 Author:
 DAWNE COKER
 Subject:
 Mathematics
 Material Type:
 Activity/Lab, Lesson, Lesson Plan
 Level:
 Lower Primary
 Tags:
 License:
 Creative Commons Attribution
 Language:
 English
 Media Formats:
 Downloadable docs
Education Standards
T4T Summer's Almost Here!
Overview
This resource is from Tools4NCTeachers.
This lesson will involve interviewing classmates about where they would like to spend their summer vacation. Their choices will be the beach, mountains, time with a relative, or camping. They will create a picture graph to represent the data collected.
This lesson comes with printable materials and clipart for creating a class graph.
Here is a sample of this resource. Click the attachment to download the entire fullyformatted lesson and support materials.
Summer’s Almost Here
This lesson will involve interviewing classmates about where they would like to spend their summer vacation. Their choices will be the beach, mountains, time with a relative, or camping. They will create a picture graph to represent the data collected. 
NC Mathematics Standard(s):
Measurement and Data
Represent and interpret data.
NC.2.MD.10 Organize, represent, and interpret data with up to four categories.
 Draw a picture graph
and a bar graphwith a singleunit scale to represent a data set.  Solve simple puttogether, takeapart, and compare problems using information presented in a picture
and a bar graph.
Additional/Supporting Standards:
Operations and Algebraic Thinking
Add and subtract within 20.
NC.2.OA.2 Demonstrate fluency with addition and subtraction, within 20, using mental strategies.
Standards for Mathematical Practice:
 Make sense and persevere in solving problems.
 Reason abstractly and quantitatively.
 Construct viable arguments and critique the reasoning of others.
 Model with mathematics.
 Use appropriate tools strategically.
 Attend to precision.
 Look for and makes use of structure.
 Look for and express regularity in repeated reasoning.
Student Outcomes:
 I can collect data on a specific topic.
 I can organize my data in a picture graph.
 I can solve problems by using the information from my picture graph.
 I can use tally marks correctly when collecting data.
Math Language:
What words or phrases do I expect students to talk about during this lesson?
 tally marks
 data
 picture graph
 skip count
 organize
 collect
 graph key
 category
Materials:
 pencils
 crayons
 clipboard
 recording sheet
 list of options
 list of possible questions (see discussion section of lesson)
Advance Preparation:
 List of names added to recording sheet.
 Make copies of recording sheet for each student in the class.
 Make teacher picture graph using the four categories to use during the discussion. NOTE: Do not show this graph until the discussion.
 Bring materials for the launch activity prior to teaching the lesson.
 Create anchor chart with discussion questions.
Launch: (5 minutes)
 The teacher will show a beach towel, hiking boots, picture of a relative, and a sleeping bag.. Then pose the following questions:
 If you were going on vacation, why would you need some of these items?
 What time of year would you be more likely to use these items? Why?
 “Our purpose today is to collect data and add it to a picture graph to show what everyone would like their summer vacation to be.”
 Share “I can” statements before students go off to explore.
 Write the directions on the board.
 Collect data.
 Mark and count tally marks.
 Create picture graph.
Explore:
Collecting Data (20 minutes)
 “Now that we know our four summer vacation choices, you will get the chance to interview each of your classmates to learn more about where they would like to spend their summer vacation.”
 The teacher will pass out the recording sheet and explain that students will walk around to collect data on 15 students’ summer vacation choices. Place a check under the chosen category of each student.
 Then count the amount of students in each category and add that number to the tally chart for each category.
 Students will use the tally chart to create their picture graph using to represent one vote.
 The teacher will walk around and observe students working on their picture graph. During this time, the teacher can ask some questions to get an idea of student understanding. (NOTE: Write these questions on an anchor chart and display in the classroom for reference.)
 How many students wanted to go to each of the four categories?
 How many more students chose _________ than ___________?
 How many students chose __________ and ___________?
 Is there another way that I can count the number of students for each category?
(Refer to these questions during the Discussion part of the lesson.)
Discuss:
Problem Solving (20 minutes)
 The teacher will call all students to bring their clipboards with their pencil and recording sheet to get in a discussion circle. Allow students to sit next to a buddy and share their picture graph for a few minutes.
 The teacher will facilitate solving problems using teacher made picture graph that is posted on a large anchor chart for all students to clearly see. NOTE: Cover up this graph until it is time for the discussion piece of the lesson.
 See the discussion questions in the Explore part of the lesson.
Additional Activities (if needed)
Different Graph Key Number (10 minutes)
 Allow students to choose a different number to represent the graph key on their picture graph. For example, each sun represents 2 votes. How would that change the graph?
Evaluation of Student Understanding
Informal Evaluation:
 Check if the number of tally marks corresponds with the number of suns needed.
 Check to see if tally marks were used appropriately when making the number five.
 Question students about strategies used to make the graph.
Formal Evaluation/Exit Ticket:
 Collect the recording sheet to see if they were able to collect and interpret data correctly. If not then use the data to make math groups to focus on the different parts each student needs more practice/guidance on.
Meeting the Needs of the Range of Learners
Intervention:
 Model making tally marks for those students that are unsure what are tally marks.
 Model using the tally marks to make the graph
Extension:
 Students create questions for their graph or look at another student’s graph to interpret the data using questions the class discussed earlier.
 Independent Practice Sheet  Students will create a picture graph using provided data and create questions for their picture graph.
 ErrorAnalysis Sheet  Students will read the picture graph and decide if the answers to the questions are incorrect or correct. Then they will explain the correct answers.
Possible Misconceptions/Suggestions:
Possible Misconceptions  Suggestions 


Special Notes:
 Use the teacher picture graph model and change the key number as additional practice. Ask students the questions from the discussion part of the lesson using the new number.
 For this lesson, we are calling this graph a picture graph. It may be referred to as a pictograph.
 This should not be the first lesson for picture graphs. Students should have already been introduced to picture graphs earlier.
 Example: The teacher can make a class picture graph earlier in the year by sharing birthdays. Use a cupcake as the picture and place a cupcake for each birthday on the graph. This graph can be posted in the classroom all year long as a reference.
 If a category gets no votes, then students need to understand that zero votes equals the least amount of votes.
Activity Sheet
Name  Beach  Mountains  Relative  Camping 











































































Tally Chart
Beach 

Mountains 

Relative 

Camping 

Picture Graph Chart
Beach 

Mountains 

Relative 

Camping 

= 1 vote
Launch Pictures
Independent Practice
Mrs. Davis asked her class to list their favorite ice cream flavors. These are the results from her survey. Use the following data to create a picture graph.
Vanilla  Chocolate  Strawberry  Mint Chocolate Chip 
5  4  3  8 
Vanilla 

Chocolate 

Strawberry 

Mint Chocolate Chip 

What are 3 questions you could ask about the picture graph?
 ______________________________________________________________
2. ______________________________________________________________
3. _______________________________________________________________
Error Analysis
Kennedy collected data on her friend’s favorite types of candy. The picture graph below shows how many friends liked each type of candy bar.
KitKat Bar
 
Heath Bar
 
Hershey Bar
 
Reese’s Cup

Using the data in the picture graph look at the questions below to see if you can find any mistakes.
 How many friends voted in total? 12 friends voted__________________
 How many more friends liked KitKat Bar than Hershey Bar? 2 friends
 Which candy bar was the favorite? Reese’s Cup___________________
 Which candy bar was the least favorite? Hershey Bar______________
Which questions are incorrect? What would be the correct answer?