Histograms
Construct and interpret histograms for continuous or numerical data grouped into equal-width class intervals on a continuous number-line scale, with no gaps between bars; state the interval-boundary convention used (e.g. 140 ≤ h < 150, so a value of exactly 150 belongs to the next interval); read frequencies from bar heights; describe the distribution shown; and explain how a histogram differs from a bar chart of categories. Unequal-width intervals and frequency density are not included.
Lesson
Set out your lesson
“Histograms means practising the idea at the table with counters or paper models and one clear check. We will demo once, then your child tries.”
Bring to the table
- Tally sheet or simple bar/dot sketch
- A short set of category counts
Extra for the adult
Worked example. Cats 4, dogs 2 — cats have more. The tally and comparison are the proof.
Optional challenge. For Histograms, add one harder example after success.
What to notice. Keep one parent note: examples tried; results; support used. This session samples Histograms, not mastery.
Share and support
Family records and proof options
Keep a record of your learning
Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Practice this concept
Start practiceHistograms practice
Practice key ideas from Histograms.
Free · no login · no ads · Practice answers and completion are not saved. Parent observation remains the lesson record.
Learning resources
Extra practice links — they do not replace Gakuva’s teaching approach.
NRICH · Practice link — not the full lesson
Secondary
Before you open · source notes
Secondary supports Histograms. An adult previews and guides; this is a learning page, not a scored quiz.
Free educational page, no sign-in required for the tested path.
Before you openAsk the learner one fact they learned and one question they still have.
Opening this link does not save learning or assess mastery.
Source, access and review notes
Public NRICH page. An anonymous GET on 2026-11-12 returned HTTP 200 with no login or payment prompt for this URL. Opening the link does not save practice or assess mastery. An adult should preview and guide the learner.
NRICH. “Secondary.” External page; Gakuva does not copy, host, embed, or redistribute materials.
Unknown — link only
Check understanding
- Group 30 pupils' heights into equal-width 10 cm intervals (130 ≤ h < 140, 140 ≤ h < 150, …), stating that a height of exactly 150 cm is counted in the 150 ≤ h < 160 interval, and draw the histogram with a continuous horizontal scale, touching bars and labelled axes
- Read frequencies accurately from a histogram (e.g. how many pupils are at least 150 cm but less than 160 cm, and how many are shorter than 150 cm in total) and describe the distribution's centre, spread and shape in context
- Explain why a histogram's bars touch and sit on a numerical scale while a bar chart of categories (e.g. favourite sport) has gaps and an order that could be rearranged — and identify claims the histogram cannot support, such as the exact height of the tallest pupil or how many pupils are exactly 145 cm tall
“If your child sorted the heights of everyone in their class into groups like '130 cm up to 140 cm' and '140 cm up to 150 cm', could they draw a histogram with the bars touching — and explain why it isn't the same kind of chart as a bar chart of favourite colours?”
Curriculum record
- Type
- Representational
- Subject
- Mathematics
- Domain
- Data & Statistics
- Age range
- Ages 11–13
Standards