Topic/Big Idea: Using Graphs to Visualize Data on Income Inequality in

Canada
Grade: 6 Subject: Mathematics Time: 45 min

Prior Learning: Previous Work with Data Visualization (Grades 1-5)

Collecting and Comparing Multiple Sets of Data from Primary and
Secondary Sources (Grade 4)
Curriculum Expectations and Learning Goals
Curriculum Expectations Learning Goals
D1. Data Literacy I can:
• Create visualizations
Data Visualization of data using bar
D1.3 select from among a variety of graphs, including graphs and pie charts
histograms and broken-line graphs, the type of graph best • Use pie charts to
suited to represent various sets of data; display the data in display and compare
the graphs with proper sources, titles, and labels, and proportions
appropriate scales; and justify their choice of graphs • Use graphs to
visualize data and
Data Analysis make sound
D1.6 analyse different sets of data presented in various arguments and
ways, including in histograms and broken-line graphs and decisions based on
in misleading graphs, by asking and answering questions their interpretation
about the data, challenging preconceived notions, and • Describe ways in
drawing conclusions, then make convincing arguments which graphs can
and informed decisions appear to show
different information
or conclusions based
on the same data;
determine which
certain graphs are
best suited for certain
methods of
comparing data
• Use graphs to
visualize income
inequality in Canada
based among minority
and non-minority
groups

1
 Part 1: Minds On Estimated time: 15 min
Prior knowledge of students will be assessed by asking them Materials/Resources:
what types of graphs they are familiar with and what they
consider each to be most useful for. • Low Income Status Bar
Graph
Following this, students are asked to reflect on how they • Microsoft Excel
perceive/what they know about income inequality in Canada
using Grade-level terms.

Students are then shown a bar graph (attached) illustrating the

number of Canadians of low-income status based on ethnic
groupings (visible minority, non-visible minority, Black, Chinese,
Arab). The data used is explained by the teacher, who
highlights that the largest number of low-income Canadians are
non-visible minorities. However, this group actually has the
lowest percentage of its population within low-income status.

In order to better represent this data and visualize how each

group is unequally affected by low-income status, students are
introduced to pie charting.

Students are then led through a tutorial on inputting data and

creating pie charts using Microsoft Excel.

Before they transition into the activity, checks for understanding

are performed by the teacher using thumbs up/thumbs down to
ensure clarity on creating charts and the topic of income
inequality.

Part 2: Action Estimated time: 25 min

2
Students are given data on income inequality from Statistics Materials/Resources:
Canada, using which they create pie charts for each group • Microsoft Excel
including their total population and population within low- • Statistics Canada, 2016
income status, which through the pie charts are visualized as a Census of Population,
percentage of the whole. Statistics Canada
Catalogue no. 98-400-
Students create 5 pie charts, detailing the rate of low-income X2016211.
status among non-minorities, minorities as a whole, and 3 https://www12.statcan.g
specific minority groups. They will include appropriate titles, c.ca/census-
visual elements, and labelling. recensement/2016/dp-
The minority groups featured can be selected by the teacher pd/dt-td/Rp-
based on the ethnic composition of the class and the school eng.cfm?TABID=2&LAN
community. G=E&A=R&APATH=3&
During this period, the teacher observes the work of students, DETAIL=0&DIM=0&FL=
checking in and providing assistance where needed. A&FREE=0&GC=01&G
L=-
Once students have completed their 5 pie charts, they will be 1&GID=1341679&GK=1
asked to voluntarily share one with the class, until an example &GRP=1&O=D&PID=11
of all 5 has been shown. 0563&PRID=10&PTYPE
By viewing the charts of others, students can self-assess their =109445&S=0&SHOWA
own work and make corrections if needed. LL=0&SUB=999&Temp
Students are asked to interpret the data through the charts they oral=2017&THEME=120
have created and how it compares to the same data when &VID=0&VNAMEE=&V
shown in the bar graph, focusing on visualizing the rate of low- NAMEF=&D1=0&D2=0&
income status instead of total numbers. D3=0&D4=0&D5=0&D6
=0
Students are asked to, in their own words, draw conclusions
based on the data and explain their reasoning. Teaching Strategies:
• Individual work using
technology
• Group discussion and
collaboration

Assessment Strategies:
• Observation as teacher
visits students, providing
help when required
• Students voluntarily
share their work,
allowing them to self-
assess and correct
mistakes or errors
• Assessment as
Learning, as student

3
 work is not marked but
shared

Selection of which minority

groups to highlight
specifically helps lesson to
be culturally relevant to
students.

Focus on income inequality

through math provides the
lesson with a social justice
lens, by shedding a light on
socio-economic issues that
are relevant to students’
lives.

The use of data and creation

of pie charts will benefit
logical/mathematical and
visual/spatial learners, while
interpersonal learners will
benefit from class
discussion and sharing their
conclusions.

Part 3: Consolidation Estimated Time: 5 min

As a consolidation exit card activity, students are asked to write Materials/Resources:

two notes on Google Jamboard. First, in their own words, why • Google Jamboard
pie charts were appropriate for this activity and for visualizing
the rate of low-income status between groups in Canada. Reflection Strategies:
Second, one thing they learned about income inequality in • Self-reflection
Canada. • Reflection on learning
goals
They may also include any relevant points they may have on • Self-check for learning
the general use of graphs and charts to represent data.
Assessment as Learning

Connection to Learning
Goals:
• Data represented using
charts (D1.3)
• Students learn of the
ability of types of graphs

4
 and charts to present
potentially misleading
data (D1.6)

Next Steps for Further

Learning:
• Further investigation of
appropriate uses of
different types of graphs
and charts to visualize
data.

Referenced:

Rolheiser, C., Evans, M., & Gambhir, M. R. (2011). Inquiry into practice: reaching every student
through inclusive curriculum. Ontario Institute for Studies in Education.