Organizing DataUnit of Study: Understanding Picture GraphsGlobal Concept Guide: 2 of 3

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 ~ 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.

Content Development

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?

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 Graphs By the end of Day 1, students will be able to understand data represented in a picture

graph.

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 ________?

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 Graphs By the end of Day 2, students will be able to represent

information from a tally chart in a picture graph.

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.

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.

Possible Daily Journal Questions: Picture Graphs

By the end of Day 3, students will be able to solve a variety of problems using information presented in a picture graph.

Enrich/Reteach/InterventionReteach

Reteach p. R93 Reteach p. R94 Reteach p. R95 Animated GO Math 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