Analyzing
Data by Using Newspaper Graphs and Charts
By Rochel Abrams
The new GED will emphasize more data analysis than the current
GED does.* Test-takers must know how to read charts, graphs,
and tables with accuracy. According to the PBS Literacy
Link GED 2002 Teleconference,** the new science test will
use visual graphics for 6 out of 10 questions; other tests
will use visual graphics for 5 out of 10 questions. The
old GED used visual graphics in only 3 out of 10 questions.***
GED teachers can utilize newspapers to help learners develop
analytical skills. Newspapers provide current, relevant
reading material of interest to adults, so teachers should
encourage their learners to read a newspaper on a daily
basis. Teachers can use various newspaper articles to create
worksheets that take advantage of charts, graphs or tables
included in the article.
Teacher-written questions based on a newspaper article should
include not only factual and comprehension questions but
questions designed to assess the learner's analysis of the
data provided in charts, graphs, and tables. For example,
the teacher can pose questions about the source of the information
and about information found not in the actual graph/chart/table
but in the article that these visual aides reinforce.
Examples of recent newspaper articles that offer opportunities
to analyze data are found below.
Getting
in the Swim
Ten Driest Years
Examples of Teacher Questions:
Have students refer to the above chart to answer the following
questions:
-
What year had the least amount of rain?
-
How much did it rain in 1921?
-
What month had the least rain?
-
In which year did it rain more, 1938 or 1923?
-
How much did it rain in 1995?
-
Which decade had the highest number of dry years?
-
How much less did it rain in 1917 than in 1955?
-
Which two years were the closest in rainfall?
-
In
what year did it rain the most in Tallahassee?
Write a one-page essay explaining how to help conserve
water during a drought.
Team Statistics
| TEAM
STATISTICS |
V.A.
Tech
|
FSU
|
| FIRST
DOWNS |
24
|
15
|
| TOTAL
YARDS |
503
|
359
|
| Number
of plays |
81
|
57
|
| Average
gain per play |
6.2
|
6.3
|
| RUSHING
YARDS |
278
|
30
|
| Rushing
plays |
52
|
23
|
| Average
gain per rush |
5.3
|
1.3
|
| PASSING
YARDS |
225
|
329
|
| Passes
attempted |
29
|
34
|
| Passes
completed |
15
|
20
|
| Had
intercepted |
0
|
1
|
| Completion
percent |
51.7
|
58.8
|
| Average
gain per att. |
7.8
|
9.7
|
| Average
gain per comp. |
15.0
|
16.5
|
| 3RD
DOWN SITUATIONS |
14
|
14
|
| Conversions |
3
|
5
|
| Percentage |
.214
|
.357
|
| FUMBLES
LOST |
3-3
|
2-0
|
| PENALTIES |
6
|
7
|
| Yards
Penalized |
65
|
59
|
| PUNTS |
6
|
7
|
| Average
yards per punt |
29.3
|
44.3
|
| RETURNS |
-
|
-
|
| Punts-average |
4-22.0
|
4-20.0
|
| Kickoffs |
4-33.5
|
4-18.8
|
| Interceptions |
1-0.0
|
0-0.0
|
| TIME
OF POSSESSION |
36:25
|
23:35
|
Teacher
Directions:
Have students refer to the above table to answer the following
questions:
-
How many penalties did FSU have?
-
How many passes did Virginia Tech complete?
-
What percentage of FSU's total yards was gained by passing
the ball?
-
How many rushing feet did FSU gain?
-
What percentage of the time did Virginia Tech have the
ball?
-
According to the chart, who won the game?
-
Who had a better passing game?
-
Who had a better rushing game?
-
What was the ration between FSU's conversions and Virginia
Tech's conversions?
Write an
essay explaining why FSU should or should not continue to
have a football team.
|
