Objective:
Students will compare obesity populations within states by county using percentages.
Students will draw conclusions and determine relationships between eating habits, exercise and smoking rates, and percentages of obesity by county for two states, Washington and one other.
Mathematics State Standard:
7.6.G Extract and organize mathematical information from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning.
Learning Activity:
1. From the “select a state” drop-down menu select “Washington.”
2. What does the size of the circle represent?
3. What does the color of the circle represent?
4. Hover your mouse over the different circles and find “Snohomish County.” For Snohomish County, record the percentages for the following categories:
a. % of population who are obese _________
b. % of population eating few fruits/vegetables _________
c. % of population who smokes _________
d. % of population who do not exercise _________
5. Hover your mouse over the different circles and find “Pacific County.” Record the percentages for the following categories:
a. % of population who are obese ________
b. % of population eating few fruits/vegetables ________
c. % of population who smokes ________
d. % of population who do not exercise ________
6. Compare the percentages for each category between the two counties. What do you notice? Be sure to include information from the graph to justify your answer.
7. Explore the three graphs in purple at the bottom of the page. What can you conclude about the relationship between obesity percentages and smoking, exercising and healthy eating habits? Use information from the graph to support your conclusion.
8. Choose another state and compare the data between two counties of different colored circles within that state. Record your information by category below.
9. How do the two counties of the state you chose compare to Washington for percentage of population who are obese, eat few fruits/vegetables, smoke and do not exercise? If there is a significant difference, why do you think that might be? Use information from the graphs to justify your answers.
Liz, You look like you are in the same boat as me. The information has been transferred, but the clean-up part of it gets tricky. It isn't smooth, nor is mine1 However, the questions are relevant and your graphs look like they are appropriate. the chance for the students to select a state in the tableau chart refernce is a nice feature. Comparing the national aberages with the stae criteria changed is a good exercise.
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