Draw and label a picture graph to represent data.

Students vote on a personal favorite to generate data and make a class picture graph. They create a graph by using symbols to represent votes. Then students read and interpret picture graphs to answer questions. This lesson introduces the terms table, data, category, and key.

• Why are graphs useful?

2.Mod1.AD8 Draw and label picture and bar graphs to represent a data set with up to four categories. (2.MD.D.10)

Fluency 10 min

Launch 10 min

Learn 30 min

• Make a Picture Graph

• Use a Picture Graph to Answer Questions

• Problem Set

Land 10 min

Teacher

• Chart paper (3)

• Marker

• Projection device*

• Teach book*

• Teacher computer or device* Students

• Sticky note

• Dry-erase marker*

• Personal whiteboard*

• Personal whiteboard eraser*

• Learn book*

• Pencil*

* These materials are only listed in lesson 1. Ready these materials for every lesson in this module.

• Create a blank table on chart paper with the title Favorite Subject. Label the four categories Reading, Writing, Math, and Science. (Favorite Subject is a suggested topic. Consider choosing a topic relevant to your students and adjusting materials accordingly.)

• Create a blank graph on chart paper. Include lines for a title and categories to be filled in later with the class. The graph should match the graph from the classwork page.

• Create a terminology chart to record new mathematical terms introduced throughout the lesson. This chart will be used in subsequent lessons.

Students visualize a number line while counting aloud to build fluency counting within 1,000.

Invite students to participate in Happy Counting.

When I give this signal, count up. (Demonstrate.) When I give this signal, count down. (Demonstrate.)

Let’s count by ones. The first number you say is 28. Ready?

Signal up or down accordingly for each count.

28293029303132333233343536353637

Continue counting by ones to 50, changing directions occasionally. Emphasize crossing over multiples of 10 and where students hesitate or count inaccurately.

Students find the total and say an addition equation to maintain addition fluency within 10 from grade 1.

Let’s play Ready, Set, Add.

Have students form pairs and stand facing each other.

Model the action: Make a fist, and shake it on each word as you say, “Ready, set, add.” At “add,” open your fist, and hold up any number of fingers.

Choose signals that you are comfortable with, such as thumbs-up and thumbs-down or two fingers pointing up and down. Show your signal and gesture up or down with each count. The goal is to be clear and crisp so that students count in unison. Avoid saying the numbers with the class; instead, listen for errors and hesitations.

Challenge students who demonstrate fluency adding within 10 to add within 20. Encourage each partner to use both hands to show a number.

Tell students that they will make the same motion. At “add” they will show their partner any number of fingers. Consider doing a practice round with students.

Clarify the following directions:

• To show zero, show a closed fist at “add.”

• Try to use different numbers each time to surprise your partner.

Each time partners show fingers, have them both say the total number of fingers. Then have each student say the addition equation, starting with the number of fingers on their own hand. See the sample dialogue under the photograph.

Circulate as students play the game to ensure that each student is trying a variety of numbers.

Partner A: “4 + 2 = 6”

Partner B: “2 + 4 = 6”

Students say a related addition equation to prepare for work with put together, take apart, and compare problems beginning in lesson 3.

After asking each question, wait until most students raise their hands, and then signal for students to respond.

Raise your hand when you know the answer to each question. Wait for my signal to say the answer.

Display the number bond.

A subtraction equation that matches this number bond is 10 – 8 = 2. (Gesture to the total and parts while saying the equation.)

Display the equation: 10 – 8 = 2.

What is a related addition equation, starting with 8? 8 + 2 = 10

Display the equation: 8 + 2 = 10.

Use hand signals to introduce a procedure for answering choral response questions. For example, cup your hand around your ear for listen, lift your finger to your temple for think, and raise your own hand to remind students to raise theirs.

Teach the procedure by using general knowledge questions, such as the following:

• What grade are you in?

• What is the name of our school?

• What is your teacher’s name?

10 – 2 = 8 is another subtraction equation that matches this number bond. (Gesture to the total and parts while saying the equation.)

Display the equation: 10 – 2 = 8.

What is a related addition equation, starting with 2?

2 + 8 = 10

Display the equation: 2 + 8 = 10.

Repeat the process with the following sequence:

Materials—T: Favorite Subject table, terminology chart, marker Students generate data by voting on a personal favorite.

Gather students and invite them to participate in a fun getting-to-know-you activity.

Consider using strategic, flexible grouping throughout the module based on students’ mathematical and English language proficiency.

• Pair students who have different levels of mathematical proficiency.

• Pair students who have different levels of English language proficiency.

• Join two pairs of students to form small groups of four.

As applicable, complement any of these groupings by pairing students who speak the same native language.

This lesson introduces four mathematical terms. Students will be expected to gesture to identify the terms by the end of the lesson. For example, students identify the meaning of the word key by pointing to the key on a picture graph. They will continue to hear and use these terms throughout the year. The term picture graph should be familiar from grade 1.

Display the Favorite Subject table. Introduce the terms table and category.

This is a table. It lists the four subjects you can choose. Each subject is a category, or type of group.

Vote by raising your hand when I call out your favorite subject. I’ll record the number of votes for each category on the table.

Add the new terms table and category to the terminology chart you prepared in advance. Conduct the survey and record the counts for each category. Then introduce the new term data.

The information we just recorded about our favorite subjects is called data.

I wonder how many more students like math than writing.

Add the term data to the terminology chart. Transition to the next segment by framing the work.

Today, we will look at a way to show this data, or information, that makes it easier to answer that question.

Materials—T: Blank graph, Favorite Subject table; S: Sticky note Students make picture graphs to represent data.

Display the blank graph next to the Favorite Subject table. Guide the class to make a graph by using the data from the table. Leave space at the bottom to write in a key.

The lesson uses the example Favorite Subject for the table and graph. Consider selecting another topic to align with student interest.

Support students’ language development by pointing out that table has multiple meanings.

Point to a tabletop and say, “This is one kind of table. We can sit at a table when we eat lunch.” Then point to the chart and say, “This is another kind of table. We use it to show information.”

The term key is introduced later in the lesson. Consider using a similar support as you introduce that term.

The data generated in the classroom will differ from the data displayed on the example. Use the data generated from students.

Let’s use the data from our table to make a graph.

What title can we give our graph?

Favorite Subject

Let’s write the four categories from the table—Reading, Writing, Math, and Science— toward the bottom of the paper.

Now let’s use a sticky note to represent your vote.

Give each student a sticky note. Have students write their name or initials on the note and record their vote by placing the note directly above their favorite subject. Ensure that students arrange sticky notes in columns without gaps or overlaps.

Once all votes are recorded, have students think–pair–share to compare the table with the graph.

What is the same and different about the table and the graph?

The title is the same.

They both show reading, writing, math, and science.

The table shows numbers, but the graph shows sticky notes.

Students may notice that the category counts are the same on both charts. If the category counts are different, encourage them to reason about why. Ask, “Did some people change their vote?”

We made a graph. A graph is another way to show data. You will see different kinds of graphs this year.

On this graph, your sticky note represents, or stands for, your vote.

Let’s make a key on the graph that shows what these sticky notes represent.

What does each sticky note represent?

1 vote

Add the key to the bottom of the graph. Add the new term key to the terminology chart.

Now that our graph is complete, what math questions can we ask about it?

Which subject got the most votes?

Which subject got the fewest votes?

How many people like math the most?

Can we tell how many more students like math better than they like writing? How?

Yes, I can count the extra sticky notes in the math category.

Help students understand why the graph cannot answer a question such as: Why don’t people like writing as much as math?

Tell students you want to save this data about their favorite subjects, but the sticky notes might fall off. Therefore, they will re-create this graph in their student book.

When we copy the data into a new graph, the graph will have the same information, even if it doesn’t look exactly the same.

Consider providing additional clarification for terms by showing students a map with a key. Explain how a map key is used in the same way a graph key is used.

Discuss how symbols make it easier for people to understand information. Graphs also use symbols to help people understand information.

Guide students to complete the graph. Begin by filling in the title, key, and categories.

Review the terms symbol and picture graph that were introduced in grade 1.

On our class graph, we used 1 sticky note to show 1 vote. A picture graph shows data by using symbols, or pictures.

We can draw a symbol to stand for 1 vote. Let’s show 1 vote by making 1 symbol in 1 box on the graph.

Invite students to generate ideas about a symbol to draw in each box of the graph (e.g., circle, star, check mark, smiley face). The example uses check marks but consider allowing students to choose their own symbol.

Find the reading category. Draw 5 check marks, 1 in each box, as symbols for each of our 5 votes.

Model recording the total above the category as students do the same.

Have students work in pairs to graph the other three categories.

Students interpret data presented in a picture graph to answer questions.

Direct students’ attention to the completed picture graph in their student book that shows how another class voted.

Students may use words or an initial to label categories. For example, they may write the word Reading or the letter R.

Labeling with initials prepares students to use initials when labeling tape diagrams in the next topic.

Students attend to precision (MP6) when they make and interpret a picture graph. In making the graph, students display precision by being careful to only draw one symbol in each box without skipping any boxes. In interpreting the graph, students are precise in determining what kinds of questions they can and cannot use the graph to answer.

Ask the following questions to promote MP6:

• What kinds of questions can we answer with this graph?

• What kinds of questions can’t we answer with this graph?

Have students use the graph to answer the questions. If time permits, invite students to think of other questions they could answer by using this graph.

Differentiate the set by selecting problems for students to finish independently within the timeframe. Problems are organized from simple to complex.

Help students recognize the words picture, graph, and title in print. Invite students to underline them as you read them aloud. Land

Debrief 5 min

Materials—T: Class-created picture graph, terminology chart

Objective: Draw and label a picture graph to represent data.

Gather students near the class-created picture graph and have them think–pair–share about what they learned.

What did we learn about our class from this graph? How did the graph help us learn it?

We learned that a lot of us like math because math has the most votes.

More people like science than like reading or writing. Science has more check marks than reading or writing.

We learned that only a few people like writing. That category has the fewest sticky notes.

Display the terminology chart beside the class-created table and graph. Invite students to gesture to identify each new term. For example, have students identify the meaning of the word key by pointing to the key on the picture graph.

Close this segment with the following question:

Why are graphs useful?

They make it easy to see information.

They make it easy to see which category has more or less.

We can see how many more of something.

Provide up to 5 minutes for students to complete the Exit Ticket. It is possible to gather formative data even if some students do not complete every problem.

Consider providing visual support directly on the terminology chart by including images of a table and a picture graph that are labeled with the applicable terms to aid students in expressing their ideas.