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What is your favourite vegetable?
Complete a survey on people’s favourite vegetables and display the results in a pictogram. You can add additional vegetables with the '+' button.Complete a survey on people’s favourite vegetables and display the results in a chart or graph. Discussion points
- Which vegetable has the most votes?
- Which vegetable has the fewest votes?
- What other vegetables do you know?
- Which vegetables have you tried/not tried?
- What do you notice?
- Which is the most popular vegetable?
- Which is the least popular vegetable?
- Could you sort the vegetables by quantity?
- What do these vegetables need to grow?
- How many more people like ___ than ___?
- How many fewer people like ___ than ___?
- What is the difference between vegetable A and B?
- What is the sum of vegetables A, B and C?
- What does the data tell us?
- How many more people like ___ than ___?
- How many fewer people like ___ than ___?
- What is the difference between vegetable A and B?
- What is the sum of vegetables A, B and C?
- What does the data tell us?
- What is the mean score?
Teaching tips:
The graph activities are great for getting children to express their preferences, to promote discussion or to ensure children listen to and value the opinion of others.
Using the graph in maths encourages children to count and compare numbers and objects.
PSED: use as part of ‘Being healthy’ by getting children to ‘Name vegetables - simple’.
Using the graph in maths encourages children to count and compare numbers and objects.
PSED: use as part of ‘Being healthy’ by getting children to ‘Name vegetables - simple’.
Maths: After asking children their preferences, spend time interpreting the graph (see discussion points). They could discuss why some vegetables might be more or less popular than others.
Children could choose 2 of the vegetables in order to work with more data.
PSHE: use as part of physical and mental health within our ‘health and wellbeing’ folder to ‘Name vegetables - simple’, ‘Name vegetables - advanced’ or ‘Name salad vegetables’.
Children could choose 2 of the vegetables in order to work with more data.
PSHE: use as part of physical and mental health within our ‘health and wellbeing’ folder to ‘Name vegetables - simple’, ‘Name vegetables - advanced’ or ‘Name salad vegetables’.
After filling in the information, spend time interpreting the graph and what is shows. Present children with a range of comparison, sum and difference problems to support work on interpreting information in a variety of graphs (see discussion points).
Show simple scaling, for example, by representing 2 votes with each line of the chart.
Older children could convert between pie and line graphs and have a go at finding the mean (average) score.
Cooking and nutrition: Discuss and sort ‘Seasonal fruit and vegetables’ or encourage children to make a salad and ‘Name salad vegetables’.
Show simple scaling, for example, by representing 2 votes with each line of the chart.
Older children could convert between pie and line graphs and have a go at finding the mean (average) score.
Cooking and nutrition: Discuss and sort ‘Seasonal fruit and vegetables’ or encourage children to make a salad and ‘Name salad vegetables’.
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