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Our favourite fruits
Complete a survey on people’s favourite fruits and display the results in a pictogram. You can add additional fruits with the '+' button.Complete a survey on people’s favourite fruits and display the results in a chart or graph. Discussion points
- Which fruit has the most votes?
- Which fruit has the fewest votes?
- What other fruits do you know?
- Which fruits have you tried/not tried?
- What do you notice?
- Which is the most popular fruit?
- Which is the least popular fruit?
- Could you sort the fruits by quantity?
- What do these fruits grow on? (trees, bushes, vines)
- How many more people like ___ than ___?
- How many fewer people like ___ than ___?
- What is the difference between fruit A and B?
- What is the sum of fruits 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 fruit A and B?
- What is the sum of fruits 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’ and factors which support their health and wellbeing, by getting children to ‘Name fruits - simple’.
Using the graph in maths encourages children to count and compare numbers and objects.
PSED: use as part of ‘Being healthy’ and factors which support their health and wellbeing, by getting children to ‘Name fruits - simple’.
Maths: After asking children their preferences, spend time interpreting the graph (see discussion points). They could discuss why some fruits might be more or less popular than others.
Children could choose 2 of the fruits in order to work with more data.
PSHE: use as part of physical and mental health within our ‘health and wellbeing’ folder to ‘Name fruits - simple’ or ‘Name fruit - advanced’.
Children could choose 2 of the fruits in order to work with more data.
PSHE: use as part of physical and mental health within our ‘health and wellbeing’ folder to ‘Name fruits - simple’ or ‘Name fruit - advanced’.
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/Geography: children could find out where some of these fruits come from using ‘Where do citrus fruit, bananas and pineapples come from?’ or ‘Citrus producing regions’ ‘Producers and exporters of bananas and pineapples’.
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/Geography: children could find out where some of these fruits come from using ‘Where do citrus fruit, bananas and pineapples come from?’ or ‘Citrus producing regions’ ‘Producers and exporters of bananas and pineapples’.
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