Analyzing Data by Using Newspaper Graphs and Charts

By Rochel Abrams

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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

Getting in the Swim

 

Ten Driest Years

Ten Driest Years in Tallahassee History

Examples of Teacher Questions: Have students refer to the above chart to answer the following questions:

  1. What year had the least amount of rain?
  2. How much did it rain in 1921?
  3. What month had the least rain?
  4. In which year did it rain more, 1938 or 1923?
  5. How much did it rain in 1995?
  6. Which decade had the highest number of dry years?
  7. How much less did it rain in 1917 than in 1955?
  8. Which two years were the closest in rainfall?
  9. 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

Va. Tech

FSU

FIRST DOWNS

24

15

TOTAL YARDS

503

359

Number of plays

81

57

Avg. gain per play

6.2

6.3

RUSHING YARDS

278

30

Rushing plays

52

23

Avg. gain per rush

5.3

1.3

PASSING YARDS

225

329

Passes attempted

29

34

Passes completed

15

20

Had intercepted

0

1

Completion pct.

51.7

58.8

Avg. gain per att.

7.8

9.7

Avg. 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

Avg. yards per punt

29.3

44.3

RETURNS

    

Punts-avg.

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:

  1. How many penalties did FSU have?
  2. How many passes did Virginia Tech complete?
  3. What percentage of FSU's total yards was gained by passing the ball?
  4. How many rushing feet did FSU gain?
  5. What percentage of the time did Virginia Tech have the ball?
  6. According to the chart, who won the game?
  7. Who had a better passing game?
  8. Who had a better rushing game?
  9. 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.

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