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

Content Development Pictographs should include a title, categories, category label, key and the data. Students will use the single scale where one symbol represents a value of one. Four categories of data may be used. Students’ initial experiences will be interpreting provided picture graphs and progress to students independently drawing and representing data from a survey.

Day 1  Interpreting existing picture graphs is the focus of Day 1. Attention should be directed to the key where one symbol represents a single unit on the graph. Discussion should focus on the value of the key and its importance in understanding the represented data.  While it is possible for students to directly compare values based upon the lengths of the rows of pictures, students should be encouraged to use the data value as evidence when responding to questions.  Examples of picture graphs from the real world may be brought in for discussion purposes. Encourage students to identify the key, title, and categories for the graph. Students may engage in hypothesizing what the survey question might have been based upon the picture graph.  Pictograph Problem solving (under lesson ideas) has several pictographs and questions that could be used on Day 1

Day 2  Transitioning from tally charts to picture graphs is the focus for Day 2. A critical concept is understanding the quantities represented in a tally chart ‘s categories are also represented in a parallel picture graph. A possible misconception to be addressed is the drawing of one symbol for a group of 5 tally marks.  A suggestion would be to use the Listen and Draw lesson from Go Math 10.3 as an engage component. Have students draw the cubes from the bag and record the colors using a tally chart prior to using the textbook page. Continue with the creation of the pictograph using the workbook page.  Page 11 of Pictograph Problem Solving (under lesson ideas) can be used on Day 2

Day 3  Day 3 is a continuation of Day 2. Students would benefit from creating their own survey questions and collecting data to represent in a picture graph. A template may be used to support students in organizing their key symbols.  As students are creating their picture graphs, questions should be asked using the join together, take apart, and comparison problem structures about the data. Students should use the data information as a component of their justification.  Student drawn picture graphs should be monitored for titles, category labels, key, symbol, and accurate data.

Sample questions using a picture graph How many students answered the question “Which Type of Pet? How many fewer students chose bird than dog in the survey? Bailey is new to the class. She added her pet to the graph. Now there are 3 symbols in her pet’s category on the picture graph. Explain how you know which type of pet Bailey has. There were two students absent on the day the survey was asked. After they answer the survey, two categories of pets will be equal. Which pets could the students have? Explain your thinking.

Enrich/Reteach/Intervention Enrich 10.3 provides students with opportunities to interpret comparison statements to construct a picture graph. As stated in the previous GCG, students may be challenged by collecting data from other classes to compare with their homeroom class. Comparing and contrasting data between two classes will set the stage for students to understand the purpose of data analysis. Students in need of support may require continued experiences with a physical model of a graph. It might be helpful for students to place objects on a graph template to reinforce the concept of the scale unit. Survey questions which can be responded to by the use of die cut patterns would provide students with an opportunity to observe peers responding to a question with a physical “vote” by placing the die cut on a graph template.

Sample Survey Questions for students to collect data  How many letters in your name ?  Which of these is your favorite food?  Which coin do you think is the most interesting?  Which season has your birthday?  Which of these is your favorite cereal?  Which was our favorite read aloud book?  Which math manipulative do your prefer?

Literature for your Classroom Library