Grade 3
Lesson: 16-4
Reference to English
Making Pictographs
Math Standard(s): 3.MD.3
Domain: Measurement and Data
Content objective(s):
Language Objective(s):
Students will make a pictograph from a table or tally chart.
Students will explain their pictograph to their partner.
I can make a pictograph from a table or tally chart.
I can explain my pictograph to a partner.
Essential Understanding:
Required Academic Vocabulary for Word Wall:
Each type of graph is most appropriate for certain kinds of data. Listen:
The key for a pictograph determines the number of pictures
Read:
needed to represent each number in a set of data.
Write:
Speak:
Sentence Frame:
Materials:
Additional Lesson Vocabulary:
Hockey, light bulb,
 Whiteboards, erasers, markers
 Guided Practice and Independent Practice (textbook pg.
400/401)
 Making pictographs (teaching tool 50)
Lesson:
Instructional Time: 30 – 35 minutes
Opening: (4 minutes)
 Draw the hockey pictographs on the board from the previous lesson.
T: “You have learned how to read a pictograph. Let’s look at one pictograph from our last lesson. Look at the hockey pictograph.
How many teams are in the South falls league?”
S: will respond, “4 teams are in the south falls league.”
T: “You are right. There are 4 hockey sticks, and that means there are 4 teams in the south falls leagues. What about the East
falls league?”
S: will respond, “there are 7 teams in the east falls league.”
T: “Correct. Please turn to your neighbor and tell them which league has the most teams.”
S: will turn to their neighbor and tell them, “the west falls league has the most teams.”
T: “Everyone say it together. Which league has the most teams?”
S: will respond, “the west league.”
T: “Today, you will earn how to make a pictograph.”
T: “Quick question. When have you used skip counting to help you answer a question or solve a problem?”
S: will respond, “when counting tally marks I count by 5’s” or “when reading pictographs or bar graphs.”
Introduction to New Material (Direct Instruction): (2 minutes)
 Pass out the teaching tool – Making Pictographs.
T: “On this piece of paper just passed out we are going to make a pictograph from the story I am about to tell you. Please listen
to the story and then we will make the pictograph together.”
Guided Practice: (8 minutes)
Use the modeling cycle:
Teacher Does:
T: “Mary is helping her teacher count new playground toys for the school. How can she put data in a pictograph? Look at the
information on the top of your page. How many basketballs are there?”
S: will respond, “there are 10 basketballs.”
T: “You are right! So how will we draw that in the pictograph? Remember to look at the bottom of the page where it shows
each ball equals 5 toys. How many balls will we draw?”
S: will respond, “2 balls.”
T: “Let’s draw it together. On the line for basketballs, draw 2 balls.”
S: will draw 2 balls on the line with basketball.
All Students Do:
T: “Show me your paper. Good job. Now I want you to work with your neighbor and finish filling out the rest of the pictograph.
You will have 3 minutes.”
S: will work in partners and fill in the rest of the pictograph.
 Teacher will walk around the room helping students as needed.
T: “10,9,8,7,6,5,4,3,2,1. Time is up. Please show me your papers. Well done!”
T: “Now, I want you to turn to your neighbor and tell them how many of each toy are in the pictograph. For example, there are
10 basketballs. How many jump ropes? How many bats? How many soccer balls are there? Take turns telling each other.”
S: will turn to their neighbor and say, “there are 10 jump ropes.” Then they will switch and the other person will say, “there are 5
bats.”
Introduction to New Material (Direct Instruction): (5 minutes)
T: “Now I have some questions for you guys. What is the title of the tally chart?”
S: will respond, “Playground Toys.”
T: “Why is that a good title for your pictograph?”
S: will respond, “both the chart and the graph show the same data – information.”
T: “What are the toys Mary is helping to count?”
S: will respond, “she is counting the basketballs, jump ropes, bats and soccer balls.”
T: “When you look at the key at the bottom of the pictograph, what information does it give?”
S: will respond, “that each ball stands for 5 playground toys.”
T: “Why is 5 a good size group for showing data?”
S: will respond, (responses will vary)
T: “How many circles are needed to show how many basketballs there are?”
S: will respond, “2 are needed.”
T: “How did you know how many circles to draw for the bats?”
S: will respond (answers will vary) – “5 tally marks in the chart.”
T: “How many toys did Mary and her teacher count in all? Write it on your white board.”
S: will write 40 on their whiteboards and show the teacher.
T: “Let’s count the balls by 5. 5, 10, 15, 20, 25, 30, 35, 40. 40 toys.”
Independent Practice: (7 minutes)
T: “Now I want you to return to your desk. You need to open up your book to page 400. I need you to draw a pictograph for the
first tally chart about school lunch. You need to make a title. You need to create a key. And you need to draw and fill in the
pictograph. You will have 6 minutes.”
S: will go to their desk, open their books and create pictograph for the first tally chart.
 Teacher will walk around the room helping students as needed.
T: “10,9,8,7,6,5,4,3,2,1. Time is up. Please clean up and bring your paper to the front of the room.”
S: will clean up and bring their paper to the front of the room.
Closing: (5 minutes)
T: “Now I need you to tell your neighbor all about your pictograph. You need to tell them the title, explain the key, and how
many of each item is on your graph.”
S: will tell their neighbor about their pictograph.
T: “I am going to pick one student to come up and explain the pictograph to the class.”
S: will come up and explain their pictograph to the class.
Assessment:
Guided Practice