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Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to learn a new way of organizing data: a picture graph. In the Launch, students engage in a discussion about what they notice about the graph and how a picture graph makes it easier to interpret data. After students discuss the picture graph and consider what they could learn from the graph, ask: “What is the total number of children who love basketball or baseball?” This question uses “or” to signify the sum of the two categories. This phrasing may be new for students.

Launch

Groups of 2
Display “Sports Children Love” graph, but cover the title.
“Clare made this picture graph to share data she collected.”
“What could this graph represent?”
30 seconds: quiet think time
Share responses.
“Clare asked the children in her class which sport they loved.”
“She made a picture graph to show their responses.”
“A picture graph is a way to show data using pictures of the objects or symbols to represent how many in each group or category.”
“What can you learn about the sports children love from her picture graph?” (The sport with the most votes is football. Not a lot of children like basketball.)
1 minute: quiet think time
2 minutes: partner discussion
Record student responses with complete sentences.
“What is the total number of children who love basketball or baseball?” (6 children. Two like basketball and 4 like baseball.)
30 seconds: quiet think time
Share responses.

Activity

“Now you can answer a few questions based on a picture graph showing data about the sports the adults at school love.”
6 minutes: independent work time
“Share the fact you wrote for the third question with a partner.”
3 minutes: partner discussion

Clare asked a group of children, “Which sport do you love?” Their responses are shown in this picture graph.

What can you learn about the sports children love from Clare’s picture graph?

A group of adults were asked, “Which sport do you love?” Their responses are shown in this picture graph.

How many adults like basketball?
How many like football or baseball? Show your thinking using drawings, numbers, or words.
Write 1 fact you learned about the data in the picture graph.

Student Response

to access Student Response.

Advancing Student Thinking

If students’ response for the number of adults that like football or baseball doesn’t clearly reflect the combined categories, consider asking:

“Can you explain how you found the total number of adults who like football or baseball?”
“Where do you see this in the graph?”

Activity Synthesis

Display “Sports Adults Love” graph.
“How many more adults like football than basketball? Explain how you know.” (6 more adults like football than basketball. I saw there were 2 for basketball, so I counted the footballs above 2. I did , because there were 8 votes for football and 2 for basketball.)
30 seconds: quiet think time
Share and record responses.

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to interpret data represented in a picture graph. Students make sense of questions related to the context and decide whether questions can be answered with the data. This type of reasoning helps students make sense of the mathematical elements in a context and interpret and use the data presented in the picture graph to answer questions (MP4). When students read the graph and use methods based on addition and subtraction or those based on counting on or back from the pictures in the graph, they reason abstractly and quantitatively (MP2).

Representation: Internalize Comprehension. Synthesis: Invite students to identify which details were important to pay attention to. Consider using the sentence frame, “The next time I answer a question about a picture graph, I will look for . . . .“
Supports accessibility for: Conceptual Processing

Launch

Groups of 2

Activity

“Some questions can be answered using a picture graph, but some questions cannot.”
“Circle any question that can be answered using the graph.”
“Then use the picture graph to answer the questions.”
8 minutes: independent work time
Compare your responses with a partner.
2 minutes: partner discussion
Monitor for students who explain how they:
- Counted on to find the sum of two categories.
- Counted on to find how many more.
- Counted the number of pictures in each category and used addition or subtraction.

A group of children were asked, “Which is your favorite art supply?” Their responses are shown in this picture graph.

Circle the 4 questions the graph can answer.
1. How many children chose markers?
2. How many chose crayons or clay?
3. Why did so many children choose paint?
4. How many more children chose markers than crayons?
5. What is the total number of children who chose paint or markers?
Answer each question you circled.

Student Response

to access Student Response.

Advancing Student Thinking

If students combine categories when they should find the difference between them, consider asking:

“How did you decide to combine these two groups? How does this match the question?”
“How could the graph help you think about how many more chose markers?”

Activity Synthesis

“Which question did you decide couldn’t be answered? Explain.” (We don’t know why so many children chose paint. The graph shows how many, but not their reasons.)
Invite previously identified students to share responses for the questions that asked them to combine categories or compare categories.

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Settings

Language

Audience

Assessment Access

Lesson 8

Interpret Picture Graphs

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

2.MD.D.10

Addressing

Building Toward

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

2.MD.D.10

Building Toward

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

1.OA.C.5

Addressing

Building Toward

2.OA.B.2