1. Organizing Data Unit of Study: Understanding Picture Graphs Global Concept Guide: 2 of 3

2. Content Development  Students should be provided with opportunities to generate questions and collect answers to those questions as authentic experiences in data collection/analysis. How data is organized should be directly related to the question asked. Ideas for data collection can include attributes of a set of objects, student preferences, quantities of a given object, etc.  Learn Zillion video ~ Learn Zillion  Quick code 3106 - Identify Parts of Picture Graphs  Throughout this unit of study students will make sense of problems as they respond to questions based upon their data representations.  Based on the standard, students will use one-to-one correspondence in their picture graphs.  Students need plenty of experience reading and understanding keys. Focus your instruction on reading all parts of the picture graph.  This GCG covers tally charts and picture graphs.

3. Content Development

4. Day 1  Essential Question: How do you use a picture graph to show data?  Possible Engage:  Show the students the following picture graph:  Have them turn and talk to a neighbor and state 3 things they notice about the picture graph.  Facilitate a whole-group discussion based on the students’ observations. Some discussions you may want to highlight are:  What is the graph about? How do you know  What does each smiley face represent? How do you know?  Who had the most? Who had the fewest? How do you know?  How would the graph change if Rosie had two more?  Which two students had the same amount?

5. Day 1 continued  Use the following task to continue building understanding of how to read data presented on picture graphs:  Facilitate discussion about the graph. Some questions may include:  What is the graph about? How do you know  What does each cube represent? How do you know?  Who had the most? Who had the fewest? How do you know?  How would the graph change if Cup B had two more?  Order the cups from least to greatest. How did you determine the order?  Elements of Go Math Lesson 10.2 can be used to reinforce this concept.  Possible Daily Journal Questions: Picture GraphsPicture Graphs  By the end of Day 1, students will be able to understand data represented in a picture graph.

6. Day 2  Essential Question: How do you create a picture graph to show data from a tally chart?  Pose the following question to the students in your classroom:  What is your favorite after school activity: Homework, Going to the Park, Taking a Nap, Playing with Friends?  Have each student in the class select their favorite after school activity. You can use build a model on the floor using snap cubes, or you can create a tally chart using tallies.  Using the data you collected from the students in your class., have them create a title for the graph.  Then, have students select the picture to represent each vote.  Remind students that each picture is worth one vote and that it is extremely important to record that information in the key.  In groups, have students create the picture graph.  While creating the graph is an important task in understanding data, it is equally important that students read and interpret the data presented in a picture graph.  Once the graph is created, facilitate a discussion and that information presented in the graph.  Some questions may include:  What was the most popular after school activity? How do you know?  What was the least popular after school activity? How do you know?  How would the graph change if _____ more people voted for _________?  Which two afterschool activities had _____ votes combined?  How many more votes did ______ have than ________?

7. Day 2 continued  Essential Question: How do you create a picture graph to show data from a tally chart?  Refer back to the tally chart that was presented in the last GCG.  Have students utilize the data presented in the tally chart to create a picture graph.  Remind students their graph must include a title, key, and represent all the information.  Gather information from the students in your class and record that information in a tally chart. Challenge students to represent that information in a picture graph.  Elements of Go Math Lesson 10.3 can be used on Day 2.  Possible Daily Journal Questions: Picture GraphsPicture Graphs  By the end of Day 2, students will be able to represent information from a tally chart in a picture graph.

8. Day 3  Essential Question: How do you solve problems using data from a picture graph?  As students have worked through Days 1 and 2 of the GCG, questions pertaining to the information presented in the graph should have been asked.  Day 3 focuses on students reading and interpreting picture graphs for the purpose of answer questions and solving problems.

9. Day 3  Utilize any of the picture graphs you created on Day 2 (Students have more ownership of graphs they created and are more interested in answering questions based on the data).  Create questions based on the picture graphs that require students to use the information presented to solve.  Picture Graph Problem Solving- Can be utilized on Day 3 to help students solve problems from the data presented in a picture graph. Picture Graph Problem Solving  Possible Daily Journal Questions: Picture GraphsPicture Graphs  By the end of Day 3, students will be able to solve a variety of problems using information presented in a picture graph.

10. Enrich/Reteach/Intervention Reteach  Reteach p. R93  Reteach p. R94  Reteach p. R95  Animated GO Math Animated GO Math Model: Model: Make and Interpret Pictographs Enrich  Have students create a survey.  Collect the data.  Display the data in a tally chart and picture graph.  Challenge students to look at a completed picture graph and create questions their partner can answer. Additional Reteach Task