Slide 1

Understanding Picture
Graphs
Unit of Study: Data
Global Concept Guide: 2 of 3

Content Development
Pictographs should include a title, categories, category label, key
and the data. Students will use the single scale where one
symbol represents a value of one. Four categories of data may be
used.
Students’ initial experiences will be interpreting provided
picture graphs and progress to students independently drawing
and representing data from a survey.

Day 1
 Interpreting existing picture graphs is the focus of Day 1. Attention
should be directed to the key where one symbol represents a single
unit on the graph. Discussion should focus on the value of the key and
its importance in understanding the represented data.
 While it is possible for students to directly compare values based
upon the lengths of the rows of pictures, students should be
encouraged to use the data value as evidence when responding to
questions.
 Examples of picture graphs from the real world may be brought in for
discussion purposes . Encourage students to identify the key, title,
and categories for the graph. Students may engage in hypothesizing
what the survey question might have been based upon the picture
graph.
 Pictograph Problem solving (under lesson ideas) has several
pictographs and questions that could be used on Day 1

Day 2
 Transitioning from tally charts to picture graphs is the focus for
Day 2 . A critical concept is understanding the quantities
represented in a tally chart ‘s categories are also represented in a
parallel picture graph. A possible misconception to be addressed
is the drawing of one symbol for a group of 5 tally marks.

 A suggestion would be to use the Listen and Draw lesson from Go
Math 10.3 as an engage component. Have students draw the
cubes from the bag and record the colors using a tally chart prior
to using the textbook page. Continue with the creation of the
pictograph using the workbook page.
 Page 11 of Pictograph Problem Solving (under lesson ideas) can
be used on Day 2

Day 3
 Day 3 is a continuation of Day 2. Students would benefit from
creating their own survey questions and collecting data to
represent in a picture graph. A template may be used to
support students in organizing their key symbols.
 As students are creating their picture graphs, questions should
be asked using the join together, take apart, and comparison
problem structures about the data . Students should use the
data information as a component of their justification.
 Student drawn picture graphs should be monitored for titles,
category labels, key, symbol, and accurate data.

Sample questions using a picture graph
How many students answered the question
“Which Type of Pet?
How many fewer students chose bird than dog in
the survey?
Bailey is new to the class. She added her pet to
the graph. Now there are 3 symbols in her pet’s
category on the picture graph. Explain how you
know which type of pet Bailey has.
There were two students absent on the day the
survey was asked. After they answer the survey,
two categories of pets will be equal.
Which pets could the students have? Explain
your thinking.

Enrich/Reteach/Intervention
Enrich 10.3 provides students with opportunities to interpret
comparison statements to construct a picture graph. As stated in the
previous GCG, students may be challenged by collecting data from other
classes to compare with their homeroom class. Comparing and
contrasting data between two classes will set the stage for students to
understand the purpose of data analysis.
Students in need of support may require continued experiences with a
physical model of a graph. It might be helpful for students to place
objects on a graph template to reinforce the concept of the scale unit.
Survey questions which can be responded to by the use of die cut
patterns would provide students with an opportunity to observe peers
responding to a question with a physical “vote” by placing the die cut on
a graph template.

Sample Survey Questions for
students to collect data
 How many letters in your name ?
 Which of these is your favorite food?
 Which coin do you think is the most interesting?
 Which season has your birthday?
 Which of these is your favorite cereal?
 Which was our favorite read aloud book?
 Which math manipulative do your prefer?

Literature for your Classroom Library


Slide 2

Understanding Picture
Graphs
Unit of Study: Data
Global Concept Guide: 2 of 3

Content Development
Pictographs should include a title, categories, category label, key
and the data. Students will use the single scale where one
symbol represents a value of one. Four categories of data may be
used.
Students’ initial experiences will be interpreting provided
picture graphs and progress to students independently drawing
and representing data from a survey.

Day 1
 Interpreting existing picture graphs is the focus of Day 1. Attention
should be directed to the key where one symbol represents a single
unit on the graph. Discussion should focus on the value of the key and
its importance in understanding the represented data.
 While it is possible for students to directly compare values based
upon the lengths of the rows of pictures, students should be
encouraged to use the data value as evidence when responding to
questions.
 Examples of picture graphs from the real world may be brought in for
discussion purposes . Encourage students to identify the key, title,
and categories for the graph. Students may engage in hypothesizing
what the survey question might have been based upon the picture
graph.
 Pictograph Problem solving (under lesson ideas) has several
pictographs and questions that could be used on Day 1

Day 2
 Transitioning from tally charts to picture graphs is the focus for
Day 2 . A critical concept is understanding the quantities
represented in a tally chart ‘s categories are also represented in a
parallel picture graph. A possible misconception to be addressed
is the drawing of one symbol for a group of 5 tally marks.

 A suggestion would be to use the Listen and Draw lesson from Go
Math 10.3 as an engage component. Have students draw the
cubes from the bag and record the colors using a tally chart prior
to using the textbook page. Continue with the creation of the
pictograph using the workbook page.
 Page 11 of Pictograph Problem Solving (under lesson ideas) can
be used on Day 2

Day 3
 Day 3 is a continuation of Day 2. Students would benefit from
creating their own survey questions and collecting data to
represent in a picture graph. A template may be used to
support students in organizing their key symbols.
 As students are creating their picture graphs, questions should
be asked using the join together, take apart, and comparison
problem structures about the data . Students should use the
data information as a component of their justification.
 Student drawn picture graphs should be monitored for titles,
category labels, key, symbol, and accurate data.

Sample questions using a picture graph
How many students answered the question
“Which Type of Pet?
How many fewer students chose bird than dog in
the survey?
Bailey is new to the class. She added her pet to
the graph. Now there are 3 symbols in her pet’s
category on the picture graph. Explain how you
know which type of pet Bailey has.
There were two students absent on the day the
survey was asked. After they answer the survey,
two categories of pets will be equal.
Which pets could the students have? Explain
your thinking.

Enrich/Reteach/Intervention
Enrich 10.3 provides students with opportunities to interpret
comparison statements to construct a picture graph. As stated in the
previous GCG, students may be challenged by collecting data from other
classes to compare with their homeroom class. Comparing and
contrasting data between two classes will set the stage for students to
understand the purpose of data analysis.
Students in need of support may require continued experiences with a
physical model of a graph. It might be helpful for students to place
objects on a graph template to reinforce the concept of the scale unit.
Survey questions which can be responded to by the use of die cut
patterns would provide students with an opportunity to observe peers
responding to a question with a physical “vote” by placing the die cut on
a graph template.

Sample Survey Questions for
students to collect data
 How many letters in your name ?
 Which of these is your favorite food?
 Which coin do you think is the most interesting?
 Which season has your birthday?
 Which of these is your favorite cereal?
 Which was our favorite read aloud book?
 Which math manipulative do your prefer?

Literature for your Classroom Library


Slide 3

Understanding Picture
Graphs
Unit of Study: Data
Global Concept Guide: 2 of 3

Content Development
Pictographs should include a title, categories, category label, key
and the data. Students will use the single scale where one
symbol represents a value of one. Four categories of data may be
used.
Students’ initial experiences will be interpreting provided
picture graphs and progress to students independently drawing
and representing data from a survey.

Day 1
 Interpreting existing picture graphs is the focus of Day 1. Attention
should be directed to the key where one symbol represents a single
unit on the graph. Discussion should focus on the value of the key and
its importance in understanding the represented data.
 While it is possible for students to directly compare values based
upon the lengths of the rows of pictures, students should be
encouraged to use the data value as evidence when responding to
questions.
 Examples of picture graphs from the real world may be brought in for
discussion purposes . Encourage students to identify the key, title,
and categories for the graph. Students may engage in hypothesizing
what the survey question might have been based upon the picture
graph.
 Pictograph Problem solving (under lesson ideas) has several
pictographs and questions that could be used on Day 1

Day 2
 Transitioning from tally charts to picture graphs is the focus for
Day 2 . A critical concept is understanding the quantities
represented in a tally chart ‘s categories are also represented in a
parallel picture graph. A possible misconception to be addressed
is the drawing of one symbol for a group of 5 tally marks.

 A suggestion would be to use the Listen and Draw lesson from Go
Math 10.3 as an engage component. Have students draw the
cubes from the bag and record the colors using a tally chart prior
to using the textbook page. Continue with the creation of the
pictograph using the workbook page.
 Page 11 of Pictograph Problem Solving (under lesson ideas) can
be used on Day 2

Day 3
 Day 3 is a continuation of Day 2. Students would benefit from
creating their own survey questions and collecting data to
represent in a picture graph. A template may be used to
support students in organizing their key symbols.
 As students are creating their picture graphs, questions should
be asked using the join together, take apart, and comparison
problem structures about the data . Students should use the
data information as a component of their justification.
 Student drawn picture graphs should be monitored for titles,
category labels, key, symbol, and accurate data.

Sample questions using a picture graph
How many students answered the question
“Which Type of Pet?
How many fewer students chose bird than dog in
the survey?
Bailey is new to the class. She added her pet to
the graph. Now there are 3 symbols in her pet’s
category on the picture graph. Explain how you
know which type of pet Bailey has.
There were two students absent on the day the
survey was asked. After they answer the survey,
two categories of pets will be equal.
Which pets could the students have? Explain
your thinking.

Enrich/Reteach/Intervention
Enrich 10.3 provides students with opportunities to interpret
comparison statements to construct a picture graph. As stated in the
previous GCG, students may be challenged by collecting data from other
classes to compare with their homeroom class. Comparing and
contrasting data between two classes will set the stage for students to
understand the purpose of data analysis.
Students in need of support may require continued experiences with a
physical model of a graph. It might be helpful for students to place
objects on a graph template to reinforce the concept of the scale unit.
Survey questions which can be responded to by the use of die cut
patterns would provide students with an opportunity to observe peers
responding to a question with a physical “vote” by placing the die cut on
a graph template.

Sample Survey Questions for
students to collect data
 How many letters in your name ?
 Which of these is your favorite food?
 Which coin do you think is the most interesting?
 Which season has your birthday?
 Which of these is your favorite cereal?
 Which was our favorite read aloud book?
 Which math manipulative do your prefer?

Literature for your Classroom Library


Slide 4

Understanding Picture
Graphs
Unit of Study: Data
Global Concept Guide: 2 of 3

Content Development
Pictographs should include a title, categories, category label, key
and the data. Students will use the single scale where one
symbol represents a value of one. Four categories of data may be
used.
Students’ initial experiences will be interpreting provided
picture graphs and progress to students independently drawing
and representing data from a survey.

Day 1
 Interpreting existing picture graphs is the focus of Day 1. Attention
should be directed to the key where one symbol represents a single
unit on the graph. Discussion should focus on the value of the key and
its importance in understanding the represented data.
 While it is possible for students to directly compare values based
upon the lengths of the rows of pictures, students should be
encouraged to use the data value as evidence when responding to
questions.
 Examples of picture graphs from the real world may be brought in for
discussion purposes . Encourage students to identify the key, title,
and categories for the graph. Students may engage in hypothesizing
what the survey question might have been based upon the picture
graph.
 Pictograph Problem solving (under lesson ideas) has several
pictographs and questions that could be used on Day 1

Day 2
 Transitioning from tally charts to picture graphs is the focus for
Day 2 . A critical concept is understanding the quantities
represented in a tally chart ‘s categories are also represented in a
parallel picture graph. A possible misconception to be addressed
is the drawing of one symbol for a group of 5 tally marks.

 A suggestion would be to use the Listen and Draw lesson from Go
Math 10.3 as an engage component. Have students draw the
cubes from the bag and record the colors using a tally chart prior
to using the textbook page. Continue with the creation of the
pictograph using the workbook page.
 Page 11 of Pictograph Problem Solving (under lesson ideas) can
be used on Day 2

Day 3
 Day 3 is a continuation of Day 2. Students would benefit from
creating their own survey questions and collecting data to
represent in a picture graph. A template may be used to
support students in organizing their key symbols.
 As students are creating their picture graphs, questions should
be asked using the join together, take apart, and comparison
problem structures about the data . Students should use the
data information as a component of their justification.
 Student drawn picture graphs should be monitored for titles,
category labels, key, symbol, and accurate data.

Sample questions using a picture graph
How many students answered the question
“Which Type of Pet?
How many fewer students chose bird than dog in
the survey?
Bailey is new to the class. She added her pet to
the graph. Now there are 3 symbols in her pet’s
category on the picture graph. Explain how you
know which type of pet Bailey has.
There were two students absent on the day the
survey was asked. After they answer the survey,
two categories of pets will be equal.
Which pets could the students have? Explain
your thinking.

Enrich/Reteach/Intervention
Enrich 10.3 provides students with opportunities to interpret
comparison statements to construct a picture graph. As stated in the
previous GCG, students may be challenged by collecting data from other
classes to compare with their homeroom class. Comparing and
contrasting data between two classes will set the stage for students to
understand the purpose of data analysis.
Students in need of support may require continued experiences with a
physical model of a graph. It might be helpful for students to place
objects on a graph template to reinforce the concept of the scale unit.
Survey questions which can be responded to by the use of die cut
patterns would provide students with an opportunity to observe peers
responding to a question with a physical “vote” by placing the die cut on
a graph template.

Sample Survey Questions for
students to collect data
 How many letters in your name ?
 Which of these is your favorite food?
 Which coin do you think is the most interesting?
 Which season has your birthday?
 Which of these is your favorite cereal?
 Which was our favorite read aloud book?
 Which math manipulative do your prefer?

Literature for your Classroom Library


Slide 5

Understanding Picture
Graphs
Unit of Study: Data
Global Concept Guide: 2 of 3

Content Development
Pictographs should include a title, categories, category label, key
and the data. Students will use the single scale where one
symbol represents a value of one. Four categories of data may be
used.
Students’ initial experiences will be interpreting provided
picture graphs and progress to students independently drawing
and representing data from a survey.

Day 1
 Interpreting existing picture graphs is the focus of Day 1. Attention
should be directed to the key where one symbol represents a single
unit on the graph. Discussion should focus on the value of the key and
its importance in understanding the represented data.
 While it is possible for students to directly compare values based
upon the lengths of the rows of pictures, students should be
encouraged to use the data value as evidence when responding to
questions.
 Examples of picture graphs from the real world may be brought in for
discussion purposes . Encourage students to identify the key, title,
and categories for the graph. Students may engage in hypothesizing
what the survey question might have been based upon the picture
graph.
 Pictograph Problem solving (under lesson ideas) has several
pictographs and questions that could be used on Day 1

Day 2
 Transitioning from tally charts to picture graphs is the focus for
Day 2 . A critical concept is understanding the quantities
represented in a tally chart ‘s categories are also represented in a
parallel picture graph. A possible misconception to be addressed
is the drawing of one symbol for a group of 5 tally marks.

 A suggestion would be to use the Listen and Draw lesson from Go
Math 10.3 as an engage component. Have students draw the
cubes from the bag and record the colors using a tally chart prior
to using the textbook page. Continue with the creation of the
pictograph using the workbook page.
 Page 11 of Pictograph Problem Solving (under lesson ideas) can
be used on Day 2

Day 3
 Day 3 is a continuation of Day 2. Students would benefit from
creating their own survey questions and collecting data to
represent in a picture graph. A template may be used to
support students in organizing their key symbols.
 As students are creating their picture graphs, questions should
be asked using the join together, take apart, and comparison
problem structures about the data . Students should use the
data information as a component of their justification.
 Student drawn picture graphs should be monitored for titles,
category labels, key, symbol, and accurate data.

Sample questions using a picture graph
How many students answered the question
“Which Type of Pet?
How many fewer students chose bird than dog in
the survey?
Bailey is new to the class. She added her pet to
the graph. Now there are 3 symbols in her pet’s
category on the picture graph. Explain how you
know which type of pet Bailey has.
There were two students absent on the day the
survey was asked. After they answer the survey,
two categories of pets will be equal.
Which pets could the students have? Explain
your thinking.

Enrich/Reteach/Intervention
Enrich 10.3 provides students with opportunities to interpret
comparison statements to construct a picture graph. As stated in the
previous GCG, students may be challenged by collecting data from other
classes to compare with their homeroom class. Comparing and
contrasting data between two classes will set the stage for students to
understand the purpose of data analysis.
Students in need of support may require continued experiences with a
physical model of a graph. It might be helpful for students to place
objects on a graph template to reinforce the concept of the scale unit.
Survey questions which can be responded to by the use of die cut
patterns would provide students with an opportunity to observe peers
responding to a question with a physical “vote” by placing the die cut on
a graph template.

Sample Survey Questions for
students to collect data
 How many letters in your name ?
 Which of these is your favorite food?
 Which coin do you think is the most interesting?
 Which season has your birthday?
 Which of these is your favorite cereal?
 Which was our favorite read aloud book?
 Which math manipulative do your prefer?

Literature for your Classroom Library


Slide 6

Understanding Picture
Graphs
Unit of Study: Data
Global Concept Guide: 2 of 3

Content Development
Pictographs should include a title, categories, category label, key
and the data. Students will use the single scale where one
symbol represents a value of one. Four categories of data may be
used.
Students’ initial experiences will be interpreting provided
picture graphs and progress to students independently drawing
and representing data from a survey.

Day 1
 Interpreting existing picture graphs is the focus of Day 1. Attention
should be directed to the key where one symbol represents a single
unit on the graph. Discussion should focus on the value of the key and
its importance in understanding the represented data.
 While it is possible for students to directly compare values based
upon the lengths of the rows of pictures, students should be
encouraged to use the data value as evidence when responding to
questions.
 Examples of picture graphs from the real world may be brought in for
discussion purposes . Encourage students to identify the key, title,
and categories for the graph. Students may engage in hypothesizing
what the survey question might have been based upon the picture
graph.
 Pictograph Problem solving (under lesson ideas) has several
pictographs and questions that could be used on Day 1

Day 2
 Transitioning from tally charts to picture graphs is the focus for
Day 2 . A critical concept is understanding the quantities
represented in a tally chart ‘s categories are also represented in a
parallel picture graph. A possible misconception to be addressed
is the drawing of one symbol for a group of 5 tally marks.

 A suggestion would be to use the Listen and Draw lesson from Go
Math 10.3 as an engage component. Have students draw the
cubes from the bag and record the colors using a tally chart prior
to using the textbook page. Continue with the creation of the
pictograph using the workbook page.
 Page 11 of Pictograph Problem Solving (under lesson ideas) can
be used on Day 2

Day 3
 Day 3 is a continuation of Day 2. Students would benefit from
creating their own survey questions and collecting data to
represent in a picture graph. A template may be used to
support students in organizing their key symbols.
 As students are creating their picture graphs, questions should
be asked using the join together, take apart, and comparison
problem structures about the data . Students should use the
data information as a component of their justification.
 Student drawn picture graphs should be monitored for titles,
category labels, key, symbol, and accurate data.

Sample questions using a picture graph
How many students answered the question
“Which Type of Pet?
How many fewer students chose bird than dog in
the survey?
Bailey is new to the class. She added her pet to
the graph. Now there are 3 symbols in her pet’s
category on the picture graph. Explain how you
know which type of pet Bailey has.
There were two students absent on the day the
survey was asked. After they answer the survey,
two categories of pets will be equal.
Which pets could the students have? Explain
your thinking.

Enrich/Reteach/Intervention
Enrich 10.3 provides students with opportunities to interpret
comparison statements to construct a picture graph. As stated in the
previous GCG, students may be challenged by collecting data from other
classes to compare with their homeroom class. Comparing and
contrasting data between two classes will set the stage for students to
understand the purpose of data analysis.
Students in need of support may require continued experiences with a
physical model of a graph. It might be helpful for students to place
objects on a graph template to reinforce the concept of the scale unit.
Survey questions which can be responded to by the use of die cut
patterns would provide students with an opportunity to observe peers
responding to a question with a physical “vote” by placing the die cut on
a graph template.

Sample Survey Questions for
students to collect data
 How many letters in your name ?
 Which of these is your favorite food?
 Which coin do you think is the most interesting?
 Which season has your birthday?
 Which of these is your favorite cereal?
 Which was our favorite read aloud book?
 Which math manipulative do your prefer?

Literature for your Classroom Library


Slide 7

Understanding Picture
Graphs
Unit of Study: Data
Global Concept Guide: 2 of 3

Content Development
Pictographs should include a title, categories, category label, key
and the data. Students will use the single scale where one
symbol represents a value of one. Four categories of data may be
used.
Students’ initial experiences will be interpreting provided
picture graphs and progress to students independently drawing
and representing data from a survey.

Day 1
 Interpreting existing picture graphs is the focus of Day 1. Attention
should be directed to the key where one symbol represents a single
unit on the graph. Discussion should focus on the value of the key and
its importance in understanding the represented data.
 While it is possible for students to directly compare values based
upon the lengths of the rows of pictures, students should be
encouraged to use the data value as evidence when responding to
questions.
 Examples of picture graphs from the real world may be brought in for
discussion purposes . Encourage students to identify the key, title,
and categories for the graph. Students may engage in hypothesizing
what the survey question might have been based upon the picture
graph.
 Pictograph Problem solving (under lesson ideas) has several
pictographs and questions that could be used on Day 1

Day 2
 Transitioning from tally charts to picture graphs is the focus for
Day 2 . A critical concept is understanding the quantities
represented in a tally chart ‘s categories are also represented in a
parallel picture graph. A possible misconception to be addressed
is the drawing of one symbol for a group of 5 tally marks.

 A suggestion would be to use the Listen and Draw lesson from Go
Math 10.3 as an engage component. Have students draw the
cubes from the bag and record the colors using a tally chart prior
to using the textbook page. Continue with the creation of the
pictograph using the workbook page.
 Page 11 of Pictograph Problem Solving (under lesson ideas) can
be used on Day 2

Day 3
 Day 3 is a continuation of Day 2. Students would benefit from
creating their own survey questions and collecting data to
represent in a picture graph. A template may be used to
support students in organizing their key symbols.
 As students are creating their picture graphs, questions should
be asked using the join together, take apart, and comparison
problem structures about the data . Students should use the
data information as a component of their justification.
 Student drawn picture graphs should be monitored for titles,
category labels, key, symbol, and accurate data.

Sample questions using a picture graph
How many students answered the question
“Which Type of Pet?
How many fewer students chose bird than dog in
the survey?
Bailey is new to the class. She added her pet to
the graph. Now there are 3 symbols in her pet’s
category on the picture graph. Explain how you
know which type of pet Bailey has.
There were two students absent on the day the
survey was asked. After they answer the survey,
two categories of pets will be equal.
Which pets could the students have? Explain
your thinking.

Enrich/Reteach/Intervention
Enrich 10.3 provides students with opportunities to interpret
comparison statements to construct a picture graph. As stated in the
previous GCG, students may be challenged by collecting data from other
classes to compare with their homeroom class. Comparing and
contrasting data between two classes will set the stage for students to
understand the purpose of data analysis.
Students in need of support may require continued experiences with a
physical model of a graph. It might be helpful for students to place
objects on a graph template to reinforce the concept of the scale unit.
Survey questions which can be responded to by the use of die cut
patterns would provide students with an opportunity to observe peers
responding to a question with a physical “vote” by placing the die cut on
a graph template.

Sample Survey Questions for
students to collect data
 How many letters in your name ?
 Which of these is your favorite food?
 Which coin do you think is the most interesting?
 Which season has your birthday?
 Which of these is your favorite cereal?
 Which was our favorite read aloud book?
 Which math manipulative do your prefer?

Literature for your Classroom Library


Slide 8

Understanding Picture
Graphs
Unit of Study: Data
Global Concept Guide: 2 of 3

Content Development
Pictographs should include a title, categories, category label, key
and the data. Students will use the single scale where one
symbol represents a value of one. Four categories of data may be
used.
Students’ initial experiences will be interpreting provided
picture graphs and progress to students independently drawing
and representing data from a survey.

Day 1
 Interpreting existing picture graphs is the focus of Day 1. Attention
should be directed to the key where one symbol represents a single
unit on the graph. Discussion should focus on the value of the key and
its importance in understanding the represented data.
 While it is possible for students to directly compare values based
upon the lengths of the rows of pictures, students should be
encouraged to use the data value as evidence when responding to
questions.
 Examples of picture graphs from the real world may be brought in for
discussion purposes . Encourage students to identify the key, title,
and categories for the graph. Students may engage in hypothesizing
what the survey question might have been based upon the picture
graph.
 Pictograph Problem solving (under lesson ideas) has several
pictographs and questions that could be used on Day 1

Day 2
 Transitioning from tally charts to picture graphs is the focus for
Day 2 . A critical concept is understanding the quantities
represented in a tally chart ‘s categories are also represented in a
parallel picture graph. A possible misconception to be addressed
is the drawing of one symbol for a group of 5 tally marks.

 A suggestion would be to use the Listen and Draw lesson from Go
Math 10.3 as an engage component. Have students draw the
cubes from the bag and record the colors using a tally chart prior
to using the textbook page. Continue with the creation of the
pictograph using the workbook page.
 Page 11 of Pictograph Problem Solving (under lesson ideas) can
be used on Day 2

Day 3
 Day 3 is a continuation of Day 2. Students would benefit from
creating their own survey questions and collecting data to
represent in a picture graph. A template may be used to
support students in organizing their key symbols.
 As students are creating their picture graphs, questions should
be asked using the join together, take apart, and comparison
problem structures about the data . Students should use the
data information as a component of their justification.
 Student drawn picture graphs should be monitored for titles,
category labels, key, symbol, and accurate data.

Sample questions using a picture graph
How many students answered the question
“Which Type of Pet?
How many fewer students chose bird than dog in
the survey?
Bailey is new to the class. She added her pet to
the graph. Now there are 3 symbols in her pet’s
category on the picture graph. Explain how you
know which type of pet Bailey has.
There were two students absent on the day the
survey was asked. After they answer the survey,
two categories of pets will be equal.
Which pets could the students have? Explain
your thinking.

Enrich/Reteach/Intervention
Enrich 10.3 provides students with opportunities to interpret
comparison statements to construct a picture graph. As stated in the
previous GCG, students may be challenged by collecting data from other
classes to compare with their homeroom class. Comparing and
contrasting data between two classes will set the stage for students to
understand the purpose of data analysis.
Students in need of support may require continued experiences with a
physical model of a graph. It might be helpful for students to place
objects on a graph template to reinforce the concept of the scale unit.
Survey questions which can be responded to by the use of die cut
patterns would provide students with an opportunity to observe peers
responding to a question with a physical “vote” by placing the die cut on
a graph template.

Sample Survey Questions for
students to collect data
 How many letters in your name ?
 Which of these is your favorite food?
 Which coin do you think is the most interesting?
 Which season has your birthday?
 Which of these is your favorite cereal?
 Which was our favorite read aloud book?
 Which math manipulative do your prefer?

Literature for your Classroom Library


Slide 9

Understanding Picture
Graphs
Unit of Study: Data
Global Concept Guide: 2 of 3

Content Development
Pictographs should include a title, categories, category label, key
and the data. Students will use the single scale where one
symbol represents a value of one. Four categories of data may be
used.
Students’ initial experiences will be interpreting provided
picture graphs and progress to students independently drawing
and representing data from a survey.

Day 1
 Interpreting existing picture graphs is the focus of Day 1. Attention
should be directed to the key where one symbol represents a single
unit on the graph. Discussion should focus on the value of the key and
its importance in understanding the represented data.
 While it is possible for students to directly compare values based
upon the lengths of the rows of pictures, students should be
encouraged to use the data value as evidence when responding to
questions.
 Examples of picture graphs from the real world may be brought in for
discussion purposes . Encourage students to identify the key, title,
and categories for the graph. Students may engage in hypothesizing
what the survey question might have been based upon the picture
graph.
 Pictograph Problem solving (under lesson ideas) has several
pictographs and questions that could be used on Day 1

Day 2
 Transitioning from tally charts to picture graphs is the focus for
Day 2 . A critical concept is understanding the quantities
represented in a tally chart ‘s categories are also represented in a
parallel picture graph. A possible misconception to be addressed
is the drawing of one symbol for a group of 5 tally marks.

 A suggestion would be to use the Listen and Draw lesson from Go
Math 10.3 as an engage component. Have students draw the
cubes from the bag and record the colors using a tally chart prior
to using the textbook page. Continue with the creation of the
pictograph using the workbook page.
 Page 11 of Pictograph Problem Solving (under lesson ideas) can
be used on Day 2

Day 3
 Day 3 is a continuation of Day 2. Students would benefit from
creating their own survey questions and collecting data to
represent in a picture graph. A template may be used to
support students in organizing their key symbols.
 As students are creating their picture graphs, questions should
be asked using the join together, take apart, and comparison
problem structures about the data . Students should use the
data information as a component of their justification.
 Student drawn picture graphs should be monitored for titles,
category labels, key, symbol, and accurate data.

Sample questions using a picture graph
How many students answered the question
“Which Type of Pet?
How many fewer students chose bird than dog in
the survey?
Bailey is new to the class. She added her pet to
the graph. Now there are 3 symbols in her pet’s
category on the picture graph. Explain how you
know which type of pet Bailey has.
There were two students absent on the day the
survey was asked. After they answer the survey,
two categories of pets will be equal.
Which pets could the students have? Explain
your thinking.

Enrich/Reteach/Intervention
Enrich 10.3 provides students with opportunities to interpret
comparison statements to construct a picture graph. As stated in the
previous GCG, students may be challenged by collecting data from other
classes to compare with their homeroom class. Comparing and
contrasting data between two classes will set the stage for students to
understand the purpose of data analysis.
Students in need of support may require continued experiences with a
physical model of a graph. It might be helpful for students to place
objects on a graph template to reinforce the concept of the scale unit.
Survey questions which can be responded to by the use of die cut
patterns would provide students with an opportunity to observe peers
responding to a question with a physical “vote” by placing the die cut on
a graph template.

Sample Survey Questions for
students to collect data
 How many letters in your name ?
 Which of these is your favorite food?
 Which coin do you think is the most interesting?
 Which season has your birthday?
 Which of these is your favorite cereal?
 Which was our favorite read aloud book?
 Which math manipulative do your prefer?

Literature for your Classroom Library