Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 35891
Picture Graphs with Pizazz
In this lesson, students will create picture graphs to represent data sets with four categories. They will use their graphs to solve addition, subtraction
and comparison problems.
Subject(s): Mathematics
Grade Level(s): 2
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, LCD Projector, Microsoft Office
Instructional Time: 1 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: data, picture graph
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
SummativeAssessmentQuestions(r)(4).docx
AnswerKeyGuidedPracticeGraphnew.docx
AnswerKeyLeavesPictureGraphnew.docx
Graphimagesnew.docx
GuidedPracticeQuestions(r)(6)new.docx
IndependentPracticeLeavesforPictureGraph(r)new.docx
PictureGraphTeachingPhasenew.docx
GuidedPracticeGraph.docx
IndependentPracticeQuestionsOnly.docx
IndependentPracticeFillinGraph.docx
SummativeAssessmentGrid.docx
IndependentPracticeGridOnly(r).docx
PatternBlocks.docx
AnswerKeySummativeAssessment.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to create and analyze a picture graph and answer real-world questions based on that graph.
Prior Knowledge: What prior knowledge should students have for this lesson?
MAFS.1.MD.3.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in
each category, and how many more or less are in one category than in another.
Guiding Questions: What are the guiding questions for this lesson?
1. How can you sort the information to make a picture graph?
2. What is a title that represents the picture graph?
page 1 of 4 3. How many items are in each category?
4. Which is the x-axis and what do you write there?
5. Which is the y-axis and what do you write there?
6. How can you use pictures to display each category on a graph?
7. Where do you place the pictures?
8. What is the total number of items for the graph?
9. Do your pictures add up to the total?
10. What do you need to include in your graph?
11. How can you determine "how many more" and "how many less" from the graph?
12. What does the height of the tallest column tell you?
13. What do you know from looking at the shortest column?
14. Where do you look to compare categories?
Teaching Phase: How will the teacher present the concept or skill to students?
1. Ask, "Who has seen a graph before? Where did you see it?" (newspaper, TV, older siblings homework, science book) "Why might a graph be useful?" (Shows
information in a helpful way.) The teacher could display Graph Images from the Uploaded Files section or graphs you have collected from various mediums. Ask,
"Has anyone seen a graph with pictures on it?"
2. Display a picture graph obtained from a newspaper or other periodical, science book, or the Picture Graph Teaching Phase from the Uploaded Files section.
3. Say, "There are many types of helpful graphs. This is a picture graph, and today we will create picture graphs." Point to the title and ask a student to read the title.
4. Say, "Every graph should have a title. It is usually written above the graph. This graph represents a survey of people who were asked, 'Do you prefer sprinkled,
vanilla, or chocolate cupcakes?' The graph represents how they voted."
5. Show students the line segment for the y-axis. Point out the numbers along the y- axis. Tell students this represents the number of items. Point out the line
segment and labels for the x-axis. Say, "This is where the descriptions for the item categories are written." Pointing to each as you speak, say, "Every graph should
include a title, label and numbers for the y-axis, and labels for the x-axis. The purpose of a graph is to communicate information, and the reader needs to know the
title and the labels for the axes, in order to understand the graph. Notice that there are no empty cells between the vertical stack of the pictures."
6. If using the Picture Graph from the Uploaded Files, ask:
1. "How many people preferred sprinkled cupcakes?" (3)
2. "How do you know?" (We can count 3 cupcake pictures or notice that the top picture is on the row of 3.)
3. "How many people preferred vanilla cupcakes?" (7) "How do you know?"
4. "How many people preferred chocolate?" (4)
5. "Which flavor was the favorite?" (vanilla) "How do you know?" (It had the most votes.) "
6. "Which flavor was the least favorite?" (sprinkled) "How do you know?" (least number of votes or 3 is the smallest number of votes)
7. "How many more people preferred vanilla than chocolate?" (3)
8. "Come show the class how you found the answer?" (7 - 4 = 3 or I counted on from 4 to 7; 5,6,7 would be 3 more)
9. "How many more people preferred chocolate than sprinkled?" (1) "How did you get your answer?" (4 - 3 = 1 or count on from 3 to 4) "How many people voted
altogether?" (14) "Come show the class how you worked this problem." (added 3 + 7 + 4 = 14 or counted on from 3 to 14.)
7. If you use a different picture graph, prepare similar questions to use with the class.
8. Ask if there are any questions.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Students could work in pairs or individually. To save time, the vegetable pictures could be cut out prior to teaching this lesson and put in baggies for each student or
pair of students. Another alternative: students could draw a picture of each vegetable for the graph.
2. Say, "Now we will make picture graphs." Distribute the Guided Practice Questions worksheets and the Guided Practice Graph worksheets from the Uploaded Files
section, scissors, colored pencils (if available) and paste.
3. Students could work in pairs, if you wish.
4. Say, "Who has seen a vegetable garden or watched for seeds to sprout?" Be certain that students know what the word, sprout, means.
5. Read aloud the Guided Practice Questions worksheet. Verify that students understand the diagonal mark for the 5th mark indicates a group of 5.
Tell students to count the total number of sprouts and record their answer.
Tell students to cut out the number of pictures needed for the graph and sort the pictures for each category. Record the number of pictures for each category.
To check their work, ask, "Do your counts add up to the correct total?"
Tell students to complete the partially filled-out graph. Based on the needs of your class, you could do this step-by-step as a whole class or have students work
independently. Ask if there are any questions. Circulate among the students to monitor their progress with the task, asking leading questions to understand
their thinking and guide them. Intervene with whole class instruction, if needed.
When students have had sufficient time to finish the graph and answer the questions, call on one or more students to display their graph/s and explain the
reasoning for the answers to the questions.
Answers:
cucumbers: 9 is the greatest number
tomatoes: 4 is the least number
8 - 4 = 4; students may use drawings to show this or count on from 4 to 8
8 + 6 = 14; students may use drawings or count on
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. There are several options to choose from for the Independent Practice, based on the needs of your class. If colored copies are not available, the students could sort
by the shapes/appearances of the leaves.
2. Distribute the Independent Practice Leaves for Picture Graph worksheet.
3. Distribute either plain paper or chart paper and a straight edge, an Independent Practice Grid Only worksheet or the Independent Practice Fill-in worksheet from the
Uploaded Files section.
4. Read the Leaves for Picture Graph worksheet aloud.
5. Students could either cut out the pictures of the leaves, or the leaf pictures could be cut out before teaching the lesson and placed in baggies. Alternatively, students
could be asked to draw and color the leaves for the graph.
6. With respect to a reminder that the graph needs a title and labeled axes, give students as much or little direction as you think they need (whole class or
page 2 of 4 individually).
7. Circulate among the students to assess their progress, collect observational data, and ask questions (see Feedback).
8. When students have had sufficient time to complete their graphs, assign partners, and tell students to share their responses with their partners.
9. Tell them to revise their work, if needed. Call on one or more students to share and explain his/her responses.
10. Ask, "Did it it matter which color went in the first or second column?" (no) "Why?" (There can be any order/sequence of the display of colors, since the graph will
still communicate the information with any sequence of colors.)
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Facilitate a whole class discussion to review the contents of the lesson, including but not limited to the following questions:
Why would we make a picture graph? (to have a visual display of information that we can more easily understand/analyze)
How do you make a picture graph? (Decide on the information to share and a title. Decide and label the x- and y-axis. Number the y-axis. Put a picture
representation in for each unit.)
How could you check your work? (Count the total number of items, then count the number of pictures in the graph.)
How might we use the graph to figure out
how many altogether? (add the numbers together or count on)
how much more of one category than the other? (subtract)
which category has the greatest number? (Look at the category that is the tallest.)
Which category has the least number? (Look for the category that is the shortest.)
Administer the summative assessment, when students are ready.
Summative Assessment
When students are ready, administer the Summative Assessment. Use the students' responses to determine next steps for instruction: remediation, review, lessons on
bar graphs.
1. Distribute to each student:
a baggie containing four categories of pattern blocks mixed together –
7 triangles
4 squares
2 hexagons
1 trapezoid
colored pencils, if available
plain or gridded paper (see Uploaded Files section for Summative Assessment Grid worksheet)
straight edge
Summative Assessment Questions worksheet (see Uploaded Files section) or display the questions
2. Tell students to sort their blocks by shape, answer the questions, and draw a picture graph of the data.
3. Read the questions aloud. Re-read any questions, as needed, for comprehension.
4. Tell students that instead of cutting out pictures to use for their graph, draw or trace each shape in the correct column. Remind students to include all the parts of
the graph, as they did during the lesson, and to be sure to check their work.
Formative Assessment
Assess for prior knowledge one or more days before teaching the lesson:
1. Before students start, if you think they may not understand the directions, you could model this task with a different number of disks and cubes.
2. Give each student a baggie that contains two distinct categories of items, such as buttons, counters (any type), cubes, or whatever is readily available. For ease of
monitoring, have the same number of each of the two items in each student's bag. Each category should have less than 20 items. For example, each student could
be given 9 circular disks and 6 cubes.
3. Give each student a sheet of plain paper. You may suggest that they fold the paper in half or draw a line through the middle. Write the words "Disks" and "Cubes"
on the board. Tell students to label one side of the paper with Disks and the other side with Cubes.
4. Ask the students to sort the items into two piles with circular disks in one pile and cubes in another pile, then make a group of marks for each pile, and then write
the total number of items for each pile/category next to the marks.
5. Ask, "Which group has more?" Tell students to draw a ring around the group of marks that has more items.
6. Tell students to write the number that represents how many more items are in the ringed group than are in the other group of marks. The responses will provide
the teacher with an opportunity to evaluate students' readiness to participate in the lesson and determine the level of support individuals will require during the
lesson to adjust instruction accordingly.
7. During the lesson, circulate and look at the picture graphs as they are being made. Affirm correctly made graphs. Ask leading questions (see Guiding Questions) to
guide students who have misconceptions to make their graphs accurately.
8. Gather information from observing students while they are analyzing their graphs. Use this information to ask questions that will lead students to correctly compare,
sum, or subtract the data.
Feedback to Students
Throughout the lesson. students will receive feedback when the teacher circulates throughout the room to monitor students' written responses and conversations
with their partners. The teacher will intervene with guiding questions and clarifications, challenge them to be persistent, and encourage them to revise their work,
as needed.
When partners share, students will be able to compare their answers and collaborate toward both having correct responses that they can justify.
During whole class discussions, the teacher will ask questions to guide students and help students justify their responses.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Provide the appropriate worksheets, based on the level of support required.
Support students with their vocabulary development. Provide translations, definitions, and/or examples or a word wall for the entire class to view.
Gather struggling students into a small group to work with your guidance.
page 3 of 4 Provide extra time to complete each graph.
Reduce the categories to two or three until students are ready for four categories.
Use smaller numbers for each category, until students are ready for larger numbers.
Summative Assessment: Give students a set of cut-outs of the pattern blocks from the Uploaded Files in a baggie for them to sort and glue onto the grid.
Extensions:
1. Assign a student to collect his/her own data by surveying others with a question and four choices, such as, "When we go outdoors, we will play a sport. Which
would you prefer: kickball, jump rope, soccer, races?" Then ask the student to make a picture graph of the data.
2. Assign a student to draw a picture graph with the data presented horizontally and share it with the class.
Suggested Technology: Document Camera, Computer for Presenter, LCD Projector, Microsoft Office
Special Materials Needed:
Students:
Plain/chart paper, as needed
Colored pencils (optional)
Scissors
Paste or tape
Straight edge
Worksheets listed below
Teachers:
Graph Images document for display or selected graphs from newspapers, textbooks, magazines, etc.
Picture Graph Teaching Phase document for display
Answer Key Guided Practice Graph
Answer Key Leaves Picture Graph document
Answer Key Summative Assessment
Class sets of:
Guided Practice Questions worksheets
Guided Practice Graph worksheets
Independent Practice Leaves for Picture Graph worksheets
Independent Practice Fill-in Graphs worksheets or Independent Practice Grid Only worksheets (as needed)
Independent Practice Questions Only (for students who use blank paper for their picture graph)
Baggies of two sets of manipulatives for students to sort into two piles
Baggies of four sets of pattern blocks for students to sort into four piles, such as 7 triangles, 4 squares, 2 hexagons, 1 trapezoid. If blocks are not available, a
worksheet of three pictorial sets is attached in the Uploaded Files section that could be cut out.
Summative Assessment Questions
Summative Assessment Grid
Additional Information/Instructions
By Author/Submitter
This resource is likely to support student engagement in the following Florida Standards for Mathematical Practice:
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
MAFS.K12.MP.4.1 Model with mathematics.
MAFS.K12.MP.5.1 Use appropriate tools strategically.
MAFS.K12.MP.7.1 Look for and make use of structure.
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.2.MD.4.10:
Description
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve
simple put-together, take-apart, and compare problems using information presented in a bar graph.
page 4 of 4