Pictograph - math grade 2 - lesson 9

Today we are going to look at another way to show data. Instead of using a bar graph, sometimes we can draw pictures. A graph that uses pictures to show data is a pictograph.You say it.

STUDENTS DO: Repeat “pictograph.”

TEACHER SAY: Open your student book to page Lesson 9: Apply. You will see a copy of the pictograph in your book along with some questions.

STUDENTS DO: Open student book to the page for Lesson 9.

TEACHER SAY: Take a minute with your Shoulder Partner to look at the pictograph and talk about what you notice about it. What is the same and what is different compared to bar graphs?

STUDENTS DO: Talk to Shoulder Partner about similarities and differences between bar graphs and pictographs.

TEACHER DO: After 1 to 2 minutes, use Calling Sticks to choose students to share their thinking.

STUDENTS DO: Selected students share their observations.

2.TEACHER SAY: I heard many good observations. In a pictograph, there are pictures that represent the data. In a bar graph, bars represent the data. Also, in a pictograph, there is a key. The key tells us what quantity each picture represents. Quantity means how many. Put your finger on the key and then raise your hand to share how many each flower on this graph represents.

STUDENTS DO: Put finger on key and raise hand to volunteer. Selected students answer the question.

TEACHER SAY: Good. In this pictograph, each picture of a flower represents 2 flowers that were picked. Sometimes the key will tell you that each item represents 1, or 10, but not for this pictograph. Sometimes there will be a half a flower. We will talk about that in a minute, but it is important to know that each one of the flowers shown for each day is 2 flowers picked. The key tells us that. Remember when we skip counted by 2s? Since this graph has a scale of 2, let’s practice skip counting by 2s. Remember to clap in between each number. Today, the girls will count from 2 to 50 first and then the boys. Girls, please stand up.

STUDENTS DO: Girls stand up and count aloud from 2 to 50 by 2s, clapping in between.

TEACHER DO: Count aloud with students, pointing to each number on the 120 Chart. Note who seems to struggle counting by 2s. Repeat the procedure with the boys.

3.TEACHER SAY: Good work skip counting. That will help us today, but before we can answer any questions about this graph, we need to look at the flower that is cut in half. Point to that one on your pictograph.

STUDENTS DO: Point to flower for Wednesday or Friday that is cut in half.

TEACHER DO: Point to the half flower on the large pictograph on the board.

TEACHER SAY: What do you think a half a flower represents? Give me a Thumbs Up when you have an idea.

STUDENTS DO: Think about half a flower and give a Thumbs Up.

TEACHER DO: Call on a student with Thumbs Up to share.

TEACHER SAY: Yes. In a pictograph, if you have a half of a picture, that means it represents one half of the number shown in the key. In our pictograph, each flower represents 2, so half of a flower represents HALF of 2: One. So, for Friday, we can count all the whole flowers by 2s, and then add one more for the half a flower. Let’s do that together. We will touch each flower as we count.

STUDENTS DO: Touch each flower and count aloud with the teacher.

TEACHER SAY: On Friday, 9 flowers were picked. 4 whole flowers—2, 4, 6, 8—and then one half of a flower for ONE more, making the total 9.

TEACHER DO: Write 8 + 1= 9 on the board.

4.TEACHER SAY: You are going to work with your Shoulder Partner to answer some questions about the data in this pictograph. Some of the questions will require you to look at only one day. Some will require you to compare two or more days and either add or subtract.

TEACHER DO: Point to the Pick a Flower pictograph on the board.

TEACHER SAY: How many flowers were picked on Monday? Talk to your Shoulder Partner and give a Thumbs Up when you have an answer.

STUDENTS DO: Work with Shoulder Partner to find the number of flowers that were picked on Monday. Give a Thumbs Up when ready. Selected students share their answer and explain how they found the answer.

TEACHER SAY: Great. 18 flowers were picked on Monday.

TEACHER DO: Model how to count each flower again, especially if students who shared did not model accurately or did so quickly. Make sure students can count by 2s.

TEACHER SAY: Let’s try another question.

TEACHER DO: Ask students the next question: How many fl owers were picked on Th ursday? Continue to work through the questions with students.

STUDENTS DO: For each question, work with Shoulder Partner to fi nd and record the answers. Th en give a Th umbs Up when ready. Selected students share their answer and explain how they found the answer.