Elections by the Numbers
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*Please note that the data included in this resource are from the 2015 federal election. We will provide updated data from the 2019 federal election as soon as possible.
This activity is designed for a mathematics or data management classroom. It can also be used in a language arts or social studies classroom to examine and analyze infographics and increase numeracy and media literacy.
Students begin by thinking about trends in their school or community, and then make predictions about possible voting trends. In small groups, they analyze two data sets—a graph showing voter turnout in Canada since Confederation, and a table showing voting turnout by age data from the 2011 and 2015 federal elections. They then create a concept for how to show the table data effectively.
To consolidate their learning, they examine the Elections Canada infographic of the same data and compare it to their own ideas.
This lesson has been designed to be completed in one class period. If you use the optional extension activities, you will probably need more time.
Voter turnout changes over time. It is important to understand voter turnout numbers because participation in elections affects our democracy.
How does youth voting compare to that of other age groups?
Competencies and skills
- Students will work collaboratively.
- Students will apply analytical, problem-solving and reasoning skills to understand and interpret election data by:
- analyzing voter turnout data over time,
- comparing voter turnout data by age groups, and
- predicting future voting patterns.
- Students will apply creativity and communications skills to represent information and illustrate their thinking through collaboratively designing an infographic, conceptual map, graph, chart or image. (Students may use technology or draw by hand.)
The following materials are provided in different formats to help meet your needs. You can also find all essential materials for this lesson at the bottom of the page.
- Graph: “Voter Turnout at Federal Elections, 1867–2015” [HTML] [PDF]
- Table: “Voter Turnout by Age Group – 2011 and 2015 General Elections” [HTML] [PDF]
- Infographic: “Voter Turnout 2011–2015” [HTML] [PDF]
- Exit card [HTML] [PDF]
- Optional assessment rubric [HTML] [PDF]
Material not included
- Chart paper/whiteboards, markers and rulers for group work
Introduce the idea of change over time with a class discussion on trends. Here are some questions to stimulate discussion:
- What are some trends in our school or community? (e.g., fashion, games, music)
- Do you think there are different trends for different age groups? (e.g., you, your parents, your grandparents) Why?
- How do you know if something is on its way out or on its way in?
- How could you track these trends in a more precise or mathematical way? (e.g., through a survey, poll, observation)
Write students’ ideas on the board.
Now introduce the topic of trends in voting. Ask questions such as these:
- What do you think could be some trends in voting behaviours?
- Do you think there are different voting trends for different age groups? Why?
- How might you compare voting trends for different age groups?
1. Analyzing a graph
Show students the graph “Voter Turnout at Federal Elections, 1867–2015.” Display the graph or distribute copies. Have students discuss these questions in pairs or small groups:
- What information is included in the graph? What information is not included?
- What can we observe in the graph?
- What can we conclude from this graph?
2. Interpreting data
Explain that students will analyze data from the last two federal elections and create a concept to show their response to the inquiry question: How does youth voting compare to that of other age groups?
Distribute and/or display the data table “Voter Turnout by Age Group – 2011 and 2015 General Elections.” Give students access to chart paper and/or whiteboards and markers.
Ask students to examine and analyze the data to determine what it shows.
In small groups, students work together to brainstorm an effective way to represent this data that responds to the inquiry question: How does youth voting compare to that of other age groups?
They can create any kind of graph, chart, image, infographic, etc. to show the information in an effective way. This should be more of a conceptual activity, rather than an attempt to create a polished finished product.
Have students share their ideas for how to show the data effectively. This could be done in a jigsaw, a gallery walk or a group presentation to the class. If time is short, you could choose a couple of samples to discuss and share. Here are some possible prompts:
- How did these students address the question “How does youth voting compare to that of other age groups?”
- What information did they choose to include or exclude?
Display or distribute the Elections Canada “Voter Turnout 2011–2015” infographic.
Ask students to examine it, then discuss using these questions:
- What is the same between this infographic and the concept you created? What is different?
- What is missing? What is included?
- What do you wonder now?
Discuss: How does this infographic respond to the question “How does youth voting compare to that of other age groups?”
Give each student an exit card. Invite them to reflect on the following prompts and then write their responses on the card:
- What is interesting or important to you about the data on youth voting? Explain your thinking.
- Make a prediction about an election 10 years from now. Do you think voting among 18- to 24-year-olds will increase, decrease or stay the same? Explain your thinking.
Optional extension activities
- Have students work in pairs or individually to create a polished infographic using an application such as Piktochart or Google Drawings to represent their concept. Or students could create a polished infographic by hand.
- Invite math or data management students to examine the sampling variability of the estimates with information provided on the Elections Canada website.
- Find other election data (e.g., turnout by electoral district, provincial/territorial, municipal, or data from another elected organization) and have students show it more clearly or effectively.
- Conduct a simulation to further show the influence of voter turnout. Vote on an activity for the class (e.g., pizza lunch, what movie to watch, what field trip to go on), but have only 60% of the class vote. Ask the 40% who did not vote how it felt to have the rest of the class decide for them. Remind them that you chose 60% because that is about the same percentage of eligible youth who voted in the 2015 election.
- In the “Minds on” activity, students can write their answers before sharing them. This encourages the more introverted students to participate and ensures that students’ opinions are not influenced by others before they share with the class.
- Discussion protocols are a helpful way to engage all students and provide support for academic conversations.
- A jigsaw can be used to share ideas and increase individual student accountability. It ensures that students understand their own topic and are positioned as listeners and speakers. This helps to build confidence, as all students have the opportunity to have their voice heard. In a jigsaw, mixed groups of students walk around each station to view the products.
- A gallery walk is a more informal walk around the classroom. It can provide opportunities for students to talk to each other about the material in a less structured way. It is usually shorter than a full jigsaw, but not as accountable.
- Exit cards require students to write in response to prompts or questions based on the lesson. The cards provide immediate feedback to you to help you assess students’ understanding of content, to gather feedback for your teaching, and to see what questions students are asking to suggest new areas of learning. For students, exit cards provide a reflective space to consolidate and reflect on their learning and practice and to enhance their metacognition.