- The x-axis (unlabeled) is the year.
- The dotted line is an estimate for the future.
- Why does the Chine line dip? Maybe there is some epidemic/war/famine/birth decline.
- Time vs. population is a direct relationship.
- What about the baby boom? How does that affect this (disclaimer: I explained what it was and they were fascinated to find out there is a connection between history and math)
Let students figure it out
Yesterday was a half day at my school so I decided to do something small but meaningful in each of my classes. At the moment my Algebra 1 students are embarking on my Data Representation unit so we are looking at many different graphs/charts/plots and asking questions about them to see if interpretations are valid. At the same time, I am having them create their own plots by gathering data from their classmates (i.e. asking questions with numerical answers). It's a great time and often spurs a lot of conversation.
I started by showing them these two graphs using Google's new Public Data Explorer. I just wanted to find out what they could ask/tell/explain without me prompting anything. I got some fantastic results, summarized here:
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I am a math teacher in the New York Department of Education. I infuse technology and real-world problems into my curriculum in order to prepare my students for the future. I would love for people across the country to recognize we teachers can't do it alone. If you don't believe me, come visit my classroom!