Math Literature Connection
The Great Graph Contest
By: Loreen Leedy
About the Book:
Gonk the toad and Beezy the lizard are competing to see who can make the best
graphs. They try to outdo each other by making bar graphs, circle graphs, Venn
diagrams, and quantity graphs. Chester the snail will judge whose graphs are the best.
In the final pages, Leedy offers more information on each of the graphs described and
suggestions for further graphing activities.
Set the Purpose:
After studying several graphic representations in The Great Graph Contest, students will
come to consensus on a survey topic, conduct the survey, then collect and organize the
data from that survey.
Days 1 – 2
1. Discuss the cover illustration and title. Ask students what they think a graphing
contest might be.
2. As you read this book, ask questions such as these:
 What kinds of graphs did Gonk and Beezy enter in the contest?(Be sure
to talk about each graph presented.)
 What kinds of things did they compare in their graphs?
3. After reading the story ask students:
 Do you agree with Chester the Snail’s decision to have both Gonk and
Beezy tie for the contest winners? Why or why not?
Activity:
Materials: 10 x 10 Grid
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Brainstorm possible graph topics, such as favorite foods, sports, books, or
colors. As a class, decide on a topic.
Take a poll of the students’ responses and make a tally chart to record the data.
Then as a class, transfer the data to make a picture graph. Have students draw
pictures in the 10 x 10 grid.
As you create the graph, remember to include a title and appropriate labels.
Indianapolis Public Schools
Curriculum and Instruction
Title: __________________________
Indianapolis Public Schools
Curriculum and Instruction
Days 3 – 4
“If the Shoe Fits…”
Materials: 10 x 10 grid, shoe cut-outs
Lesson:
1. Introduce the lesson by discussing the differences and similarities among the
students in the class. Explain how this information can be organized into a
graph.
2. Read aloud The Great Graph Contest.
3. Instruct students to remove their left shoe. Form a line of shoes in front of the
classroom.
4. As a class, gather information about the shoes and record the information on the
board or chart paper. (examples: color, size, sandal, sneakers, etc…)
5. Ask students how they could compare or group the shoes into different
categories.
6. Direct students back to the graphs displayed in the book. Ask students how the
class can use one of the graphs to show the information gathered.
7. Then use a tally chart to organize shoe sizes. Discuss the results.
8. Remind children how a picture graph uses pictures to represent data. Picture
graphs can be made in a vertical or a horizontal format.
9. Have students graph the data pertaining to shoe size using the cut-out shoes.
The picture graph should have a title and labels.
10. Once students create their graph, ask the following:
 Which size appears most/least often? How do you know?
 How many students are in the class?
Indianapolis Public Schools
Curriculum and Instruction
Title: __________________________
Indianapolis Public Schools
Curriculum and Instruction
Indianapolis Public Schools
Curriculum and Instruction