Numeracy Activity 1 – Graphing and Percentages

Graphing and Percentages - Genetics, Inheritance and Population Variance [Stage 5]

 * Main focus: LW3c. identify that genetic information is transferred as genes in the DNA of chromosomes
 * Additional outcomes and content statements:
 * LW3 Advances in scientific understanding often rely on developments in technology, and technological advances are often linked to scientific discoveries.
 * WS9 Students communicate by:
 * b.selecting and constructing an appropriate table, type of diagram, table or graph (histogram or sector, column or line graph) to present information and show relationships clearly and succinctly using digital technologies as appropriate

Activity Outline
Following lessons on DNA, genes and mechanisms of inheritance, this numeracy lesson will demonstrate the wide variance that can occur within a population (e.g. a classroom). Students will survey the sample group (their class) for a certain trait (e.g. eye colour, hair texture etc.) and use this data to create percentages and graphs.

The lesson will begin with a quick revision in regard to mechanisms on inheritance and the variability within the human race. After this, students will be informed that they will be ‘acting as scientists’ for the remainder of the lesson, performing a study on the class and collating and presenting their findings in a proper manner. Students will choose which one trait they will be studying. Examples include: Students will spend ~20 minutes surveying each student of the class. They will use the data they find to fill out a sheet (see PDF ). Once the sheet has been completely filled out and every student surveyed, students must then calculate what percentage of the class each trait makes up (e.g. 20% green eyes, 40% brown eyes, 40% blue eyes).
 * Eye colourHair colour
 * Hair texture (e.g. curly, straight, wavy)
 * Skin complexion
 * Height (e.g. <155cm, 155-170cm, >170cm)

After percentages are completed, students will be given graph paper and asked to create an appropriate graph of the findings.

Differentiation and Considerations

 * Consider the range of students you have before finalising a trait to study. Ensure a trait that may cause segregation or isolation is not chosen. For example, in a mostly Anglo-Saxon classroom with one Indigenous student, using skin complexion as a study may be inappropriate. Choose a trait that will allow for a wide range of differing answers within your classroom. This is not only to promote diversity and inclusion, but also to create more interesting and thorough results for students to analyse.


 * If a wide range of students are not confident with their graphing skills OR are not using appropriate graphs (e.g. line graph), devote part of the lesson to revise how to construct a graph.
 * For students who finish early, get them to display the information in the form of a sector graph (assuming they used a bar graph for their first one).