at the Index chart. How many indexes went up? _________________

b. How many indexes went down? ___________________

4. Which index had no change? ____________________

5. a. Did the Nasdaq composite go up or down? ____________________

b. By how much? ___________________

6. a. What did the Treasury note with a 10-year yield close at? ___________________

b. What was the change? ___________________

c. Based on your answers to a and b, what did the Treasury note with a 10-year yield open at? _________
47
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Dinner Diagrams
Learning Objective ▲▲▲▲▲▲▲
Students create Venn diagrams
What You’ll Need
DIRECTIONS
• Dinner Diagrams repro-
1. Distribute the Dinner Diagrams reproducible to students. ducible, page 49
2. Review Venn diagrams with students and make sure that they Name ___________________________________________________ Date ______________________

Dinner Diagrams
understand what a Venn diagram is used to represent. Compare Hope you’re hungry! You’ve heard of the four major food groups, but they usually don’t include
“food you usually eat with your hands”! For each description given below, draw a Venn diagram
that shows the group of food items described.

a Venn diagram to other graphs and discuss how the Venn diagram What’s for Dinner?

Hot Food

is different. pepperoni pizza

cheese pizza
hamburger
Food You Usually Eat
spaghetti with tomato sauce
With Your Hands
spaghetti with meatballs
fried chicken
fried chicken

3. Mention to students that Venn diagrams represent what two

pepperoni pizza
french fries
cheese pizza Meatless Food
roast beef sandwich cheese pizza
cucumber sandwich spaghetti with tomato sauce
Cold Food hamburger mixed vegetables

or more different groups have in common. Mention that a Venn roast beef sandwich french fries cucumber sandwich
cucumber sandwich applesauce
applesauce french fries

diagram represents an “overlap” of groups, just as they see the

Draw Venn diagrams to show the intersection of the following groups:

circles themselves overlap. 1. Hot food and meatless food

2. Cold food and food you usually eat with your hands

3. Cold food and meatless food

4. Hot food and food you usually eat with your hands

4. Have a brief discussion about possible situations—aside from 5. Food you usually eat with your hands and meatless food

Bonus: Hot food, meatless food, and food you usually eat with your hands!

what is presented in the activity—for which a Venn diagram Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills
49

might be used.
5. Instruct students to draw Venn diagrams to represent the requested • pencil
information.
• protractor for drawing
ANSWERS circles (optional)

1.
▼▼▼▼▼▼▼
Hot Food Meatless Food Hot Food Food You Usually Eat With Your Hands
4.
pepperoni cheese
pizza cheese pizza
pizza mixed
vegetables spaghetti with hamburger roast beef
hamburger tomato sauce sandwich
spaghetti with pepperoni
spaghetti with tomato sauce
meatballs
cucumber
sandwich spaghetti with
meatballs
pizza
fried chicken
cucumber
sandwich
EXTENSION ACTIVITIES
french applesauce
fried fries french
chicken fries
Have students create a similar set of Venn dia-
grams based on the food that they find in
Food You Usually Eat With Your Hands Meatless Food

2. Cold Food Food You Usually Eat with Hands their school cafeteria. Encourage them to be
5.
fried chicken fried chicken
cheese spaghetti with
tomato sauce
as creative as possible with the groups that
roast pepperoni pizza
pepperoni
beef
sandwich
pizza pizza
roast beef
cucumber
sandwich
mixed
vegetables
they decide to create. They may use colors,
applesauce cheese
cucumber
sandwich
pizza sandwich
hamburger
french
fries
applesauce
textures, ingredients—anything that can be
hamburger
french fries classified as a group. And of course, chal-
Food You Usually Eat With Your Hands Meatless Food
lenge students to create Venn diagrams of
Cold Food Meatless Food
items other than food. They may want to try
3. Bonus roast beef applesauce
sandwich
cucumber mixed vegetables
sandwich
sporting equipment—such as items used with
cheese

cucumber
pizza
spaghetti with fried
cheese
pizza
french
hands, feet, or heads. Students can also cre-
roast sandwich chicken fries
beef
sandwich
applesauce
tomato sauce
mixed
pepperoni
pizza
spaghetti with
tomato sauce
ate “Venn collages” in which pictures are used
vegetables hamburger

french
spaghetti with meatballs
to illustrate grouped items as opposed to
fries

Hot Food
words or numbers.
48
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Dinner Diagrams
Hope you’re hungry! You’ve heard of the four major food groups, but they usually don’t include
“food you usually eat with your hands”! For each description given below, draw a Venn diagram
that shows the group of food items described.

What’s for Dinner?

Hot Food
pepperoni pizza
cheese pizza
hamburger
Food You Usually Eat
spaghetti with tomato sauce
With Your Hands
spaghetti with meatballs
fried chicken
fried chicken
pepperoni pizza
french fries
cheese pizza Meatless Food
roast beef sandwich cheese pizza
cucumber sandwich spaghetti with tomato sauce
Cold Food hamburger mixed vegetables
roast beef sandwich french fries cucumber sandwich
cucumber sandwich applesauce
applesauce french fries

Draw Venn diagrams to show the intersection of the following groups:

1. Hot food and meatless food

2. Cold food and food you usually eat with your hands

3. Cold food and meatless food

4. Hot food and food you usually eat with your hands

5. Food you usually eat with your hands and meatless food

Bonus: Hot food, meatless food, and food you usually eat with your hands!

49
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Menu Math
Learning Objective ▲▲▲▲▲▲▲
Students read a menu
What You’ll Need

DIRECTIONS • Menu Math reproducible,

page 51
1. Distribute the Menu Math reproducible to students.
Name ___________________________________________________ Date ______________________

2. Review the basics of money math with students, such as adding Menu Math
Welcome to Descartes Cafe! What’s on the menu, you ask? Why math, of course! But before you
fill up on food you’d better take a close look at our menu. Then read the information and answer
the questions.

and subtracting with decimals. Make sure students are comfort- Descartes Cafe
MENU OF THE DAY 10.95 A LA CARTE SELECTION

able with regrouping when adding and subtracting decimals.

Includes your choice of a dinner, a side order, and a *A la carte selections are served without side orders
dessert. Comes with beverage and a green salad.
Grilled Salmon 7.00
SALADS Hamburger 4.00
Green Salad 2.85 T-Bone Steak 6.50
Tomato Salad 3.95
SIDE ORDERS BEVERAGES
Grilled Chicken Salad 4.95
French Fries 2.00 Soda 2.00
DINNERS Baked Potato 1.50 Milk 1.00

3. Instruct students to do the calculations by hand. Later, if you

*All dinners come with french fries or baked potato
and a salad or spinach
Spinach 1.75 Juice 1.50
Hamburger 5.85 DESSERTS
T-Bone Steak 8.95 Ice Cream 1.00
Roast Chicken 7.95 Brownie Sundae 3.95
Vegetable Medley 6.95 Cherry Pie 2.95

wish, they may check their work—or their neighbor’s work— Grilled Salmon 9.95 with Ice Cream add .75

QUESTIONS

1. How much more does the grilled salmon dinner cost than the hamburger dinner? _________________

with a calculator. 2. a. If you order a roast chicken dinner and a soda, how much does your order cost? _________________

b. If you decide to have a piece of cherry pie after dinner, what is your total now? ___________________

3. a. Is the cost of the Menu of the Day more or less than your answer to 2b? __________________

b. How much more or less? ______________________

4. For many students, decimals are not as “scary” when used in 4. What is the difference in price between a hamburger dinner and a hamburger and french fries
ordered separately? ______________________

5. You decide you want grilled salmon, baked potato, green salad, soda, and cherry pie with ice cream.

a money context, something that they are familiar with. a. How much would this meal cost if you ordered everything individually? ________________________

b. How much would it cost if you ordered the grilled salmon dinner and then the same beverage and
dessert separately? _______________________

Illustrating the use of decimals as a means of counting money c. Which is the least expensive option: 5a, 5b, or the Menu of the Day? ___________________________

d. What is the difference in price between the least expensive option and the most expensive
option? _________________________
51

can help make students more comfortable with decimals in

S h l i P f i lB k 2001 G G h Ch & T bl Th B ild R l Lif M h Skill

general. • pencil and paper

5. Before they attempt to answer the questions, explain to students
the difference between ordering a dinner or ordering a la carte. • calculator (optional)

6. Students can then answer the questions.

▼▼▼▼▼▼▼
ANSWERS

1. 4.10 EXTENSION ACTIVITIES

2a. 9.95
2b. 12.90 This is an activity that segues nicely into discussions about tax and
3a. less
3b. 1.95
4. 0.15
5a. 17.05
5b. 15.65
25
percents. Students can re-compute all of their answers based on the food
and beverage tax in your state, for example. This can also lead to a
discussion about tipping. Students can then compute tax and tip, and
discuss the difference between the price on the menu and what they
25
5c. Menu of the Day actually end up paying for the meal. Try giving your students a limit on
5d. 6.10 the money they can spend. They can list the items they want to order, along
with the prices. Remind them that they will also need to pay for

25
tax and a tip! A variety of take-out menus could come in handy and
provide endless “menu math” activities.

50
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Menu Math
Welcome to Descartes Cafe! What’s on the menu, you ask? Why math, of course! But before you
fill up on food you’d better take a close look at our menu. Then read the information and answer
the questions.

Descartes Cafe
MENU OF THE DAY 10.95 A LA CARTE SELECTION
Includes your choice of a dinner, a side order, and a *A la carte selections are served without side orders
dessert. Comes with beverage and a green salad.
Grilled Salmon 7.00
SALADS Hamburger 4.00
Green Salad 2.85 T-Bone Steak 6.50
Tomato Salad 3.95
SIDE ORDERS BEVERAGES
Grilled Chicken Salad 4.95
French Fries 2.00 Soda 2.00
DINNERS Baked Potato 1.50 Milk 1.00
*All dinners come with french fries or baked potato
and a salad or spinach
Spinach 1.75 Juice 1.50
Hamburger 5.85 DESSERTS
T-Bone Steak 8.95 Ice Cream 1.00
Roast Chicken 7.95 Brownie Sundae 3.95
Vegetable Medley 6.95 Cherry Pie 2.95
Grilled Salmon 9.95 with Ice Cream add .75

QUESTIONS

1. How much more does the grilled salmon dinner cost than the hamburger dinner? _________________

2. a. If you order a roast chicken dinner and a soda, how much does your order cost? _________________

b. If you decide to have a piece of cherry pie after dinner, what is your total now? ___________________

3. a. Is the cost of the Menu of the Day more or less than your answer to 2b? __________________

b. How much more or less? ______________________

4. What is the difference in price between a hamburger dinner and a hamburger and french fries
ordered separately? ______________________

5. You decide you want grilled salmon, baked potato, green salad, soda, and cherry pie with ice cream.

a. How much would this meal cost if you ordered everything individually? ________________________

b. How much would it cost if you ordered the grilled salmon dinner and then the same beverage and
dessert separately? _______________________

c. Which is the least expensive option: 5a, 5b, or the Menu of the Day? ___________________________

d. What is the difference in price between the least expensive option and the most expensive
option? _________________________
51
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Have Stats, Will Travel

*NOTE: This activity has four parts. This teacher page accompanies the next four reproducibles.

Learning Objective ▲▲▲▲▲▲▲

Students read for detail a variety of charts
relating to travel What You’ll Need

• Have Stats, Will Travel

DIRECTIONS reproducibles, pages 53–56
1. Distribute the four Have Stats, Will Travel reproducibles to stu- Name ___________________________________________________ Date ______________________

Have Stats, Will Travel (Part 1)

Got your passport ready? Ticket? Final boarding! Where are you headed? Well, the choice is

dents. The charts and tables reflect some of the information yours. One thing is for sure—you’d better pack your math. To find out how much it will cost for
you to get where you’re going, look at our chart of air fares for some very popular destinations.
Read the information and answer the questions.
Name ___________________________________________________ Date ______________________
Stats Take Flight!
Have Stats, Will Travel (Part 2)
travelers might use as they’re planning a trip abroad: plane fares, DOMESTIC ROUTES

Airline
chart and answer the
Airline
A I R FA R E S
Before you get on that plane, you’d better check the weather so you know what to pack!
Don’t worry—you don’t haveI to
Discount Fare; Unrestricted
N T E R N AT I O N A L R O U T E S
Fare;questions.
be a meteorologist. You just need our weather chart. Look at the
Discount Fare;
Airline
Unrestricted Fare;
Airline

New York- $278: Fly Now $1,828: Fly Now New York- $730: Sky High $1,682: Sky High
Denver How’s
Athens the Weather?

currency exchange rates, weather, and individual city statistics.

Name ___________________________________________________ Date ______________________
New York- $318: Born2Fly $682: Born2Fly New York- $1,210: Pacific Trails $3,096: Pacific Trails
Los Angeles Hong Kong

New York-
St. Louis
$278: SkyWorld $1,164: SkyWorld
City
Atlanta-
Average
Cape Town Rainy
Have Stats, Will Travel (Part 3)
May Days
$899: Far-and-Away
City
$2,942: Far-and-Away
Average Rainy
High/Low
Travel may beDays fun, but it’s not cheap. Do High/Low
you have anDaysextra 564,602 Turkish liras? Don’t panic,
San Francisco- $198: Westward Ho $582: Westward Ho that’sLosonly one 8dollar.
Angeles- ToEast
$610: find
Wayout more about
Easthow
Way far a dollar will get you in different parts of
Athens 77/61 Los Angeles $1,150: 72/53 2
Austin Moscow check our currency exchange chart and answer the questions.
the world,

However, you do not have to use all four together or in sequence.

Atlanta 79/60 10 Madrid 70/50 10
Washington- $198: Air Up There $630: Air Up There
Beijing San Francisco- 6
81/55 $379: Border Air City $480: Border
Mexico 78/54Air 17
Las Vegas Mexico City Name ___________________________________________________ Date ______________________
Boston 66/49 11 Money and Math in Many Lands
Moscow 66/46 13
Buenos Aires 64/47 7 New York 68/53 11
QUESTIONS Cairo 91/63 0 Paris 68/49 12 Have Stats, Will Travel (Part 4)
Chicago What
65/50 Can You
12 Get Phoenix 91/60 1
Do you know your way around Singapore? In case you don’t, we have almost everything you
1. How much is a discount air fare from New York to St. Louis? _____________________________________

Each activity can easily stand on its own.

Delhi for One Dollar
105/79 2 In?Rome . . to
need . know right74/56
here. From5 taxis to temperature, it can all be found on our vital statistics chart
2 a. What airline is offering a flight Dublin
from San Francisco 60/43
to Austin? 10_________________________________
San Juan
for Singapore. Just84/74 16 and answer the questions.
read the chart
Edinburgh 56/43 14 May 2000
Sydney May 1999
66/52 13
b. How much is the unrestricted fare?_______________________________________________________
AFRICA
Hong Kong 82/74 13 Tokyo 71/54 10
3. Which costs more, a discount flight Houston Kenya (shilling) 7
from New York 84/66
to Athens or an unrestricted
56.09
Toronto 50.90
63/44
fare from New York to 13
Getting Around
Jerusalem Morocco
81/57 (dirham) 1 9.02
Washington 8.34
75/54 Q U E S12TIONS
Denver? __________________________________________________________________________________
South Africa (rand) 5.21 4.67
London 62/47 12 Zurich 67/47 14
1. What countries besides the United States
4 a. How much is an unrestricted fare from AtlantaTHE AMERICAS
to Cape Town? _________________________________
Brazil (real) 1.64 1.51 use a unit of currency called the dollar?____

2. Explain to students that they will be seeing a variety of informa-

QUESTIONS
b. Which airline provides that service? ________________________________________________________
Canada (dollar) 1.44 Singapore
1.42 _______________________________________
1. How many rainy days were there(peso)
Mexico in May in Buenos 8.85 Aires? _________________ 8.75
c. How much more is the unrestricted fare than the discount fare? _______________________________ ________________________________________
Stats
ASIA-PACIFIC
2. a. What was the average low temperature in Paris? _________________
5. How many discount tickets from New York to Los Angeles can be bought with 2. Which countries use a unit of currency
Australia (dollar) 1.67 the money 1.47 required to
P O P U L AT I O N E S T I M AT Ecalled the franc? ________________________
buy one unrestricted ticket b. How much
from Newlower
York was Paris’s
to Hong
HongKong?average
Kong low temperature
______________________________________
(dollar) 7.56 than the average 7.52 high? ________________
3.9 million
India (rupee) 40.42 39.59 _______________________________________

tion relating to travel, and they will have to read carefully to find
3. Which was warmer, the average low in Delhi or the average high in Sydney? _________________
Japan (yen) 104.78 116.30
M AY W E AT H E R 3. a. How many Italian liras could you get for
4. a. Which city had the least number of rainy days? _________________
EUROPE High 89° one dollar in 1999? __________________
53
Scholastic Professional Books • 2001 Austria (schilling) Great Graphs, Charts
14.67
Low 12.62Math Skills 75°
& Tables That Build Real-Life
b. Which city had the greatest?
Belgium_________________
(franc) 43.01
Rainy Days 36.98 15b. HowQmany
U E S T Imore
O N S Italian liras could you get

5. Which city had the least Britain (pound)change between

temperature .63the high and.60 for one
low? _________________ dollar
1. What is in 2000?
the _________________
average high temperature in Singapore in May?
Denmark (krone) 7.95
AV E R A G E C O6.81 ST OF

the information they need.

______________________________________________________
6. a. Which city had the lowest average
France (franc)high? _________________
6.99
HOTEL PER N I G H T 4. a. What is the unit of currency in Kenya?
6.01
Germany (mark) 2.09
Room for one with 1.79tax $230.50 _____________________________________
b. Which city had the highest average low? _________________ 2. What is the estimated population of Singapore? __________
Hungary (fornint) 262.50 218.60
b. How much ______________________________________________________
of that currency could you get
Ireland (punt) .80E R A G E C O S.69
AV T OF
54 Italy (lira) 2,063.30
D I N N E R F1,775.10
OR ONE for a3.dollar
Does in
the2000?
$24 ___________________
Scholastic Professional Books price
• 2001 for dinner include tax and tip? _________
Portugal (escudo) 203.70
With tax and 175.30
tip $24.00
5. If you had ______________________________________________________
one dollar in 2000, which could
Spain (peseta) 169.20 145.50
TA X I you get
4. more
a. Howof, Japanese
much does ityen
costorupon
Spanish
entering a taxi? ____________
MIDDLE EAST

3. Review phrases such as “average,” “at least,” and “no more than”
Egypt (pound) Upon entry
3.18 3.15 pesetas? _______________________________
$1.41
Each additional km $0.25 b. If each additional kilometer (km) is $0.25, and you go 8 km,
Israel (shekel) 3.76 3.83
From the airport 6. In 1999, how
$10.30 howmany Indian
much rupees
money will could youall together? ____________
you owe
Turkey (lira) 564,602.00 32,972.00
get with two____________________________________________________
dollars? _____________________
AV E R A G E C O S T O F
C A R R E N TA L P E R D AY 5 a. How much is a taxi ride from the airport? ______________
55
Scholastic Professional Books • 2001 Great Graphs, Charts & Tables That Build Real-Life Math Skills
with unlimited ____________________________________________________

with students, and talk about what they mean.

free mileage $113.56
b. Based on the cost of entering a taxi and the cost for each
additional kilometer, about how many kilometers is it
from the airport to town? _____________________________

56
Scholastic Professional Books • 2001

4. Instruct students to look at the information being presented • pencil

before they answer any questions. Once they feel comfortable
• paper
with the chart or table, remind them to read each question care-
fully. The answers are much easier to find if the students are • calculator
clear on what they are looking for.

ANSWERS
▼▼▼▼▼▼▼
Page 53 EXTENSION ACTIVITIES
1. $278 2a. Westward Ho 2b. $582
3. Unrestricted fare from New York to Denver The international flavor of these activi-
4a. $2,942 4b. Far-and-Away 4c. $2,043 5. 9 ties naturally lends itself to a great deal
Page 54 of multicultural exchange and learning.
1. 7 2a. 49 degrees 2b. 19 degrees 3. average low in Delhi They also present a wonderful way to
4a. Cairo 4b. Mexico City 5. Hong Kong work on money math. Students could
6a. Edinburgh 6b. Delhi be given a travel budget and plan a
Page 55 trip—buy tickets, pay for transportation
1. Canada; Australia; Hong Kong 2. Belgium; France from the airport, and figure out how
3a. 1,775.10 3b. 288.20 4a. shilling 4b. 56.09 far their dollars will go in a certain
5. Spanish pesetas 6. 79.18 country. Exchange rates are a great
Page 56 way to teach conversions, decimals,
1. 89 degrees 2. 3.9 million 3. yes 4a. $1.41 4b. $3.41 and calculator skills.
5a. $10.30 5b. 35.6 kilometers
52
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Have Stats, Will Travel (Part 1)

Got your passport ready? Ticket? Final boarding! Where are you headed? Well, the choice is
yours. One thing is for sure—you’d better pack your math. To find out how much it will cost for
you to get where you’re going, look at our chart of air fares for some very popular destinations.
Read the information and answer the questions.

Stats Take Flight!

A I R FA R E S
DOMESTIC ROUTES I N T E R N AT I O N A L R O U T E S
Discount Fare; Unrestricted Fare; Discount Fare; Unrestricted Fare;
Airline Airline Airline Airline

New York- $278: Fly Now $1,828: Fly Now New York- $730: Sky High $1,682: Sky High
Denver Athens

New York- $318: Born2Fly $682: Born2Fly New York- $1,210: Pacific Trails $3,096: Pacific Trails
Los Angeles Hong Kong

New York- $278: SkyWorld $1,164: SkyWorld Atlanta- $899: Far-and-Away $2,942: Far-and-Away
St. Louis Cape Town

San Francisco- $198: Westward Ho $582: Westward Ho Los Angeles- $610: East Way $1,150: East Way
Austin Moscow

Washington- $198: Air Up There $630: Air Up There San Francisco- $379: Border Air $480: Border Air
Las Vegas Mexico City

QUESTIONS

1. How much is a discount air fare from New York to St. Louis? _____________________________________

2 a. What airline is offering a flight from San Francisco to Austin? _________________________________

b. How much is the unrestricted fare?_______________________________________________________

3. Which costs more, a discount flight from New York to Athens or an unrestricted fare from New York to
Denver? __________________________________________________________________________________

4 a. How much is an unrestricted fare from Atlanta to Cape Town? _________________________________

b. Which airline provides that service? ________________________________________________________

c. How much more is the unrestricted fare than the discount fare? _______________________________

5. How many discount tickets from New York to Los Angeles can be bought with the money required to
buy one unrestricted ticket from New York to Hong Kong? ______________________________________

53
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Have Stats, Will Travel (Part 2)

Before you get on that plane, you’d better check the weather so you know what to pack!
Don’t worry—you don’t have to be a meteorologist. You just need our weather chart. Look at the
chart and answer the questions.

How’s the Weather?

May Days
City Average Rainy City Average Rainy
High/Low Days High/Low Days

Athens 77/61 8 Los Angeles 72/53 2

Atlanta 79/60 10 Madrid 70/50 10
Beijing 81/55 6 Mexico City 78/54 17
Boston 66/49 11 Moscow 66/46 13
Buenos Aires 64/47 7 New York 68/53 11
Cairo 91/63 0 Paris 68/49 12
Chicago 65/50 12 Phoenix 91/60 1
Delhi 105/79 2 Rome 74/56 5
Dublin 60/43 10 San Juan 84/74 16
Edinburgh 56/43 14 Sydney 66/52 13
Hong Kong 82/74 13 Tokyo 71/54 10
Houston 84/66 7 Toronto 63/44 13
Jerusalem 81/57 1 Washington 75/54 12
London 62/47 12 Zurich 67/47 14

QUESTIONS

1. How many rainy days were there in May in Buenos Aires? _________________

2. a. What was the average low temperature in Paris? _________________

b. How much lower was Paris’s average low temperature than the average high? ________________

3. Which was warmer, the average low in Delhi or the average high in Sydney? _________________

4. a. Which city had the least number of rainy days? _________________

b. Which city had the greatest? _________________

5. Which city had the least temperature change between the high and low? _________________

6. a. Which city had the lowest average high? _________________

b. Which city had the highest average low? _________________

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Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
Name ___________________________________________________ Date ______________________

Have Stats, Will Travel (Part 3)

Travel may be fun, but it’s not cheap. Do you have an extra 564,602 Turkish liras? Don’t panic,
that’s only one dollar. To find out more about how far a dollar will get you in different parts of
the world, check our currency exchange chart and answer the questions.

Money and Math in Many Lands

What Can You Get

for One Dollar In? . . .
May 2000 May 1999
AFRICA
Kenya (shilling) 56.09 50.90
Morocco (dirham) 9.02 8.34 QUESTIONS
South Africa (rand) 5.21 4.67
1. What countries besides the United States
THE AMERICAS
Brazil (real) 1.64 1.51 use a unit of currency called the dollar?____
Canada (dollar) 1.44 1.42 _______________________________________
Mexico (peso) 8.85 8.75 ________________________________________
ASIA-PACIFIC
2. Which countries use a unit of currency
Australia (dollar) 1.67 1.47
Hong Kong (dollar) 7.56 7.52 called the franc? ________________________
India (rupee) 40.42 39.59 _______________________________________
Japan (yen) 104.78 116.30
3. a. How many Italian liras could you get for
EUROPE
one dollar in 1999? __________________
Austria (schilling) 14.67 12.62
Belgium (franc) 43.01 36.98 b. How many more Italian liras could you get
Britain (pound) .63 .60 for one dollar in 2000? _________________
Denmark (krone) 7.95 6.81
France (franc) 6.99 6.01 4. a. What is the unit of currency in Kenya?
Germany (mark) 2.09 1.79 _____________________________________
Hungary (fornint) 262.50 218.60
Ireland (punt) .80 .69 b. How much of that currency could you get
Italy (lira) 2,063.30 1,775.10 for a dollar in 2000? ___________________
Portugal (escudo) 203.70 175.30
Spain (peseta) 169.20 145.50 5. If you had one dollar in 2000, which could
you get more of, Japanese yen or Spanish
MIDDLE EAST
Egypt (pound) 3.18 3.15 pesetas? _______________________________
Israel (shekel) 3.76 3.83
6. In 1999, how many Indian rupees could you
Turkey (lira) 564,602.00 32,972.00
get with two dollars? _____________________

55
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Name ___________________________________________________ Date ______________________

Have Stats, Will Travel (Part 4)

Do you know your way around Singapore? In case you don’t, we have almost everything you
need to know right here. From taxis to temperature, it can all be found on our vital statistics chart
for Singapore. Just read the chart and answer the questions.

Getting Around

Singapore
Stats
P O P U L AT I O N E S T I M AT E
3.9 million

M AY W E AT H E R
High 89°
Low 75°
Rainy Days 15 QUESTIONS

1. What is the average high temperature in Singapore in May?

AV E R A G E C O S T O F
______________________________________________________
HOTEL PER NIGHT
Room for one with tax $230.50 2. What is the estimated population of Singapore? __________
______________________________________________________
AV E R A G E C O S T O F
DINNER FOR ONE 3. Does the $24 price for dinner include tax and tip? _________
With tax and tip $24.00
______________________________________________________

TA X I 4. a. How much does it cost upon entering a taxi? ____________

Upon entry $1.41
Each additional km $0.25 b. If each additional kilometer (km) is $0.25, and you go 8 km,
From the airport $10.30 how much money will you owe all together? ____________
____________________________________________________
AV E R A G E C O S T O F
C A R R E N TA L P E R D AY 5 a. How much is a taxi ride from the airport? ______________
with unlimited ____________________________________________________
free mileage $113.56
b. Based on the cost of entering a taxi and the cost for each
additional kilometer, about how many kilometers is it
from the airport to town? _____________________________

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Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Teacher’s Page

Statistics Scavenger Hunt

Learning Objectives ▲▲▲▲▲▲▲
Various
What You’ll Need

• pencil
DIRECTIONS

1. In this activity, students will be venturing around their • paper

class, school, or community looking for any evidence of
statistics they can find. The objective is for students to
become increasingly aware of the incredible amount of
▼▼▼▼▼▼▼
math surrounding them every day, whether or not they are
in school.
EXTENSION ACTIVITIES
2. Brainstorm with students all the various graphs, charts, and
tables they can think of, and have them talk about where This activity can be a team competition
they’ve seen them. It’s okay for them to mention some of with groups of students competing to
the things that have been brought to their attention in this find the greatest number of charts,
activity book, but encourage them to look around them for
tables, or graphs possible within a strict

?
many sources of statistics: hospital charts; feature check-
time frame. Extra credit can be given if
lists on the boxes of toys, games, and electronics; cook-
books; automobile tune-up checklists; and so forth. students create two different styles of
graph using the same information, for
3. Tell students that they are going on a scavenger hunt to
find examples of at least five different graphs, charts, or example, taking part of the information
tables. Explain to students that they will earn points for given in a pie graph and turning it into
each example they bring in, and that each example must be a bar graph. To encourage creativity,
accompanied by one math question relating to the chart, prizes could be given for the most sur-
table, or graph they’ve presented. The student who earns prising stat or the best artistic represen-
the most points in the allotted amount of time wins.
tation of a chart, table, or graph.
NOTE: No points for bringing in two different versions of Students should feel free to really go all-
the same stat (for example: box scores from two different
out, even creating a 3-D pictograph or
baseball games). It is very important that students under-
doing an accompanying report on their
stand what their graphs, charts, and tables represent. This
is why the accompanying math question is a key part of topic for extra credit. Depending on the
this activity. information presented in the various
4. Keep a list of places where students have found statistical graphs, a great deal of learning beyond
examples and post them in the classroom. This activity can math can be shared. Have students pres-
go on for as long as you like. Once completed, results can ent their favorite statistic—a mapping
be taped on the walls of the classroom and students can go exercise of archaeological finds in
around and complete the math questions that go along Egypt, for example—and talk about
with each graph.
what they learned about the topic
behind the graph, chart, or table.
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Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Appendix

Appendix 1: Quick Reference

LINE GRAPH
A line graph shows changes over time.
Example: How sports participation in school has changed from 1970 to 2000.

D O U B L E ( O R M U LT I P L E ) L I N E G R A P H
A multiple line graph shows changes over time for two (or more) different groups.
Example: How sports participation in school has changed from 1970 to 2000, with one line representing boys,
the other, girls.

BAR GRAPH
A bar graph uses bars to show and compare total numbers of things.
Example: The total number of Olympic gold medals won, with one bar representing the medal total of each
country.

DOUBLE BAR GRAPH

A double bar graph uses bars to show total numbers of things, but divides each total number into
two groups.
Example: The total number of Olympic gold medals won by country, with each country represented by two
bars, one bar for men’s events, the other bar for women’s.

S TA C K E D B A R G R A P H
A stacked bar graph divides one piece of information, represented by one bar, into two specific
parts.
Example: One bar representing the total amount of money earned by an athlete, divided into money received
from salary and money received from endorsements.

CIRCLE GRAPH (OR PIE CHART)

A circle graph shows parts of a whole.
Example: The total circle represents the number of Super Bowl victories, divided into victories for AFC teams
and victories for NFC teams.

PICTOGRAPH
A pictograph uses pictures. Each picture represents a certain number of people or things.
Example: The total rainfall in inches for several different cities, with one umbrella equivalent to 2 inches of
rainfall.

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Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Appendix

Appendix 2: Teacher Resources

Here are places where you can find additional statistical information to use along with the blank graphing
reproducibles (pages 61–64). Used together, you can create and interpret charts, tables, and graphs of your
own. Some of these resources already present the information in graph form. The information either can be
interpreted in the given form, or students can be challenged to present the information using another type of
chart, table, or graph.

S C H O L A S T I C K I D S U S A S U RV E Y
www.scholastic.com/
This site contains a poll of classrooms across the United States about issues concerning kids, including topics
such as violence in the media, the environment, and school uniforms.
For more research information and other helpful teaching hints, take a look at what else is on
www.scholastic.com. To get to Kids USA Survey from the home page, you can start by clicking on “Teachers,”
then “Online Activities,” and finally “Math” and go from there.

U S A T O D AY
www.usatoday.com/snapshot/life/snapldex.htm
In addition to the newspaper itself, USA Today’s Web site has an archive of its “Snapshots,” the popular polls
and graphs featured in the paper. Listed according to topic, the polls contain statistical information about
everything from teen smoking to how many people prefer chunky to creamy peanut butter.

U.S. CENSUS BUREAU

www.census.gov
More data than you’ll know what to do with. Statistics on virtually every aspect of American life—poverty, edu-
cation, population, ethnic breakdowns, and so forth.
ALSO CHECK OUT THE SITE’S “POP CLOCK”
www.census.gov/ftp/pub/main/www/popclock.html
The “Pop Clock” has population updates from around the world every five minutes, and population estimates
from 1950 to 2050.

INFOPLEASE.COM
www.infoplease.com
A great place to start for any statistics activity—you could end up anywhere! The site has links to an exception-
ally wide variety of almanacs, with information about geography, the entertainment world, politics, history,
atlases and maps, and a K–12 Learning Network.

C N N - S P O R T S I L L U S T R AT E D
www.cnnsi.com
Sports is an ongoing source of statistical information and an area that usually appeals to kids. This is just one
Web site that has statistical information for many sports. It includes team standings, schedules, points, and
individual player statistics.

59
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Appendix

BILLBOARD MAGAZINE
www.billboard-online.com/charts
Billboard Magazine’s Web site not only has the latest chart listing for hit music, but if you click on “This Week’s
Poll,” you go to their “Voting Booth,” where there are results of polls on current music topics.

AMERICAN STOCK EXCHANGE

www.amex.com
Stocks are a great way to work with line graphs. The information also can be used to teach fractions and per-
cents, as well as give kids some insight into economics.

THE ENDANGERED SPECIES PROGRAM

endangered.fws.gov
Maps, charts, and statistical information about endangered animals and plants from the U.S. Fish and Wildlife
Service’s Division of Endangered Species.

C E N T E R F O R D I S E A S E C O N T R O L’ S T O B A C C O I N F O R M AT I O N A N D P R E V E N T I O N
S O U R C E PA G E
www.cdc.gov/nccdphp/osh/tobacco.htm
A variety of statistics on a very important topic for kids. The site also contains information on smoking trends,
current events, legislation, and how to stop smoking.

N AT I O N A L C L I M AT I C D ATA C E N T E R
www.ncdc.noaa.gov
Weather information, with maps, charts, graphs, and tracking of weather systems. The site also features an
interactive option that presents certain statistical information in graph form, if desired.

OANDA.COM
www.oanda.com
Currency exchange and converter Web site. Charts featuring currency from all over the world. Many math tie-
ins, including decimals. Also an excellent opportunity for cross-curricular tie-ins with geography, foreign lan-
guages, and social studies.

60
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 Reproducibles

Blank Graph Reproducibles

PIE CHART
in 100 equal divisions

61
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Reproducibles

AXIS 1

62
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources
 Reproducibles

AXIS 2

VENN DIAGRAM

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 Reproducibles

GRID

64
Great Graphs, Charts & Tables That Build Real-Life Math Skills © Denise Kiernan, Scholastic Teaching Resources