# ALEX Classroom Resource

## Pictograph StudyJam

Classroom Resource Information

Title:

Pictograph StudyJam

URL:

https://studyjams.scholastic.com/studyjams/jams/math/data-analysis/pictograph.htm

Content Source:

Other
http://studyjams.scholastic.com/
Type: Interactive/Game

Overview:

In this interactive activity, students will be introduced to pictographs and led through steps to create a pictograph. There are teaching activities as well as practice activities available. A handout that reviews the strategies taught during the activity can be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.

Content Standard(s):
 Mathematics MA2019 (2019) Grade: 2 16. Create a picture graph and bar graph to represent data with up to four categories. a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems. b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome. Unpacked Content Evidence Of Student Attainment:Students: collect data. represent data in picture graph or bar graph format. share a summary of that data. share conclusions.Teacher Vocabulary:Pictographs Venn diagrams Yes/no charts Bar graphsKnowledge:Students know: strategies for collecting, organizing, and recording data. strategies for counting and comparing quantities. strategies for solving addition and subtraction problems.Skills:Students are able to: choose and apply appropriate strategies for organizing and recording data. read and interpret graphical representations (pictographs and bar graphs) of data. communicate and defend solutions and solution paths.Understanding:Students understand that: questions concerning mathematical contexts can be answered by collecting and organizing data on pictographs and bar graphs. Diverse Learning Needs: Essential Skills:Learning Objectives: M.2.16.1: Use addition and subtraction within 20 to solve addition and subtraction word problems with an unknown number. M.2.16.2: Describe picture graph and bar graph. M.2.16.3: Demonstrate conceptual understanding of adding or subtracting using a variety of materials. M.2.16.4: Use vocabulary related to comparing data. Examples: more than, less than, most, least, equal. M.2.16.5: Recognize attributes of data displays. M.2.16.6: Locate information on data displays. M.2.16.7: Classify objects into given categories. M.2.16.8: Sort the categories by count. M.2.16.9: Recognize different types of data displays. M.2.16.10: Count objects up to 50. Prior Knowledge Skills:Understand different types of graphs (ex. Venn diagram, bar graphs and pictograph). Identify more and less when given two groups of objects of 10 or fewer. Understand that words can label sameness and differences. Understand categories. Identify object attributes. Examples: color, shape, size, texture, purpose. Sort objects on the basis of both color and shape. Sort a variety of objects in a group that have one thing in common. Recognize numerals from 0-20. Understand the concept of amount. Understand that the last number name tells the number of objects counted. Pair a group of objects with a number representing the total number of objects in the group (up to ten objects). Recognize numerals 0-10. Add one to a set of objects (up to 10 objects). Put together two small groups of objects to create a larger group to represent adding. Alabama Alternate Achievement Standards AAS Standard: M.AAS.2.16 Using vocalization, sign language, augmentative communication, or assistive technology, use a graph, limited to 2 categories, to answer more/less, most/least, or equal to questions (a combined total of no more than 30 objects/pictures shown for the 2 categories). Mathematics MA2019 (2019) Grade: 3 16. For a given or collected set of data, create a scaled (one-to-many) picture graph and scaled bar graph to represent a data set with several categories. a. Determine a simple probability from a context that includes a picture. b. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled graphs. Unpacked Content Evidence Of Student Attainment:Students Organize data and draw a scaled picture graph (with scales other than 1) to represent a data set with several categories. Organize data and draw a scaled bar graph (with scales other than 1) to represent a data set with several categories. Given a scaled picture graph or bar graph, solve one-And two-step problems using information presented in the graphs. Determine simple probability from a context that includes a picture or information displayed in a graph. Example: A picture graph displays data to represent the type of transportation for students traveling to school as 10 students walk, 8 students ride bikes, 38 ride the bus, and 12 ride in cars. Another student enrolls in school. What is the least likely way they will travel to school? Why? Note: Students are expected to reason about probability, not calculate a probability.Teacher Vocabulary:Data set Scale Picture graph Scaled bar graph Category ProbabilityKnowledge:Students know: Strategies for collecting, organizing, and recording data in picture graphs and bar graphs. Describe and interpret data on picture and bar graphs. Strategies for solving addition and subtraction one-And two-step problems.Skills:Students are able to: Collect and categorize data to display graphically. Draw a scaled picture graph (with scales other than 1) to represent a data set with several categories. Draw a scaled bar graph (with scales other than 1) to represent a data set with several categories. Determine simple probability from a context that includes a picture. Example: A bar graph displays data to represent students' favorite colors with data showing 4 students choose red, 11 students choose blue, 2 students choose green, and 4 students choose purple. If Jamal is a student in the class, what do you think his favorite color might be? Why? Solve one-And two-step "how many more" and "how many less" problems using information presented in scaled graphs.Understanding:Students understand that: Questions concerning mathematical contexts can be answered by collecting and organizing data scaled pictographs and bar graphs. Understand that logical reasoning and connections between representations provide justifications for solutions.Diverse Learning Needs: Essential Skills:Learning Objectives: M.3.16.1: Define picture graph, bar graph, and data. M.3.16.2: Interpret the data to solve problems. M.3.16.3: Identify the parts of a graph (x-axis, y-axis, title, key, equal intervals, labels). M.3.16.4: Locate the data on a picture graph and a bar graph. M.3.16.5: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. M.3.16.6: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. Prior Knowledge Skills:Describe picture graph and bar graph. Use vocabulary related to comparing data. Examples: more than, less than, most, least, equal. Recognize attributes of data displays. Locate information on data displays. Classify objects into given categories. Sort the categories by count. Recognize different types of data displays. Alabama Alternate Achievement Standards AAS Standard: M.AAS.3.16 Measure lengths of objects using non standard tools (paper clips). Limit to whole numbers. M.AAS.3.17 Using vocalization, sign language, augmentative communication or assistive technology, represent and interpret data on a picture or bar graph when given a model or a graph to complete.
Tags: data, pictograph, symbol