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Human Pictograph/Bar Graph Lesson

Your Name: Caitlin Crum


For each lesson that you do, please fill in the following table of information.
What grade and
subject is this
lesson for?

2nd Grade Math

What standard(s)
are you teaching?

2. MD.10: Draw a picture graph and a bar 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.
(We will be focusing on the picture graph part for this lesson)
I can create a picture graph.
I can show the number of things in different groups.

Will you reword the


standards for the
students? If so, give
your rewording.
What standards
from other content
areas are you
teaching (if any)?
What do you want
the student to
learn?

By the end of the lesson, students will understand how to use


pictographs to represent the number of things in a category, like number
of pockets or color of socks.

How will you know


if they have
learned?

Students will be able to create a pictograph based on a small set of


given data.

Describe the lesson


activities step by
step. Also, list the
amount of time in
minutes you
anticipate spending
on each step.

1. Prep for lesson will include writing the intended outcomes on the
whiteboard. Write out definition data as the number of things in a
group. Lay out a straight line of blue tape on the floor of the classroom.
Write Count the number of pockets you have today and write the
number big on your piece of paper on the board. Set out enough pieces
of paper and markers at each table for every student.
2. At the beginning of the lesson, direct students to the instructions
written on the board and have them record the number of pockets they
are wearing today on their piece of paper. (1 minute)
3. Direct students to the I can statements and explain to them we will
be using these numbers to create a graph about how many pockets
everyone in our class has. Also direct student attention to the keyword
data and explain that you will be using it to talk about the number of
things that belong to a group. (3 minutes)
4. Beginning with zero on the left hand side, call students to line up
numerically with their toes in the line holding their numbered paper in
front of them. (2 minutes).
5. Ask students to look at the numbers of their next-door neighbors to
see if they have the same number. If they do, have them line up
vertically in front of each other. (1 minute).
6. Explain to students that we have just created a human picture graph

to show how many pockets our class has. We can use this information
answer some questions about the pockets our class is wearing. (1
minute)
7. Ask questions of the class about the data (listed below). Have
students answer with raised hands. (5 mins).
8. Tell students that we can also use a picture graph to represent a
category. Have students return to their seats, and on the back of their
paper write the color of socks they are wearing that day. (2 mins).
9. Have students recreate the picture graph process, more
independently this time, matching students with the same color socks to
create vertical lines along the blue tape line (5 mins).
10. Re-ask the same questions listed below (5 mins).
Will students be
doing any written
work as part of this
lesson? If so, please
describe it and
provide a rubric or
list of exemplary
answers.
Materials needed:
Blue tape
Large pieces of paper
Markers
Whiteboard and markers
Questions to be asked (repeat with second category):
Who has the most pockets? The least?
What number of pockets is the most common?
How many people have less than _____ pockets?
How many people have more than ____ pockets?