Objective
Interpret and create picture graphs and answer related questions.
Student-Facing
I can interpret and create picture graphs and answer questions.
Common Core Standards
Core Standards
The core standards covered in this lesson
2.MD.D.10— Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Measurement and Data
2.MD.D.10— Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Foundational Standards
The foundational standards covered in this lesson
1.MD.C.4
Measurement and Data
1.MD.C.4— Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
K.MD.B.3
Measurement and Data
K.MD.B.3— Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.Limit category counts to be less than or equal to 10.
1.OA.A.1
Operations and Algebraic Thinking
1.OA.A.1— Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.A.2
Operations and Algebraic Thinking
1.OA.A.2— Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Criteria for Success
The essential concepts students need to demonstrate or understand to achieve the lesson objective
- Collect, read,and organize categorical data in a table or tally chart.
- Understand the purpose of a picture graph as a way to represent a data set to be able to see trends and analyze it more easily.
- Represent data in a picture graph in which each picture represents one object/vote.
- Understand that a key is a part of a graph that explains the meaning and/or value of the symbols in a graph.
- Include all necessary labels in a drawn picture graph, including:
- title
- category labels
- key
- Make observations and inferences of the data represented in a picture graph.
- Answer simple put-together, take-apart, and compare problems using information presented in a picture graph.
Tips for Teachers
Suggestions for teachers to help them teach this lesson
As per the standard language in 2.MD.D.10, when working with picture graphs, students will be working with a single unit scale. So for the examples students should have exposure to in this unit, there will be a one for one scale.
Warm Up
5-10 minutes
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Anchor Tasks
Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
15-25 minutes
Problem 1
Use the following picture graph to answer questions.
a.What was the least popular snack option? How do you know?
b.How many students liked animal crackers or applesauce?
c.How many more students like fruit snacks than applesauce?
Purpose
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Facilitation Guidance
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Problem 2
At the end of the year, Ms. Jackson’s class goes on a field trip to the local zoo. As they walk through the zoo, the students keep track of the number of animals they see in different habitats. Their observations are shown in the table. An incomplete picture graph is shown below.
| |
a.Complete the picture graph.
b.How many animals did the students see at the zoo in all?
c.How many of the animals they saw lived in a water or rain forest habitat?
d.How many more forest animals did they see than desert animals?
Purpose
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Facilitation Guidance
Unlock Facilitation Guidance to make the most of each Anchor Task. Find tips to launch tasks, support all students, and synthesize new learning. Download a sample.
Problem 3
a.Fill in the data table to record the type of pets students in the class have.
| Dogs | Cats | Fish | Hamsters | Birds | Other | No Pets |
b.Using the information collected in the data table, complete the picture graph based on your class data.
c.Which type of pet is the most popular?
d.Are there any pets that no one in the class has? If so, what kind(s) of pets?
e.How many people have either cats or hamsters?
Purpose
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Facilitation Guidance
Unlock Facilitation Guidance to make the most of each Anchor Task. Find tips to launch tasks, support all students, and synthesize new learning. Download a sample.
Problem Set
15-20 minutes
Give your students more opportunities to practice the skills in this lesson with a downloadable problem set aligned to the daily objective.
Target Task
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
5-10 minutes
The students in Desmond’s class voted on their favorite ice cream flavor. Demond started the picture graph below but did not finish it.
| Vanilla | Chocolate | Strawberry | Oreo |
| 2 | 3 | 5 | 7 |
a.Finish the picture graph that Desmond started.
b.How many students voted? How do you know?
c.What was the most popular flavor?
d.What was the least popular flavor?
e.How many students liked chocolate or oreo?
Student Response
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Additional Practice
Daily Word Problems, Warm Ups, and Center Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.
Word Problems and Fluency Activities
Word Problems and Fluency Activities
Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.
Lesson 19
Lesson 21
