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Math Project: How to Make Circle Graphs and Pie Charts

Students survey 25 classmates on a six-answer question, convert the tally results into fractions, percents, and degrees, then use a protractor to hand-draw their own circle graph.
Grades
Grades 5–8
Pages
5
File type
PDF
Preparation
Print ready

Updated Apr 22, 2026

Subject
Math, Percentages, Geometry, Graphing, Statistics
Topic
math project, pie charts
Resource types
Worksheets & Printables, Worksheets, Lesson Plans, Teacher Tools, Projects, Activities
Preparation
Print ready

About this resource

What's inside this resource

A six-answer survey question anchors this integrated math project, which has students poll exactly 25 people and tally the responses by hand. From there they convert each answer's tally into a fraction out of 25, an equivalent fraction out of 100, and a percent written as a decimal, following a worked example (4/25 = 16/100 = 16% = 0.16). The next step converts each decimal to a number of degrees by multiplying by 360, with a reminder that all six values must sum to 360 degrees before drawing begins. In the final step, students use a protractor aligned to the circle's center to plot each angle in turn, then add a title, color, and labels to complete their own hand-drawn circle graph.

In the classroom

Teaching tips & learning objectives

Learning objectives

  • Convert a tally count into an equivalent fraction with a denominator of 100 and a decimal percent.

  • Calculate the number of degrees a percent represents out of 360 and verify that all parts sum to 360.

  • Use a protractor to accurately draw sequential angles that form a complete circle graph from real survey data.

Teaching tips

  • Have students confirm their six degree values add up to 360 before they pick up a protractor, catching rounding errors early.

  • Model the worked example (4/25 = 16/100 = 16% = 0.16 = 57.6°) on the board before releasing students to their own survey data.

  • Pair students to conduct the 25-person survey together so data collection doesn't eat into the math class time needed for the conversion and drawing steps.

Skills covered

  • Fraction-to-percent conversion — students scale a tally out of 25 up to an equivalent fraction out of 100 and a decimal percent.

  • Percent-to-degree conversion — students multiply a decimal percent by 360 to find each answer's angle measure.

  • Protractor angle-drawing — students align a protractor at a circle's center to plot sequential angles that total 360 degrees.

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Curriculum

Standards, concepts & topics

Standards

  • 6.RP.A.3 — Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. a. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
  • 7.EE.B.3 — Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.

Core concepts

  • Equivalent fractions

  • Percent

  • Circle graphs

  • Angle measurement

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