Create and Analyze Picture Graphs Unit of Study: Represent Data Global Concept Guide: 3 of 3

Content Development  Every picture graph tells the fixed quantity each symbol represents.  It is important for students to know that any symbol can be used, but a simple symbol that represents the subject of the graph works best. In first grade, the symbol will only represent one but in future grades the symbol will quantify other amounts.  Students should examine graphs in both horizontal and vertical orientations.  Reiterate that like bar graphs and tally charts, picture graphs also include a title and labels.  Misconception: In some picture graphs a label will be the symbol. Be sure students understand that they should not count the beginning label/symbol as part of the set.

Day 1 Essential Question: How do you read and analyze picture graphs?  The main focus of today should be on reading picture graphs and communicating information provided in the picture graph. Display only the picture graph from Go Math Lesson 10.1, p Teacher may want to chart responses.  For example: This graph is about the favorite activity at the fair. More children like the rides. 5 kids like the animals. 12 students were surveyed about their favorite activity at the fair.  After collecting students’ ideas, encourage students to answer questions 1-4 on p. 414 of Go Math. Since students have spent time reading and comprehending the data prior to answering the questions it should be easier for them to respond accurately.  As a small group, partner, or independently provide ample time for students to read, discuss and solve p. 415 & 416 of Go Math.  On p. 415 teachers may want to consider using Math Talk in Action to explore symbols in picture graphs. By the end of the Day 1, students should be able to read and analyze picture graphs and symbols used.

Day 2 Essential Question: How do you create picture graphs?  Using Voyages lesson Button, Button, Who Has the Button?, p. 6 & 8. Students will use attributes to sort and classify objects/snacks and create a picture graph using actual objects and pictures.Button, Button, Who Has the Button?,  The feature of a key should be integrated in this lesson. Reminding students that a symbol can be any quantity.  Discuss symbols and pictures used. By the end of Day 2, students should be able to create picture graphs to communicate data.

Enrich/Reteach/Intervention Enrich:  Go Math Enrich p. E79  Go Math Enrich p. E80  Go Math p. 419 Cross-Curricular Reteach/Intervention (small group):  Go Math p413B—Tier 2 activity  Go Math p 417B—Tier 2 activity  Go Math RTI Strategic Intervention, skill 16 and skill 17skill 16 skill 17  Student pages skill 16 and skill 17skill 16 skill 17

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