Lesson 1 of Sub-Objective 3
Lesson Title:
AZ Teaching Standard: Strand 2 (Data Analysis, Probability, and Discrete Math), Concept 1 (Data
Analysis), PO1 (Construct simple displays of data using objects or pictures); Strand 5 (Structure and
Logic), Concept 2 (Logic, Reasoning, Problem Solving, and Proof), PO4 (Represent a problem situation
using any combination of words, numbers, pictures, physical objects, or symbols).
Lesson Outcome: Students will represent the process of data collection by constructing a pictograph.
1. The pictograph will accurately represent the data collected.
2. The pictograph is accurately labeled.
Big Idea: “Everyone is the same, everyone is different.”
Materials: Data table of previously collected length of open hand (on SmartBoard Notebook software, if
desired), chart paper, pencil, scissors, glue sticks, eraser, markers or crayons, outline drawings of nonstandard items used to measure (may include Unifix cubes, rulers, paperclips, etc.).
Sub-Objective
Set
Teacher Actions
Student Actions
√for
Understanding
We’ve collected data about the
lengths of our body parts.
Do we have any parts of our body
that are the same length as
another part of our body?
Is there a body part that is the
same for all of us?
Students recall previous lesson in
which they noticed that forearms
and feet are about the same
length.
Call on nonvolunteers to
demonstrate on
their own body
which parts are
Students recall previous lesson in the same. Which
which a comparison of body parts parts on most
was discussed.
students are
similar?
How about the size of our open
hands? Is everyone’s hand the
same length?
No.
Does anyone know a way we can
show our information, our data,
about the length of our open hand
in an organized way with pictures?
A picture graph! A pictograph!
We’ve worked a bit with picture
GESD. Curriculum and Instruction Department. 03.19.10
Ask several
students to show
their hands for a
visual comparison
of length.
graphs, also called pictograms,
before. Today, we will make
pictogram of your group’s data.
TSW recall
existing
knowledge of
data tables.
Model: “Let’s review how to
make a pictograph. We start with
our data, which is in a table.”
“Look at this table. (On
SmartBoard, display a table of
length of open hand data.) I’m
going to make a pictograph of the
data we talked about the other
day, the length of our hands, from
pinky to pinky! Everyone show me
their open hand! Are our hands all
the same length?”
Student
Name
Length of
hand from
pinky to
pinky
Amy
Bambi
Carl
Dave
6
4
5
6
Students hold up their open
hands.
No!
“Please tell your buddy what the
first column (point to) represents?”
Students tell buddy that it
represents the students’ names.
“What does the second column
(point to it) represent? Tell your
buddy.”
The height (length) of each
student.
“What was used to measure the
length of the hand from pinky to
pinky?”
Cubes.
“Now look carefully at the table.
What do you notice about the
length of the hand of these four
students?”
Not everyone’s hand is the same
length.
Their lengths are close.
(Accept other appropriate
responses.)
GESD. Curriculum and Instruction Department. 03.19.10
Ask nonvolunteers to
describe what
they notice about
group data.
TSW recognize
various
representations
of data, from
table to
pictograph.
Model: “I am going to create a
pictograph using this table of data.
Why do I make a pictograph?”
Call on nonvolunteers.
Because that’s what we used to
measure the length of the hand.
Call on nonvolunteer.
Students talk with their buddy.
The table.
Students
discussing with
buddy.
On SmartBoard, next to table of
data, teacher models drawing the x
and y axes of the pictograph.
Then, teacher writes names of
students on the x-axis, leaving
space between names, saying, “I
continue my pictogram by putting
all of the names from my table
below this line. I leave space
between the names so they are
easy to see and not crowded
together. My pictogram will look
neat this way.”
“I am now going to put Unifix cube
pictures right above the names of
each student. The number I place
above a student’s name is the same
as the length of that student’s
hand. Why do I use a picture of the
Unifix cube?”
“Tell your buddy the answer to this
question: Where do I look to find
the length of a student’s hand?”
Demonstrate checking the table to
find the length of individually
named students’ hands.
TSW accurately
transfer data
from a table
into a
pictograph.
To organize our data using
pictures. It’s easy to understand.
It’s a different way to show our
information.
“So, how many Unifix cubes will I
need on my pictograph for Amy’s
hand? (Model placing 6 pictures of
Unifix cubes in a column above
Amy’s name.) “
6
Guided Practice: “Show us where
we would get the number of Unifix
cubes I need to represent the
length of Bambi’s hand.”
Student points to name column
and corresponding length
column, which for Bambi is 4.
Call on nonvolunteer.
“Please put the Unifix cubes in a
column above Bambi’s name."
Student places Unifix cube
pictures above Bambi’s name.
Call on nonvolunteer.
“Well done! Now, let’s complete
the pictograph for the last two
GESD. Curriculum and Instruction Department. 03.19.10
TSW problem
solve about
ways to
represent data
in a pictograph.
students we have data on. Look at
our table. Who are our last two
students? Ask your buddy!”
Students talk with buddy. Carl
and Dave!
“Please come and add the correct
number of Unifix cubes on our
pictogram.”
Chosen student goes to the
SmartBoard and places a column
of 5 Unifix cubes above Carl’s
name on the pictograph.
Non-volunteer.
“How did _____ know how many
cubes to place above Carl’s name?
Talk with your buddy.”
Call on student to explain
mathematical thinking.
Non-volunteer.
“Did we have to put Carl’s
information next? How do you
know? You are right. We did not
have to choose Carl’s data next to
put on our pictograph. His column
could’ve been here (demonstrate
that the order of names chosen
from the table doesn’t matter, as
long as the data that goes with a
name is consistent.”
Students discuss order of data on
pictograph and if it is important
or not, seeing that it does not
matter which order student
names are placed on the
pictograph, as long as the data
that represents a student follows
that name.
Think-Pair-Share
“How about our last student’s
data? Come add Dave’s data,
please.”
Student comes to the
SmartBoard, places accurate
number of Unifix cubes above
Dave’s name.
Non-volunteer
“We’ve added all of the data from
our table. Does the table tell us the TPS. Yes. The information is the
same things as our pictograph?
same. One has pictures, the
How are they different? Talk with
other doesn’t.
your buddy."
Model as enrichment: “There is
one more thing that I could to add
to my pictograph to make it even
easier to understand. It is a
number line along this line (point to
the y-axis).” Teacher demonstrates
adding a number line from 0 to 6
along the y-axis, being sure that the
pictures of the Unifix cubes are
lined up accurately with the y-axis
value they should represent. “If I
add this number line, I can look
across from my pictures and see
GESD. Curriculum and Instruction Department. 03.19.10
Non-volunteers
how many cubes there are for each
student on my pictograph.”
Teacher demonstrates, pointing
from the top of a Unifix column, to
the number on the y-axis it
represents.
“Is there another way for me to
know the length of a students’
hand from pinky to pinky? Talk to
your buddy! “
Yes. By counting the Unfix cube
pictures.
Do I have to include the number
line?
“When you make your own
pictograph, you can add this
number line to this line, before you
put any pictures above students’
names. It can be another way to
help someone understand your
data as they look at your
pictograph.”
TSW be actively
engaged in the
creation of a
pictograph
from a data
table.
“Okay. Now it is your turn to
create a pictograph. You will be
creating a pictograph on a piece of
paper. You will need to cut out the
unit you used to measure the body
part you’ve chosen, and then glue
it above the person’s name in a
column. “
“I will leave my pictograph up here
on the SmartBoard for you to look
at.”
“Start by choosing one of the tables
of data you created yesterday.
Take a moment and look at your
tables. Choose one table you want
to make a pictograph out of. Put it
on your desk. Do this now.”
Students take out data tables
from previous lessons and
choose one they’d like to turn
into a pictograph. Teacher
monitors choice.
“Be sure you can tell what body
part was measured, who your
group members were, and what
unit you used to measure your
body parts. Cut out the unit
picture you will need. Think about
Teacher checks to be sure
students choose correct unit
pictures to cut out and glue down
to make pictograph.
GESD. Curriculum and Instruction Department. 03.19.10
Non-volunteer
how many you will need to create
your pictograph columns.”
“Okay, everyone, let’s get going on
creating this pictograph.
Remember, check with your group
members first if you have any
questions!”
TSW
communicate
orally and in
written form
their
understanding
of constructing
simple displays
of data.
Students create pictographs while
teacher monitors, asking questions
like:
1. How did you choose the
table you did?
2. What unit of measure did
you use?
3. What body part does your
table show?
4. Who were your group
members?
5. What do you notice about
your group’s data?
6. How many units will you
put above ______ name on
your pictograph?
7. Whose body part was the
longest?
8. Whose body part was the
shortest?
9. What does your data tell
you about this body part in
kindergarteners?
More interpretation of pictographs
left for the next lesson.
Creation of another pictograph that
compares long and short body
parts measured using differing
units of non-standard measure in
another lesson.
GESD. Curriculum and Instruction Department. 03.19.10