Ellie Ellison

Dr. Wallace ELED 533

Ottobine-Grade 2
TITLE/TYPE OF ACTIVITY

Graphing

CONTEXT OF ACTIVITY

An introduction to a unit on how to organize and analyze

data through graphs.

CONCEPTS TO BE COVERED This activity uses childrens literature, data collection with
M&Ms, and patty paper to create graphs and allow for
students to directly compare and contrast the properties of
pictographs, picture graphs, and bar graphs.
RELATED VIRGINIA STANDARDS OF LEARNING
Probability and Statistics Focus: Applications of Data
2.17 The student will use data from experiments to construct picture graphs, pictographs, and bar
graphs.
2.19 The student will analyze data displayed in picture graphs, pictographs, and bar graphs.
LESSON PLAN OBJECTIVES
1. Students will name three types of graphs: a picture graph, pictograph, and bar graph
2. Students will record a data set on a bar graph, a pictograph, and a picture graph and
answer questions related to their graph.
ASSESSMENT PLAN
1. Students will create a bar graph, a pictograph and a picture graph and answer questions
related to their graph.
2. Students will name graphs on an exit slip
MATERIALS NEEDED
The Great Graph Contest by Loreen Leedy
M&ms
sticky notes
Prepared blank graphs
Wax Paper/clear paper
ARTICLE REACTION
It can be very difficult for children to gain understanding of data collection and graphing
analysis. I wanted to find an article that would help me to grow as an educator to find ways to be
sure my students can take what they learn in my classroom and successfully transfer and apply
that knowledge in their future schoolings and life. This article used something students
experience in their lives every day to teach data collection and graphing: the weather. While I
have seen students chart the weather in class before, this article showed a much more hands on
approach that would not only peak students interest in the subject matter more, but also gives
them evidence and data they can physically interact with. The students used thermometers

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themselves to see and measure the temperature outside, observe the cloud coverage themselves,
measured precipitation, and even built their own wind vanes to measure direction and strength of
the wind! They used the data collected to first create their own graphs on paper, and then
practiced their graphing skills using technology. I loved the STEM theme to this article, using
integrated curriculum to relate science, math, and engineering all together. I would love to do
this unit in a future classroom when I would have the time resources to really spend a few weeks
building up all of these skills.

PROCEDURES
Modifications
Challenge:
For students/groups that finish early and need an additional challenge, I will provide some graph
exploration problems:
1.
What color had the most M&Ms in your bag? How did you know?
2.
How many M&Ms were in your bag? How did you find the answer?

Remediation:
For students who are struggling to understand the link between their graphs and the data
collected will be asked the following exploration problems:
1.
Which color had the most in your data? How did you know?
2.
Did that same color have the same number of dots on your pictograph? Is that the same
pattern for all of the colors?
3.
Do the colors have the same number in each graph? Why do you think that is?
Before
The students are about to begin their unit on graphing. In first grade they learned about data,
using tables, picture graphs, and object graphs. We will review picture graphs and data while
also introducing the terms bar graph and pictograph when reading The Great Graph Contest
by Loreen Leedy. The book is about a toad and a lizard competing against each other to create
the best graphs. The two characters create lots of different ways of sorting and graphing data. I
will be sure to stop and point out on each page what data is being gathered, and which graph on
each page is a pictograph, picture graph, or bar graph. Before I start reading, I will have the
words: data, picture graph, pictograph, and bar graph written on the board. After we are done
with the story, I will ask the students what they think the definition of data is (Data is
information collected about people or things, the primary purpose of collecting data is to answer
questions), and as they generate ideas, write up the definition on the board. I will let the students
know we are going to practice organizing data using bar graphs, pictographs, and picture graphs
like the characters in the story did.
Possible definitions students will come up with for data, and follow up questions:
Its numbers.
o Where are the numbers coming from?
You count how many of something you have.

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o Can you give me an example of data?

Like in the book, they counted the number of smooth and rough rocks
o Can there only be two categories for data?
Yes
o What about if we look back at the graph of the different kinds of cookies, how many
categories of data were there?
Three
o And what if I made a graph of all the different kinds of desserts in the entire world?
That would have a lot of categories. Is there a limit to the number of categories a graph
could have?
No!
o Ok so we know that it is informative numbers people can collect. Why do people
collect data?
Students stay silent
o Lets look at the titles of the graphs in the bookA lot of them have question marks
They are questions
This is just one of infinite ways the discussion could go, all to steer them in the direction that
Data is information collected about people or things, the primary purpose of collecting data is to
answer questions.
During
1. Pass out the packets of m&ms with instructions not to open the baggies yet, and we are
going to have to practice our will power for this lesson. Pass out a half sheet to record
data as well.
2. The m&ms are going to be our data today. (Point to definition on board) Lets all read
what data is again (have class read aloud the definition): Data is information collected
about people or things. The primary purpose of collecting data is to answer questions.
3. We will not be eating the m&ms until I say so, we have a lot of data to collect from them
first. But we may open the bag of m&ms.
4. We are going to sort our m&ms based on their color. Count how many of each color
M&M you have and write it down on your half sheet. This is our data we will be using to
create our graphs. Each graph will display this same data in a different way.
5. Pass out the patty paper for the pictograph.
6. Read the pictograph definition: Pictographs are graphs that use symbols to show and
compare information.
7. Point out the key on the graph, ask students where they have seen one of those before?
a. Students will see there is a title on the graph just like there is on a map. We will
read the title Graph of M&M Colors.
b. The students will recognize that the key is like those they have seen on maps in
social studies, and that one symbol is a representation of an object.
c. The students will not see the correlation, and I will have to remind them of the
keys they use in their maps.
8. What kind of symbol could we use to represent an M&M?
a. Students will generate ideas.

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b. A circle or the letter M would be the best representation, because it wouldnt be

an easy to understand graph if we used shapes that didnt have anything to do
with m&ms!
9. Draw a circle in the key.
10. We will then discuss the number scale, that one circle will represent one M&M.
11. Lay out all of your M&Ms on the graph based on their color, demonstrate using the
document camera.
12. Explain to the students that this is an object graph, where we have used actual objects to
create a graph.
13. Once all of your m&ms are on the graph, trace a circle around the m&ms. Demonstrate
using the document camera.
14. After you have traced all your m&ms, slide them off of your sheet to see your
pictograph!
15. Pass out the first patty paper for picture graph
16. Point out the key, ask the students what is different
a. The students will notice there are more items on the key because each category
has its own symbol.
b. They may not catch the difference, in which case I will prompt them to notice the
number of items in the key, and that now instead of just one symbol for one
M&M, each category has its own symbol.
17. Read the definition for picture graphs: Picture graphs are graphs that use pictures to
show and compare information.
18. What symbol should we create for a red M&M?
a. Students brainstorm ideas.
b. Find the most obvious representation would be a red circle.
c. Keep the pattern going for all the different colored m&ms.
19. Fill out the key so each color has its own matching color circle.
20. Have the students lay the patty paper on top of the pictograph.
21. Tell the students to trace just the outline of the circles from their pictographs,
demonstrate using the document camera.
22. Once all the circles are traced, have the students fill in the circles with the corresponding
colors, demonstrate using the document camera.
23. Talk about the finished graph, how does the picture graph differ from the pictograph?
Possible answers:
a. The pictograph only has one symbol/the picture graph has one symbol for every
category.
b. The picture graph is more colorful.
c. They are very similar, I cant tell a difference (respond by asking what we talked
about when we first got our picture graphs, point to the key if the student still isnt
getting it on their own).
d. The circles are bigger on my ____ graph (respond asking if that is a difference in
the types of graph, or because of human error).
24. Pass out the patty paper for the bar graph.
25. Read the definition for bar graphs: Bar graphs are used to compare counts of different
categories.

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26. Point out that there is now a scale on the side of the graph, and this is how you can read
the data on the bar graph.
27. Instruct the students to lay the bar graph patty paper over the pictograph.
28. Have the students create a rectangle around the circles, demonstrate using the document
camera.
a. Be sure to explain that there needs to be space between the rectangles.
b. Explain that the top of the bars should line up with the numbers of m&ms in that
color.
c. Have the students color in their bars using the matching color.
29. Talk about the finished bar graph. How is it different from the previous two graphs?
a. There are no pictures.
b. There is no key.
c. The bar graph uses rectangles.
d. There are numbers on the side of the bar graph.
e. The bar graph is a real graph.
i. Be sure to address this misconception, and maintain that all the graphs are
real graphs and represent data, just in different ways.
f. The picture graphs are prettier.
30. Lets look at the data information from our half sheet. Do all the graphs show that same
data?
a. First look at the pictograph, have the students verify that the data matches that
graph.
b. Next, take out the picture graph, have the students check to be sure their data
numbers match their picture graph.
c. Finally look at the bar graph. Be sure the students recognize that their bar graphs
show the same information as their data set.
31. There are many different ways to show the same data. Which graph do you think does
the best job showing our M&M data? Talk to your tables to decide on one to share with
the class.
a. Students will share with each other in small groups and then with the whole class
why they think one graph was better than the others. If any are missed, I will be
sure to bring up that graphs pros.
32. Have a volunteer pass out a paper clip for each student to attach their patty papers
together with. Instruct the students how to put the paper clip on and make sure their
names are on the front sheet.
33. I will collect the packets.
After
34. You all did a fabulous job today; you may now eat your M&Ms while I pass around an
exit slip. Please answer the questions while you enjoy the M&Ms.
35. Pass out the exit slips and collect them when the students are done.

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Patty Paper will look like these:

Data Table will look like:

Color of
M&Ms

Number of
M&Ms

Red

Orange

Yellow

Green

Blue

Brown

The Exit Slips will ask the following questions:

What are the three types of graphs we made today?
What is the difference between a pictograph and a picture graph?
Draw a star on top of the bar graph, a circle around the picture graph, and a smiley face
under the pictograph:

What is data?
How do you feel about collecting data and graphing?

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SMART BOARD
Grapher (http://www.amblesideprimary.com/ambleweb/mentalmaths/grapher.html) allows for
students to generate a bar graph of their own interactively. You can customize your own graph
title, up to six categories and label them, and create an x-axis title (unfortunately the y-axis is
fixed as number but you can always use the marker tool to rename). There are little arrows on
each category that students can come up to and press on the Smart Board to add a vote to a
survey, or to experiment with how a graph changes when the data changes. This could be a great
introduction activity or extension activity if time after the lesson.
N.C.T.M. PROCESS STANDARDS
Problem Solving
Students utilize problem solving skills first by generating symbols for the pictograph and picture
graph key. Students are required to use cognition and reflect when they are identifying the
similarities and differences between the three graphs, and linking the graphs to the data collected.
Reasoning & Proof
Reasoning and proof are used when students identify the different properties of the graphs. The
students also must think analytically to create the association between the data collected and how
it is visually represented on the different kinds of graphs. Students must also express which
graph they thought was most useful and explain their reasoning behind it.
Communication
Students will be asked to verbalize their thinking both in a large group setting as well as in small
groups with peers. I will be asking questions that require oral explanation of student
understanding throughout the lesson. Students are given the opportunity to reflect in a small
group when asked to decide which graph they thought showed the best representation of the data
and why.
Connections
Students connect ideas from social studies when the key is introduced. Students have been
learning to use keys for maps and will be prompted to assimilate that knowledge into graphing as
well. Students will also be activating prior knowledge from years prior, as they have been
introduced to the term data, tables, picture graphs, and object graphs in first grade. Students
will also be asked to make connections in the lesson between the different types of graphs in
searching for similarities.
Representation
Students will be creating their own graphical representation while being introduced to the
concept. Students will also see representation in the literature being used to introduce the lesson.
Finally, the doc cam will be used to show the whole group a representation of the graphs we are
creating.

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References
Ambleweb. (2000). [Interactive bar graph]. Grapher. Retrieved from
http://www.amblesideprimary.com/ambleweb/mentalmaths/grapher.html
Leedy, L. (2005). The great graph contest. New York, NY: Holiday House.
Mi Yeon, L. (2014). Using Weather to Teach Graphing. Teaching Children Mathematics, (4).
249. doi:10.5951/teacchilmath.21.4.0249.
Virginia Department of Education. (2009). Mathematics standards of learning: Curriculum
framework 2009 grade 2. Retrieved from
http://www.doe.virginia.gov/testing/sol/frameworks/mathematics_framewks/2009/frame
wk_math2.pdf

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