Reasons for having students make graphs are noted. Then specific graphing topics and materials appropriate for young learners are presented, including life-sized, floor, clothespin, felt-face, block, and magnetic graphs, and polls of pupils. (MNS)

Graphs are used to help students keep records of their scores as they learn the basic facts. (MNS)

Considering a fraction as directions for graphing a line through the origin of the x-y plane is suggested. Strengths and weaknesses of the idea are also discussed. (MNS)

Experiences in collecting and handling data are described. Activities dealing with measures of central tendency (including a computer program), measures of dispersion, an introduction to correlation, and use of graphs to display data are illustrated. (MNS)

A sequence of exploratory activities is designed to help beginners use the BASIC language and make simple pictures by graphing pairs of numbers. (MNS)

Arrays are seen as excellent models for beginning multiplication examples, but that they are often put aside by teachers when they become unwieldly for greater factors, possibly depriving learners just when they need the help. The use of grids made on paper marked in squares is suggested. (MP)

Using data about companies with which children have first-hand experience (such as McDonald's or Mattel Toys) piques interest in graphing activities. How the project is developed, with group and individual activities, is described. (MNS)

Described is a microcomputer-based statistics laboratory accessible to students in grades six through eight. A variety of software is available. Some of the graphing possibilities are illustrated. (MNS)

Two posters are presented that emphasize graphing in a Halloween setting. Both provide practice in reading and interpreting bar graphs. (MNS)

Graphs are viewed as extremely useful tools in communication, which enable readers to see at a glance facts that might take several paragraphs to describe adequately. An ability to read graphs critically is seen to be an important objective for any elementary curriculum, and ways to introduce them are presented. (Author/MP)

An instructional sequence for teaching graphing that has been extensively field tested in kindergarten through grade six is detailed. The material begins with point graphs, employs a movable y-axis to begin with minimal clutter, and has graphs constructed before reading graphs is required. (MP)

Four activities are outlined that give students the opportunity to organize and display data. Selecting topics and various ways of displaying data with a microcomputer are discussed. (MNS)

Students are given the opportunity to deal with many kinds of data as they make graphs and interpret the results of polls. Worksheets are provided on filling in a graph grid and making bar and circle graphs as well as interpreting each. (MNS)

The focus is on graphing activities, in which students locate points on a coordinate system and name points by an ordered pair of numbers. Worksheet masters designed for duplication for classroom use are included. Practice is provided with coordinate grids, and student exploration is promoted within the materials. (MP)

The activities presented here focus on symmetry. The materials aim to provide experience in: (1) observing grid-drawn pictures and coloring in appropriate squares; (2) making symmetric designs about two lines of symmetry; (3) using a ruler and protractor; and (4) using a ruler, protractor, and compass. Worksheet masters are provided. (MP)