Create a premium, polished 3D educational animation for Grade 6 Mathematics titled “Mili and Arin Build a Bar Graph”. Use the approved Mili and Arin character references. Preserve their established faces, hair, outfits, proportions, voice identities and animation style. Mili is curious and asks short, meaningful questions; Arin explains each construction step. Use a clean data lab, teal-and-white graph graphics and readable text. Generate visuals and spoken character dialogue together where the tool supports reliable audio. Use only the exact dialogue below; do not add a second narrator. If integrated speech is unavailable, use these same lines as the voice track without rewriting.
SEQUENCE 1 — START WITH THE TABLE (0:00–0:35)
Visual: Display the frequency table titled “Sweet Preferences”.
Jalebi = 6; Gulab Jamun = 9; Gujiya = 13; Barfi = 3; Rasgulla = 7.
Mili says: “Our data is organised in this table. But how do we turn it into a bar graph?”
Arin says: “Let’s build the graph step by step.”
SEQUENCE 2 — DRAW THE AXES (0:35–1:00)
Visual: Draw one horizontal line and one vertical line meeting at zero. Label the horizontal axis “Sweet” and the vertical axis “Number of Students”.
Arin says: “First, draw the horizontal and vertical axes. The categories will go along the horizontal axis, and the numbers will go along the vertical axis.”
SEQUENCE 3 — PLACE THE CATEGORIES (1:00–1:25)
Visual: Place Jalebi, Gulab Jamun, Gujiya, Barfi and Rasgulla at equal intervals along the horizontal axis.
Mili says: “The sweet names need equal spaces between them.”
Arin says: “Exactly. Place every category clearly and keep the spacing equal.”
SEQUENCE 4 — CHOOSE AND MARK THE SCALE (1:25–1:55)
Visual: Mark the vertical scale from 0 through 13 in equal steps. Show the scale card “1 unit length = 1 student”.
Arin says: “The largest value is thirteen, so our scale must reach at least thirteen. For this example, one unit length represents one student. Start the scale at zero.”
SEQUENCE 5 — DRAW THE BARS (1:55–3:10)
Visual: Grow each bar from the zero baseline, one at a time. Every bar has the same width and equal gaps. Exact heights: Jalebi 6; Gulab Jamun 9; Gujiya 13; Barfi 3; Rasgulla 7.
Mili says: “Jalebi has six students, so its bar reaches six.”
Arin says: “Correct. Each bar’s height must match the number in the table.”
Mili says: “Now I can see the different values.”
Arin says: “Keep the width the same and the gaps equal. The table gives us the values; the bars show them visually.”
SEQUENCE 6 — TITLE, LABELS AND CHECK (3:10–4:15)
Visual: Add title “Sweet Preferences of Students”. Check every bar against the table. Then highlight Gujiya as tallest and Barfi as shortest.
Arin says: “Before we finish, compare every bar with the table. Add a clear title and axis labels. Our graph is complete.”
Mili says: “Gujiya is preferred by the most students, and Barfi by the fewest.”
Arin says: “How many more students prefer Gujiya than Jalebi?”
Pause briefly, then show “13 − 6 = 7”.
Arin says: “Seven more students prefer Gujiya than Jalebi.”
SEQUENCE 7 — MEMORY CARD AND TRANSITION (4:15–4:40)
Visual: Show a clean sequence.
AXES → CATEGORIES → SCALE → BARS → TITLE & LABELS → CHECK.
Mili says: “Now I know how to turn a table into a bar graph!”
Arin says: “Your turn to build one.”
