Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

General Outcome: Collect, display and analyze data to solve problems.
Authorized Resource
• Provide students with a double bar graph and ask them to answer 
questions such as:
(i) What information is being relayed?
(ii) What data was collected?
(iii) How many subjects were involved?
(iv )What conclusions can be drawn based on this data?
(5SP2.2)
Presentation
• Ask students to find an example of a double bar graph from 
newspapers, magazines or the Internet to present to their classmates.
They could pose questions to elicit information about the graph.
(5SP2.3, 5SP2.2)
• Ask students to present a selected double bar graph they found, 
telling about the different attributes found on the graph.
(5SP2.3, 5SP2.2)
Paper and Pencil
• Ask students to label a given double bar graph appropriately using 
the terms title, axes, and legend.
(5SP2.1)
• Provide small groups of students with different double bar 
graphs. Ask each group to compile a list of possible questions 
that could be asked about the graph. Students should answer the 
questions they created.
(5SP2.2)
Math Focus 5
Lesson 4: Interpreting Double Bar 
Graphs
TR: pp. 30-34
SB: pp. 132-135
Supplementary Resource
Nelson Mathematics Handbooks:
Math at Hand 
• Support for SCO 5SP2 can be 
found on pp. 259-265.
Journal
• Throughout the unit, provide opportunities for students to self-assess 
their graphs. Suggested prompts include: 
(i) I know I constructed a good double bar graph because ...
(ii) Some things that are similar between my double bar graph 
and my classmate’s double bar graph are...
(iii) Something surprising was...
(iv) Something challenging was...
(vi) Something my partner and I did well...
(vii) Next time I would....
(5SP2)

---