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.
|
