Pictograph

Teacher: Mrs. Amanda

Grade: 2nd
Content Area: Math

I. Content and Standards: Virginia Department of Education

Probability and Statistics

2.14 – The student will:

1. Use data from probability experiments to predict outcomes when the

experiment is repeated.

2.15 – The student will:

1. Collect, organize, and represent data in pictographs and bar graphs; and
2. Read and interpret data represented in pictographs and bar graphs.

II. Prerequisites:

1. Students should be familiar with the idea of how a pictograph works.

2. They should also, be able to take data collected and add it to a pictograph.

III. Essential Questions:

1. Are the students able to take the data collected and apply it to the pictograph?
a. If they weren’t without additional help:
i. What concepts were the students having trouble applying, and
ii. What additional assistance was required to help?
2. Are students able to take the data applied to the graph and then create a tally
chart that accurately reflects the data?
a. If they weren’t without additional help:
i. What concepts were the students having trouble applying, and
ii. What additional assistance was required to help them
comprehend the concept(s)?
3. Did the students comprehend the concept that, one dot represents two students?
a. If they weren’t without additional help:
i. What additional assistance was required to help them
comprehend the concept?

IV. Materials and Equipment:

 1. Data collected during the previous lesson
2. Graph chart prepared by the teacher
3. Math journals

V. Instructional Objective:

Students will know how to read, interpret and be able to create a pictograph as a
group with data provided to them.

VI. Instructional Procedures:

At the beginning of math lesson the teacher will remind the students, they will be
creating a large pictograph which will represent the data the students collected
during the previous lesson.

Review – before creating and populating the pictograph

1. The teacher will instruct each student to take out their math journal they used to
capture the data collected during the previous lesson.
2. As a class, we will review all of the data the students collected, and discuss the
tally charts the students created.
3. The teacher will review and go over with the students,
a. Layout – Horizontal or Vertical; in today’s lesson we will be creating a
horizontal pictograph
b. Components –
i. Main title – Describes the data set (created as a class)
ii. Labels (Rows) – For each different type or variation of data (types
of donuts);
 Glazed,
 Chocolate (frosted),
 French crueler, and
 Blueberry doughnuts
iii. Key – Gives the symbol an explanation of what the symbol
represents:
 The key we will create in this lesson will 1 dot will equal 2
student votes

Learning/Comprehension Check – After reviewing with the students to check that

they comprehend the concepts necessary to move on
 1. As a class, the students will have to discuss together to determine how many
dots (votes), needed in each section to accurately represent the total number of
votes collected for each type of donut.
a. Example question
i. If one dot represents two students, what happens when there is an
odd number of students who voted for one type of donut?
 How would this look on the board (pictograph)?

Adding the Data – After the pictograph is drawn, by the teacher, with the title, labels,
and key

1. Next, we will begin to place the data on the graph. the next step will be to place
the data on the graph.
a. The teacher should call on students to come place the number of dots on
the pictograph, needed to represent the number of votes
i. Students called on should be ones who, have their journals out, are
paying attention, and participating
 Periodically remind the class that 1 dot represents 2 kids.
Therefore, if 4 kids voted that they like strawberry donuts
there should only be 2 dots. (Allow the students to solve the
problem).
Checking the data – Once the pictograph is created and populated

1. The teacher should make sure the pictograph matches the data the students
collected. Encourage the students to count by 2’s to get to the number
represented.
a. To check your work, you can create a tally mark list of each flavor, next to
your pictograph for the students to use as a reference.
2. The teacher should:
a. Reassure students that pictographs can be tricky,
b. Remind them it’s important to refer to the key, and
c. If the students need to, they can also create a tally mark chart to help
keep track.
3. The next day students will be given a worksheet each will independently answer
questions about the graph they created.

VII. Assessment:
1. The teacher will observe the students on how well they participate in the group
lesson.
a. Are they understanding the concepts of pictographs?
 b. Do they comprehend how key works and the components of the graph?
2. Teacher will also be able to take information from the students’ worksheets in
order to see,
a. Were the students able to follow along during the lesson?
b. What parts of the lesson they may still need to work on?

VIII. Differentiated Instruction:

1. Students who need extra assistance can be paired with a partner student to help
them follow along with the lesson.
2. A benefit of the way this lesson is planned is that it is a group activity, which
keeps the students engaging with each other.
3. The teacher can also have these students come and sit closer to the bulletin
board to help them follow along.
4. During small groups, the teacher can work one-on-one with students to help
them answer some questions.