📊
Learning objective
Charts & Visualisations
Spreadsheet Graphics
1
2
3
4
5
6
Welcome to Spreadsheet Graphics! In this strand, you will master turning raw data tables into clear, visually compelling charts and graphs, choosing the right chart type to represent trends, comparisons, and proportions accurately.
Visual Charts
Selecting data and creating simple 1-to-1 visual charts.
Let's Go!
Routine: See, Think, Wonder
Look at this table of numbers vs this colorful pictogram. Which one tells the story faster?
Teacher note: Facilitate the See, Think, Wonder routine for 2–3 minutes. Encourage students to connect the prompt to Form (Visual charts help us compare quantities easily.).
Learn
Charts convert walls of numbers into instant visual pictures. Selecting your data table and choosing a simple chart type helps everyone understand your findings instantly! In computing, visual charts help us compare quantities easily. As you explore the interactive Spreadsheet Simulator below, focus on how to create a 1-to-1 visual chart from a 2-column table.
| A | B | C | |
|---|---|---|---|
| 1 | Item | Amount | |
| 2 | Apples | 5 | |
| 3 | Bananas | 3 | |
| 4 | Carrots | 2 | |
| 5 | Total |
Apply Simulator Skills • Try it yourself
Create your first visual chart!
🚀 Open a practice space
Or try locally: 💻 LibreOffice Calc (free)
🌟 Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)
🎯 Task Success Criteria (Rubric)
Foundation
Identify pictures representing counts.
Developing
Select a simple table and click 'Insert Chart'.
Secure (Goal)
Create a 1-to-1 visual chart from a 2-column table.
Mastery
Explain what each symbol represents. Typing: 5 WPM.
👀 What A Good One Looks Like (WAGOLL)
Exemplar of 2
⭐ Mastering Standard
⭐ Mastering Standard📁
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
Learning check
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: See, Think, Wonder
Teacher notes: Facilitate the See, Think, Wonder routine for 2–3 minutes. Encourage students to connect the prompt to Form (Visual charts help us compare quantities easily.).
Achievement pathway
- Foundation: Identify pictures representing counts.
- Developing: Select a simple table and click 'Insert Chart'.
- Secure: Create a 1-to-1 visual chart from a 2-column table.
- Mastering: Explain what each symbol represents. Typing: 5 WPM.
Curriculum links
Curriculum strand: MAT.01.C.1.4
Outcome: SPG-O-01 — Selecting data and creating simple 1-to-1 visual charts.
PYP: Form · Visual charts help us compare quantities easily.
Learner profile: Inquirer
Competency tags
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "Which button in a spreadsheet inserts a visual graph or chart?" with a teacher or teaching assistant.
Teacher override: allow
Locked level
Level 2: Bar Charts
Complete the previous learning check to unlock this next level.
Bar Charts
Building column and bar charts with axes and labels.
Learning objective
Learning About: Bar Charts. Learning To: Compare categories. Learning To Be: Communicator.
Let's Go!
Routine: Zoom In
Look at these colored bars. Which category is the tallest?
What does the height represent?
Teacher note: Facilitate the Zoom In routine for 2–3 minutes. Encourage students to connect the prompt to Function (Bar charts allow side-by-side category comparisons.).
Learn
Bar charts compare different categories side-by-side using vertical or horizontal bars. Always label your axes so readers know what each bar measures! In computing, bar charts allow side-by-side category comparisons. As you explore the interactive Drawing Layers Simulator below, focus on how to add custom axis titles and chart headers.
Layers & Stacking Order
4 Elements100%
Title Hierarchy (H1)
Pollinator Graphic Image
2-Column Body Article
Callout Box & Footer
Design Pro-Tip:
Maintain comfortable breathing space (margins) so eye movement flows naturally across the headline.
Apply Simulator Skills • Try it yourself
Build and label a bar chart!
🚀 Open a practice space
Or try locally: 💻 LibreOffice Calc (free)
🌟 Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)
🎯 Task Success Criteria (Rubric)
Foundation
Distinguish vertical column charts from horizontal bar charts.
Developing
Select category and value columns to generate a bar chart.
Secure (Goal)
Add custom axis titles and chart headers.
Mastery
Explain why category order matters in bar charts. Typing: 10 WPM.
👀 What A Good One Looks Like (WAGOLL)
Exemplar of 2
⭐ Mastering Standard⭐ Mastering Standard📁
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
Learning check
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: Zoom In
Teacher notes: Facilitate the Zoom In routine for 2–3 minutes. Encourage students to connect the prompt to Function (Bar charts allow side-by-side category comparisons.).
Achievement pathway
- Foundation: Distinguish vertical column charts from horizontal bar charts.
- Developing: Select category and value columns to generate a bar chart.
- Secure: Add custom axis titles and chart headers.
- Mastering: Explain why category order matters in bar charts. Typing: 10 WPM.
Curriculum links
Curriculum strand: MAT.02.C.1.4
Outcome: SPG-O-02 — Building column and bar charts with axes and labels.
PYP: Function · Bar charts allow side-by-side category comparisons.
Learner profile: Communicator
Competency tags
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "You want to compare the favourite pets of 25 students. Which chart type is best for comparing discrete categories?" with a teacher or teaching assistant.
Teacher override: allow
Locked level
Level 3: Line Graphs
Complete the previous learning check to unlock this next level.
Line Graphs
Plotting continuous time-series data using line graphs.
Learning objective
Learning About: Line Graphs. Learning To: Plot time trends. Learning To Be: Thinker.
Let's Go!
Routine: Think, Puzzle, Explore
Look at this line going up and down over 7 days. What happened on Wednesday when the line dropped?
Teacher note: Facilitate the Think, Puzzle, Explore routine for 2–3 minutes. Encourage students to connect the prompt to Change (Line graphs show how continuous variables change over time.).
Learn
Line graphs connect data points across time (hours, days, months). They reveal patterns, spikes, and drops that show how something changes over continuous time! In computing, line graphs show how continuous variables change over time. As you explore the interactive Presentation Simulator below, focus on how to identify upward, downward, and flat trendlines.
Apply Simulator Skills • Try it yourself
Plot a 7-day temperature trend!
🚀 Open a practice space
Or try locally: 💻 LibreOffice Calc (free)
🌟 Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)
🎯 Task Success Criteria (Rubric)
Foundation
Recognize that line graphs connect data points across time.
Developing
Plot a time-series table (Days vs Temperature) into a Line Graph.
Secure (Goal)
Identify upward, downward, and flat trendlines.
Mastery
Predict future data points by extending line trends. Typing: 15 WPM.
👀 What A Good One Looks Like (WAGOLL)
Exemplar of 2
⭐ Mastering Standard⭐ Mastering Standard📁
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
Learning check
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: Think, Puzzle, Explore
Teacher notes: Facilitate the Think, Puzzle, Explore routine for 2–3 minutes. Encourage students to connect the prompt to Change (Line graphs show how continuous variables change over time.).
Achievement pathway
- Foundation: Recognize that line graphs connect data points across time.
- Developing: Plot a time-series table (Days vs Temperature) into a Line Graph.
- Secure: Identify upward, downward, and flat trendlines.
- Mastering: Predict future data points by extending line trends. Typing: 15 WPM.
Curriculum links
Curriculum strand: CM.02.B.1.1
Outcome: SPG-O-03 — Plotting continuous time-series data using line graphs.
PYP: Change · Line graphs show how continuous variables change over time.
Learner profile: Thinker
Competency tags
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "Which chart type is best for showing how plant growth changes over 4 weeks?" with a teacher or teaching assistant.
Teacher override: allow
Locked level
Level 4: Pie Charts
Complete the previous learning check to unlock this next level.
Pie Charts
Displaying parts of a whole using pie charts and percentages.
Learning objective
Learning About: Pie Charts. Learning To: Represent percentages. Learning To Be: Principled.
Let's Go!
Routine: See, Think, Wonder
Imagine cutting a pizza into slices. How does the size of each slice show its share of the whole?
Teacher note: Facilitate the See, Think, Wonder routine for 2–3 minutes. Encourage students to connect the prompt to Perspective (Pie charts illustrate proportions and parts of a 100% whole.).
Learn
Pie charts show how a total amount (100%) is divided into parts. Each slice represents a percentage of the total. Keep slices under 6 so the chart remains easy to read! In computing, pie charts illustrate proportions and parts of a 100% whole. As you explore the interactive Spreadsheet Simulator below, focus on how to add data labels with percentages to pie slices.
| A | B | C | |
|---|---|---|---|
| 1 | Item | Amount | |
| 2 | Apples | 5 | |
| 3 | Bananas | 3 | |
| 4 | Carrots | 2 | |
| 5 | Total |
📊
Data Visualization Chart
Apply Simulator Skills • Try it yourself
Chart your daily activity shares!
🚀 Open a practice space
Or try locally: 💻 LibreOffice Calc (free)
🌟 Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)
🎯 Task Success Criteria (Rubric)
Foundation
Recognize that a pie chart represents 100% of a dataset.
Developing
Generate a pie chart from a budget or survey table.
Secure (Goal)
Add data labels with percentages to pie slices.
Mastery
Evaluate when pie charts become unreadable (too many slices). Typing: 20 WPM.
👀 What A Good One Looks Like (WAGOLL)
Exemplar of 2
⭐ Mastering Standard⭐ Mastering Standard📁
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
Learning check
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: See, Think, Wonder
Teacher notes: Facilitate the See, Think, Wonder routine for 2–3 minutes. Encourage students to connect the prompt to Perspective (Pie charts illustrate proportions and parts of a 100% whole.).
Achievement pathway
- Foundation: Recognize that a pie chart represents 100% of a dataset.
- Developing: Generate a pie chart from a budget or survey table.
- Secure: Add data labels with percentages to pie slices.
- Mastering: Evaluate when pie charts become unreadable (too many slices). Typing: 20 WPM.
Curriculum links
Curriculum strand: CM.02.B.1.1
Outcome: SPG-O-04 — Displaying parts of a whole using pie charts and percentages.
PYP: Perspective · Pie charts illustrate proportions and parts of a 100% whole.
Learner profile: Principled
Competency tags
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "What must all slices of a pie chart add up to?" with a teacher or teaching assistant.
Teacher override: allow
Locked level
Level 5: Multi-Series
Complete the previous learning check to unlock this next level.
Multi-Series
Comparing multiple data series and combo charts.
Learning objective
Learning About: Multi-Series Charts. Learning To: Compare dual variables. Learning To Be: Knowledgeable.
Let's Go!
Routine: I used to think...
I used to think a chart could only show one set of numbers... Now I know we can compare two years on the same graph!
Teacher note: Facilitate the I used to think... routine for 2–3 minutes. Encourage students to connect the prompt to Connection (Combining data series provides deeper comparative analysis.).
Learn
Multi-series charts compare two or more related sets of data on the same axes (like Boys vs Girls sports scores, or Rainfall vs Temperature). Combo charts mix columns and lines for dual insights! In computing, combining data series provides deeper comparative analysis. As you explore the interactive Screenshot Simulator below, focus on how to create a Combo Chart combining columns (Rainfall) and a line (Temperature).
Capture Mode:Fullscreen Snip
⌨️ Shortcut: PrtScn or Win + Shift + S
Ready to Capture
Science Project
School Browser
Recycle Bin
Golden Retriever Puppy
Loyal, gentle family dog known for intelligence and playful temperament.
Owner ID: Sarah_Smith_Room12 (Confidential Data)
📄 Student Science Report (Pastepad)
Click 'Ctrl+V Paste Snip' or press Ctrl+V to attach captured screenshot into your document.
Apply Simulator Skills • Try it yourself
Build a multi-series combo chart!
🚀 Open a practice space
Or try locally: 💻 LibreOffice Calc (free)
🌟 Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)
🎯 Task Success Criteria (Rubric)
Foundation
Identify a chart legend showing multiple colored series.
Developing
Plot two data series (e.g. Sales 2024 vs Sales 2025) on one bar chart.
Secure (Goal)
Create a Combo Chart combining columns (Rainfall) and a line (Temperature).
Mastery
Format a secondary Y-axis for different measurement scales. Typing: 25 WPM.
👀 What A Good One Looks Like (WAGOLL)
Exemplar of 2
⭐ Mastering Standard⭐ Mastering Standard📁
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
Learning check
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: I used to think...
Teacher notes: Facilitate the I used to think... routine for 2–3 minutes. Encourage students to connect the prompt to Connection (Combining data series provides deeper comparative analysis.).
Achievement pathway
- Foundation: Identify a chart legend showing multiple colored series.
- Developing: Plot two data series (e.g. Sales 2024 vs Sales 2025) on one bar chart.
- Secure: Create a Combo Chart combining columns (Rainfall) and a line (Temperature).
- Mastering: Format a secondary Y-axis for different measurement scales. Typing: 25 WPM.
Curriculum links
Curriculum strand: CM.03.B.1.3
Outcome: SPG-O-05 — Comparing multiple data series and combo charts.
PYP: Connection · Combining data series provides deeper comparative analysis.
Learner profile: Knowledgeable
Competency tags
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "What feature on a multi-series chart explains what each color or line represents?" with a teacher or teaching assistant.
Teacher override: allow
Locked level
Level 6: Dashboards
Complete the previous learning check to unlock this next level.
Dashboards
Building dynamic charts linked to formulas and interactive slicers.
Learning objective
Learning About: Interactive Dashboards. Learning To: Design visual analytics. Learning To Be: Reflective.
Let's Go!
Routine: Step Inside
Imagine you are an executive presenting sales data. How does an interactive dashboard help your audience explore the facts?
Teacher note: Facilitate the Step Inside routine for 2–3 minutes. Encourage students to connect the prompt to Reflection (Interactive dashboards synthesize complex data for decision-making.).
Learn
Professional dashboards combine multiple dynamic charts on a clean page. When source data or formula values update, your charts update instantly. Adding interactive slicers lets users filter charts live! In computing, interactive dashboards synthesize complex data for decision-making. As you explore the interactive Spreadsheet Simulator below, focus on how to assemble a 3-chart interactive dashboard with connected Slicers.
| A | B | C | |
|---|---|---|---|
| 1 | Item | Amount | |
| 2 | Apples | 5 | |
| 3 | Bananas | 3 | |
| 4 | Carrots | 2 | |
| 5 | Total |
📊
Data Visualization Chart
Apply Simulator Skills • Try it yourself
Assemble a dynamic 3-chart dashboard!
🚀 Open a practice space
Or try locally: 💻 LibreOffice Calc (free)
🌟 Student Project GuideSuccess Criteria & WAGOLL (What A Good One Looks Like)
🎯 Task Success Criteria (Rubric)
Foundation
Format custom chart colors, fonts, and data callouts.
Developing
Link chart data dynamically to summary formula cells (SUM/AVERAGE).
Secure (Goal)
Assemble a 3-chart interactive dashboard with connected Slicers.
Mastery
Critically evaluate chart formatting to avoid misleading visual distortion. Typing: 30+ WPM.
👀 What A Good One Looks Like (WAGOLL)
Exemplar of 2
⭐ Mastering Standard⭐ Mastering Standard📁
Save to Your Website Portfolio:
When you finish creating your project in your software, copy the share link or take a screenshot and publish it onto your student portfolio website!
Reflect
Learning check
Teacher setup, curriculum links and progress descriptors
Spark support
Routine: Step Inside
Teacher notes: Facilitate the Step Inside routine for 2–3 minutes. Encourage students to connect the prompt to Reflection (Interactive dashboards synthesize complex data for decision-making.).
Achievement pathway
- Foundation: Format custom chart colors, fonts, and data callouts.
- Developing: Link chart data dynamically to summary formula cells (SUM/AVERAGE).
- Secure: Assemble a 3-chart interactive dashboard with connected Slicers.
- Mastering: Critically evaluate chart formatting to avoid misleading visual distortion. Typing: 30+ WPM.
Curriculum links
Curriculum strand: MAT.03.E.1.6
Outcome: SPG-O-06 — Building dynamic charts linked to formulas and interactive slicers.
PYP: Reflection · Interactive dashboards synthesize complex data for decision-making.
Learner profile: Reflective
Competency tags
Gate support
Accessibility alternative: Students may verbally explain or point to the correct answer for "Why is truncating the Y-axis (not starting at zero) on a bar chart often considered misleading?" with a teacher or teaching assistant.
Teacher override: allow