Shelby Scheck

Lesson Plan
Title of Lesson:
Favorite Color Data Analysis
Grade Level/Subject
3rd grade Math- Data Analysis Day 1
Overview/Purpose
The students will collect data from their peers and create a pictograph from
the data that they received.
Essential Questions
What is a pictograph?
What does a pictograph represent?
Time
~40 minutes give or take
Materials

Packet
Class list
Pictographs for examples

Content Objectives
1. SWBAT generate and organize data.
2. SWBAT draw an accurate pictograph from the data they collect.
Common Core/Language Objectives
1. SWBAT talk to other students and record other students data with
tallymarks
Key Vocabulary
Pictograph
Tallymark
Tallychart
Key

Lesson Sequence/Procedures
1. I will show the students some examples of pictographs
2. I will then write the 5 colors on the board, (green, yellow, red, blue,
orange)
3. I will tell them that we are going to survey all of the students in our
class to find out what their favorite color is out of the 5 on the board
4. We will talk about how we can organize our data so that we can keep
track of it nicely
5. I will introduce the word tallymark and talk about using a tally chart
6. I will model for them how to draw 1 tally mark and what to do when
you get to 5 tallymarks and say this is bundling tallymarks
7. I will pass out the problem set and class list to each of the students
8. I will tell each student to then put 1 tallymark on their paper for
themselves under their favorite color.
9. I will tell them the color that they choose then is the color that they
MUST stick with for the entire time
10.
After they put their tallymark for themselves I will have them
cross off their name from the list
11.
I will then give the students 6 minutes to get up and collect the
data from all of their classmates. After they make a tallymark for a
student they must cross off that students name from their list
12.
After 6 minutes I will call the class back together and put the
chart on the board in a different way
13.
I will have the students add up all of their tallymarks for each
column and then I will write the numerical number on the board under
each color
14.
We will show that the total is then the number of students in the
class
15.
They will write number sentences to show the data they
collected
16.
I will note that if everybody got each persons color then each of
us should have the same data
17.
We will then construct the pictograph
18.
We will talk about the key, which tells the value of the unit.
19.
On their problem set it has two different pictographs we will
make with different keys, we will talk about the difference in the keys
20.
I will ask them how they will represent this many with this key
and then ask for the other key
21.
We will then fill out the pictographs
22.
Once we fill out both pictographs we will compare the two
23.
I will talk to them about what makes each pictograph useful and
what are the limitations of each
24.
I will ask them why it is important to use the key to understand
the value of a unit in a pictograph
25.
We will go over the vocabulary once again

26.

Last the students will do their exit ticket

Review/Assessment
I will review the students by their exit ticket, but I will also review them by
walking around and seeing how they draw their pictographs.
Accommodations
I don't think there are any for this lesson.