Lesson Plan Math

Name: Hannah Bakies

Grade Level: Second Grade
Subject: Math
Lesson Title: Picture Graphs
Ohio Learning Standard:
Domain- Measurement and Data
Cluster- Represent and Interpret Data
Standard- Draw a picture 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.
Mathematical Practices Standard:
Standard- Draw a picture 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.
Student Performance Objective: Students will be able to use and interpret
data to create a picture graph; they will be able to identify and respond to
questions about basic concepts of picture graphs with 90% accuracy.
Differentiation: I will differentiate my math instruction to meet the needs of
all students through various learning styles. I will have whole group
discussion for auditory learners. I will allow students to work in small table
groups for tactile learners. Finally, I will encompass visual representations,
such as the picture graph on the board, throughout the lesson for visual
learners. I also designed the lesson to meet the appropriate readiness level
for all students. This lesson will allow them to gain knowledge on the new
concept of picture graphs as well as challenge their mathematical thinking
skills. I chose this lesson to meet the expectations and interests of all
students in the classroom as it directly relates to their classmates. Through
differentiating the lesson, all students needs will be met in learning the
concept of picture graphs.
Key Academic Language: Picture graph, categories, data, scale, unit, tally,
symbol, key

Connections to previous and future learning: Students will be able to make

connections using their prior knowledge while learning about the concept of
picture graphs. They will be able to use their addition and subtraction skills
to put together or take away units on the picture graph. They will be able to
make connections to counting and place value, as they associate the
pictures on the graph to the numbers. They will also be able to practice
problem solving skills through comparing and contrasting when answering
questions about their graph. Students will also be able to extend their future
knowledge about the concept of picture graphs. They will understand how to
collect data and represent it on a picture graph, therefore they can be
introduced to various types such as bar or line graphs. They will also be able
to use horizontal and vertical graphs to represent data. Through this lesson,
students will be able to make numerous connections through previous and
future learning styles.
Pre-Assessment: I will engage the students by reading the book The Great
Graph Contest by Loreen Leddy to introduce the topic. I will pre-assess their
learning by asking students the open-ended question of what they know
about picture graphs. All students will be able to share their insights and
prior knowledge of picture graphs with the group before beginning the
activity.
Materials and Resources: Chart and question paper for students, crayons,
white board, colored cut-outs of ice cream cones, book

Procedure:
Beginning I will begin by engaging the students by reading the book
The Great Graph Contest to introduce the topic. The book shows various
examples of pictures graphs to guide their thinking. We will then have a
group discussion of what picture graphs are and how are they used. Students
will be able to share their insights and connect their prior knowledge to the
topic. I will introduce the importance of picture graphs and begin our activity.
I will pass out papers to all students with a blank graph and scale chart to
record on as I am at the whiteboard.
Middle I will introduce the data from our class survey about their
favorite ice cream flavors. I will begin by modeling and writing the number of
chocolate, vanilla and strawberry flavors on the board for students to see the
results. As a group, we will discuss the data found from the class and how we
can represent it through tally marks. I will then record the tally marks in the
scale chart, as the students will do the same on their papers. I will discuss
how to appropriately label the title and axes of the graph, as the students

will do the same on their papers. We will then begin graphing the results of
favorite ice cream flavors on the picture graph by completing the first
column together. I will have students come up to the board to determine how
many tallies and how many ice cream cone pictures go on the graph.
Students will record the first column of the graph onto their papers at their
seats by coloring in the pictures of ice cream cones using the board for
guidance. Once students have a deeper grasp of the concept, they will be
asked to complete the rest of the columns on the graph independently.
Students will work quietly drawing pictures of each ice cream flavor
represented by the tallies. I will walk around and help students if they show
signs of difficultly or confusion. As students finish, I will have them share,
discuss and check with partners/small group their graphs. We will then come
back together as a whole group and discuss our final picture graph. I will
have the final picture graph recorded on the board for students to compare
their results on their papers too. I will ask students a couple questions about
their graph and point out key vocabulary words to guide their thinking.
Ending Students will then be asked to independently answer a series of
questions on the back of their paper about their picture graph. Questions
such as Which one has the greatest? Which one has the least? How many
more does this graph have than this one? What is the total altogether? We
will then discuss their findings and questions as a whole group. Students will
share what they learned about picture graphs by providing a statement of
explanation to conclude the lesson and tie everything together.
Assessment: I will conduct multiple assessments throughout the lesson to
determine student understanding of picture graphs. Students will answer
questions about their picture graph, in which I will collect and check over
their charts/questions for their understandings. I will also observe and listen
during our class discussion through the key vocabulary they use. Finally,
students will provide what they learned about picture graphs, in order to see
if they successfully grasped the information provided in the lesson.

Sample Work