1. Create and Analyze Picture Graphs Unit of Study: Represent Data Global Concept Guide: 2 of 4

2. Content Development  The picture graph should always tell the quantity that the symbol represents. It is important to make sure that students understand not to count the symbol that is used to label each part of the graph.  Using picture graphs found in newspapers or magazines would give students a chance to see graphs used in the real world.  It is important for students to know that any symbol can be used, but a simple one that represents the subject of the graph works best.  Tally charts can be used to collect data for these graphs.  Students may need a review of the compare problem type during this unit.  Examples of how differentiation can happen in this GCG: varying the questions asked to the student readiness, small groups, varying the numbers used based on student readiness

3. Day 1  The main focus of today should be on reading a picture graph and beginning to answer some questions about it.  The access prior knowledge activity on Go Math p 413 could be used as an engage. This will help lead students to how symbols are used in picture graphs and why they are organized into rows or columns.  Students should be given the opportunities to look at pre-made picture graphs and discuss the different parts and their importance or what would happen if a certain part was not included.  While talking about the graphs, begin to ask students questions about the graphs.

4. Day 2  This is the day that students should be given opportunities to create and analyze their own graphs.  The teacher can survey students and use a tally chart to record answers. The students can then be given the opportunity to use what they learned yesterday to create their own picture graph. This is an opportunity to purposefully select and compare student graphs. A discussion could be had about the symbols chosen, parts of the graphs, different titles, and the appropriateness of the choices made by students.  If students do not have the chance to answer questions about the graphs today, the graphs can be used at the beginning of day 3. Favorite Pet Dog Cat = 1 student Favorite Pet Dog Cat = 2 students

5. Day 3  Students should be given the opportunity to collect data using a tally chart, create a picture graph, and analyze it.  Students can either survey class members or use manipulatives or snacks that the teacher has prebagged to complete the activities today.  Students could create their graph with a partner and then create their own questions. They can then switch with another group and answer each other’s questions.

6. Enrich/Reteach/Intervention Enrich:  Have students interpret a graph that does not use the symbol to represent one thing.  Go Math Enrich p 79 Reteach/Intervention (small group):  Go Math p413B—Tier 2 activity  Go Math p 417B—Tier 2 activity  Go Math RTI Strategic Intervention, skill 16 and skill 17

7. Literature Connection