Lesson Plan
NAME: Tori Pinkston
Lesson Name Make Picture Graphs
DATE: 10/26/15
Grade Level (s) 3rd Grade
Common Core Content Standards:
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent
a data set with several categories. Solve one and two step “how many
more” and “how many less” problems using information presented in
scaled bar graphs.
Mathematical Practices:
MP.2 Reason abstractly and quantitatively
MP.4 Model with mathematics
MP.6 Attend to precision
Content ObjectiveStudents will be able to draw a scaled picture graph to show data in a
table and analyze the data to draw conclusions and comparisons.
Students will also be able to convert data from a picture graph into a
tally or frequency table and convert data from a tally or frequency table
into a picture graph.
Language ObjectivesStudents will be able to engage in conversations with other students in
order to collect data.
Students will be able to read a data table.
Students will listen for directions.
Students will be able to sketch a picture for their picture graphs.
Students will be able to justify their reasonings.
Students will know the importance of the title of the graph.
Students will know how to use the key for reading graphs.
Students will be able to write a short description telling how to draw a
picture graph to show data in a table.
English Language Development (ELD) Standards and Proficiency
Levels-
A. Collaborative
-1. Exchanging information and ideas with others through oral
collaborative discussions on a range of social
and academic topics
B. Interpretive
-5.Listening actively to spoken English in a range of social and academic
contexts
C. Productive
-12.Selecting and applying varied and precise vocabulary and language
structures to effectively convey ideas
Emerging:
1. Exchanging information and ideas:
Contribute to conversations and express ideas by asking and answering
yes-no and wh- questions and responding using short phrases.
5. Listening actively:
Demonstrate active listening by asking and answering basic questions,
with prompting and substantial support
Expanding:
1. Exchanging information and ideas:
Contribute to class, group, and partner discussions, including sustained
dialogue, by following turn-taking rules, asking relevant questions,
affirming others, and adding relevant information
5. Listening actively:
Demonstrate active listening by asking and answering detailed
questions, with occasional prompting and moderate support.
Bridging:
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained
dialogue, by following turn-taking rules, asking relevant questions,
affirming others, adding relevant information, building on responses, and
providing useful feedback.
5. Listening actively
Demonstrate active listening by asking and answering detailed
questions, with minimal prompting and light support
Academic Language Requirements:
Specialized Vocabulary and/or Tier Picture graph: A graph that uses
pictures to show and compare
2 Words
information
Survey:to collect data for the analysis
of some aspect of a group or area.
Frequency table: A table that uses
numbers to record data
Key: The part of a map or graph that
explains the symbols
Data:facts and statistics collected
together for reference or analysis.
Text Types/Structures (and related Picture Graphs, tally tables,
vocabulary)
frequency tables.
Language Frames/Supports (and
Graphing templates : charts to help
linking words)
students organize their data
Formal and Informal Assessments:
I will be informally assessing students by checking for understanding
throughout the lesson and activities. I will be walking around to check
student understanding and work. I will also have them use whiteboards
to show answers so that I can check understanding as well.
ANTICIPATORY SET:
I will begin the lesson by asking students what their favorite halloween
character is and have them draw a sketch of it on a post it note. We will
use this information to make a class picture graph. Students love
drawing and this will help relate the lesson to themselves by using their
own data to help them learn.
I DO:
-State objective
-Fluency builder and mental math: Have students practice skip counting
by twos, fives, and tens to build number sense. Write the following
series of numbers on the board.
-Facilitate class picture graph
- Ask questions
- Model how to convert picture graph into a tally table and vise versa
- Model how to change the key
- Facilitate student survey
- Pick students to share their graph in front of the class to demonstrate
different ways to do the activity
WE ALL DO:
-Define picture graph
-We will talk about the importance of the title and key
-Class discussion on data in the table
-Discuss why using 1 might not always be the best choice ( because if
you are surveying a lot of people, you might not want to draw out 50
symbols)- larger amounts of data, using a key greater than 1 will make
it easier and will take less time to show the data.
-Discuss practice survey ( how would a graph look for boys and girls in
the classroom)
- Conduct their own survey (Favorite holiday)
- Practice problems in Go Math!
YOU DO ALONE:
- Have students identify the skip counting pattern and continue each
pattern for three more numbers (2> 14, 5>40, 10>80)
-Students will sketch their favorite halloween character onto a post it
note and place it on chart paper so that we can make a picture graph
-Students will convert their data into a tally table, frequency table, and
picture graph
CLOSURE:
To close this lesson, students will restate what they learned about
making picture graphs. They will say why it is important to have a title
and a key for picture graphs.
Resources and Materials:
-Pencil
-Paper
-White board
-White board marker
-White board eraser
-Go Math! Book
-Handouts
-Sticky notes
(One per student for all materials above)
-Chart paper