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Go Math! RTI: 2.2- Use Picture Graphs
Objective: Today I will use a key so that I can read a picture graph. I’ll know I’ve got
it when I can solve problems using data found in a picture graph.
CCLS: CC.3.MD.3; CC.3.NBT.2
Vocabulary: key, picture graph
Materials: notebooks, reteach worksheets, workbooks, slate
Engage/Prior Knowledge: Review parts of a frequency table (title, rows, etc.) by
creating a quick one on a slate. Relate to real-world topics by asking students for their
favorite food (pizza, chicken nuggets, or hamburger).
Learning Plan: Display the following picture graph:
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Notice the key shows us that each circle represents two students.
Draw two dots inside each circle for a clearer representation.
What does the half circle stands for?
Draw one dot inside of it.
Model determining the total for soccer.
Higher Order Thinking Question(s):
How could you determine how many students like basketball?
Based on what you know, how would you explain that more students like basketball
more than any other sport?
How could you determine how many more students chose soccer than tag?
Activity/Practice: Students will complete Reteach page 2.2 and then proceed
through the correlating workbook pages.
Assessment: Students are assessed through the Quick Check problems on the
workbook pages, their responses to the higher Order Thinking Questions, and the end
of the unit test. In addition, students will be self-monitoring to make sure they stay on
task with meeting the goal of the lesson. Information from all assessments is used to
create groups for both today and future lessons.
Differentiation:
Below Level Activity:
On Level Activity:
Above Level Activity:
The above learning plan is the
main differentiation for the
correlating whole-class activity.
Data from class assessments
and prior lessons determine the
specific students participating in
the above plan, prior to
participating in the on level
activity.
Students that demonstrate
knowledge throughout the
whole-class activity and/or have
progressed through the below
level activity will continue
completing the selected pages
in their practice books. Students
may choose to complete the
assigned pages with a partner.
Students will complete the Math
Journal response, the selected
Enrich Book page, and may
choose a Grab and Go activity.
Students may also be buddied
up with another student to
“coach” them.
- Some students may choose to work with manipulatives. Students can express which math
manipulatives best serve their needs for a given lesson.
- Information is presented to accommodate different learning modalities (including but not
limited to: visual, auditory, tactile, etc.).
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Go Math! RTI: 2.3- Make Picture Graphs
Objective: Today I will create a picture graph so that I can organize data. I’ll know
I’ve got it when I can create my own picture graph.
CCLS: CC.3.MD.3; CC.3.NBT.2
Vocabulary: none
Materials:
notebooks, reteach worksheets, workbooks, small construction paper squares
Engage/Prior Knowledge: Review parts of a picture graph (title, rows, etc.) by
creating a quick one on a slate. Relate to real-world topics by asking students for their
favorite pet and using a key of
=2.
Learning Plan:
Display a blank picture graph of “Favorite Side Dish” with a key of each square being
two votes.
Display the following data: Salad: 6 votes; Potatoes: 4 votes; Pasta: 5 votes.
Each square stands for two votes.
Model putting three squares in the picture graph to show the number of votes for
salad.
Repeat for potatoes.
Higher Order Thinking Question(s):
How could you determine the number of squares needed for the pasta?
Activity/Practice:
Students will complete Reteach page 2.3 and then proceed through the correlating
workbook pages.
Assessment:
Students are assessed through the Quick Check problems on the workbook pages,
their responses to the higher Order Thinking Questions, and the end of the unit test.
In addition, students will be self-monitoring to make sure they stay on task with
meeting the goal of the lesson. Information from all assessments is used to create
groups for both today and future lessons.
Differentiation:
Below Level Activity:
On Level Activity:
Above Level Activity:
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The above learning plan is the
main differentiation for the
correlating whole-class activity.
Data from class assessments
and prior lessons determine the
specific students participating in
the above plan, prior to
participating in the on level
activity.
Students that demonstrate
knowledge throughout the
whole-class activity and/or have
progressed through the below
level activity will continue
completing the selected pages
in their practice books. Students
may choose to complete the
assigned pages with a partner.
Students will complete the Math
Journal response, the selected
Enrich Book page, and may
choose a Grab and Go activity.
Students may also be buddied
up with another student to
“coach” them.
- Some students may choose to work with manipulatives. Students can express which math
manipulatives best serve their needs for a given lesson.
- Information is presented to accommodate different learning modalities (including but not
limited to: visual, auditory, tactile, etc.).