Second Grade



CFISD First Grade Math

Picture Graphs

| |Teacher Notes/TEKS |Page # |

|Unit Title |Graphs | |

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| |Picture Graphs |p. 2-12 |

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| |Extra Sample Problems |p. 13-22 |

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|TEKS |1.8A The student is expected to collect, sort, and organize data in up to three categories using| |

| |models/representations such as tally marks or T-charts | |

| |1.8B The student is expected to create picture and bar-type graphs | |

| |1.8C The student is expected to draw conclusions and generate and answer questions using | |

| |information from picture and bar type graphs. | |

| | | |

|Vocabulary |picture graph, title, key, label, row, column, add, sort, collect, tally | |

|Tips for Teachers |Ensure that students have experiences with sorting the data and organizing it into a graph. | |

| |Graphs should be constructed both vertically and horizontally. | |

| | | |

| |Suggested Book to Read: | |

| |Talley O’Malley by, Stuart Murphy | |

| |[pic] | |

First Grade Teacher Notes

Concrete/Picture Graphs

TEKS:

1.8A The student is expected to collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts.

1.8B The student is expected to create picture and bar-type graphs

1.8C The student is expected to draw conclusions and generate and answer questions using information from picture and bar type graphs.

Graphs

Materials:

SmartBoard for graphs (resources)

Butcher paper graph

Masking tape

Pictures of clipart shoes for graph (resources)

Craft sticks

Instruction:

Starting today, and each day for the next three days use the SmartBoard lesson in the resources of this unit. Have it open on the SmartBoard when your students arrive in the mornings. Allow them to fill in their choice. At math time, take a couple of minutes to read and discuss your class graph.

Introduction to Tally Marks:

Lead your class in rote counting by 5s to 120. Tell your students that mathematicians know that they can use tally marks to quickly count to a high number! Draw a group of tally marks (about 12) on the board. Tell children that those are tally marks. Explain and demonstrated how tally marks work, emphasizing that after you draw 4 “up and down” tally marks you always do the fifth tally as a diagonal across the first.

Tell the “Sleepy Snake” Story and have each child act it out using 5 craft sticks.

Once upon a time there were 5 snakes. One by one, 4 snakes crawled up on a flat rock and stretched out right beside each other to take a nap. When the fifth snake crawled onto the rock, there was no room left, so he stretched himself across the other 4 and went to sleep.

Count by 5s the number of snakes (craft sticks) in your classroom!

Shoe Graph

Use masking tape inside the classroom (on the floor, butcher paper, shower curtain) or chalk outside the classroom to make a graph. Mark off as many columns as you have groups of things. For this shoe graph, you will need 4 columns. You can also just use three columns and leave off buckles.

Mathematicians use graphs to organize data or information. Graphs help us see quantities (or numbers) quickly. Today we will make a picture graph.

1. For the shoe graph, label each column with the types of shoes listed above. Tell students to choose a picture of a shoe that looks the most like the shoes that they are wearing and place it in the appropriate column.

2. Tape the clip-art pictures to the graph to make a picture graph together on butcher paper.

3. Using the picture graph, ask questions about the graph. Please refer to the suggested questions for ideas. Ask how did this shoe graph help you see numbers?

4. After completing the graph, you can make a tally chart to match the graph as well to extend and practice making tally marks.

Possible Questions for Real-Life and Picture Graphs

• What could be a possible title for this graph?

• Which ____________ has the most?

• Which ____________ has the least/fewest?

• Is there a key? Why or why not?

• Should there be a key?

• How many of your friends voted for _________?

• How many ____________ are there?

• How many total ___________ are there?

• How many students chose ___________ and __________?

• Order the items on the graph from least to greatest.

• Order the items on the graph from greatest to least.

• Which was the favorite?

• Which was the least favorite?

• Are any columns/rows the same or equal?

Enrichment Questions

• Why is the ________ column/row longer than the other columns/rows?

• Write a question that can be answered by the graph.

Practice:

Group #1: (Partner) Have one partner say a number between 1 and 15. The other partner will make that number using tally marks. Then they can switch jobs and play again!

Group #2 (Independent) Four step problem with addition or subtraction.

Group #3 (Teacher directed-Small group) The children in each group will use the chart below to construct a graph of Favorite Foods.

|Favorite Foods |

|Hamburgers | |

|Hot dogs | |

|Pizza | |

Favorite Food Graph

The students will make a picture graph as a group. Note: The children will sketch pictures of the food items. We are making picture graphs, not bar graphs at this time. You may use the grid paper found in the resources for this unit for this graph. Have the students come up with the title and then label the graph together. After making the graph, you can ask questions about the graph.

First Grade Teacher Notes

Picture Graphs

TEKS:

1.8A The student is expected to collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts.

1.8B The student is expected to create picture and bar-type graphs

1.8C The student is expected to draw conclusions and generate and answer questions using information from picture and bar type graphs.

Graphs

Materials:

SmartBoard for graphs (resources)

Masking tape or chalk

Die cuts of boys and girls

Butcher paper

Index cards

Copies of the grid paper (resources)

Instruction:

Make a Class Graph

Use masking tape inside the classroom or chalk outside the classroom to make a graph. Mark off as many columns as you have groups of things. For example, for the boy and girl graph, you will need 2 columns.

• For the class graph of boys and girls, label one column "Boys" and one column "Girls"

• Give each student a die cut of a girl or boy or give each student a square of paper and have them write their name on the die cut. Use the die cuts/pictures to make a picture graph together on butcher paper.

• For enrichment, you can make a tally chart to match the graph as well to extend and practice making tally marks.

• Using the picture graph, have students generate questions using information from the picture graphs.

Practice:

Group #1: (Partner) Ask the children to write related facts on each of four index cards. The children will choose a partner to play “Concentration”. To play, shuffle the cards and place them upside down in an array. Then call a child to turn over two cards. If the card is a related fact from a number bond, the child keeps the cards. If they do not match, the cards are returned to the array and another child takes a turn. Continue playing until all the cards have been matched up.

[pic]

Next put the children into small groups and have them play “Concentration” with their cards. As groups complete the activity, ask the students to list the subtraction facts they know and those they have yet to memorize. Have them make flash cards for some of the facts they still need to memorize.

Group #2 (Independent) Practice writing all the related facts for several number bonds.

Group #3 (Teacher directed-Small group) Use a grid paper from the resources and have your children create a graph with the information from the tally chart below. Be sure to use different colored stars or another picture for this graph. Do not make a bar graph.

Tally Chart

FAVORITE COLORS

|Blue || | | |

|Red || | | | |

|Yellow || | | |

|Green || | |

First Grade Teacher Notes

Picture Graphs

TEKS:

1.8A The student is expected to collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts.

1.8B The student is expected to create picture and bar-type graphs

1.8C The student is expected to draw conclusions and generate and answer questions using information from picture and bar type graphs.

Graphs

Materials:

SmartBoard for graphs (resources)

Teddy bear counters

Weather graph for small group instruction (resources-one copy in a plastic sleeve)

Chart for tally marks

Grid paper to put on document camera to make a class (resources)

Instruction:

Have a bucket of teddy bear counters that are red, yellow, and blue only. Have the students each choose one. Then send them to a corner of the classroom according to the color that they have. Red in one corner, blue in another corner, etc. Make a chart with tally marks to record their answers.

Use the tally marks as the information to graph their answers. In your class graph be sure to include a title of the graph and the words along the bottom of the graph and the numbers up the side of the graph. As a class decide what pictures you will use to make the graph. For example, use stars and make them blue, red, and yellow stars to complete the information of the graph. (Remember, we are not making bar graphs yet!)

Practice:

Group #1: (Partner) Work on the floor in a math tub reviewing number sense and/or compose and decompose numbers to 10.

Group #2 (Independent) Find a partner and play “Go Fish For a Ten” with a deck of regular playing cards. Remove the face cards. The players will be trying to make a 10. For example if one partner has a 3. They will ask, “Do you have a 7?” Play will continue until they have matched all of the cards that they can into combinations of 10.

Group #3 (Teacher directed-Small group) Use the graphing activity on the following page to analyze a graph with your group.

[pic]

Put students in groups of two or three. Within each group, read and discuss the following questions. Ask the students to explain why:

• the number of sweaters on Monday was small,

• the number of sweaters increased on Tuesday, and

• the number of sweaters decreased on Wednesday.

Allow enough time in the discussion for every student in the group to offer a suggestion. Repeat for questions 2 through 5. After they have completed these questions, the students can turn and ask their learning partner one question that they may answer using the information in the graph.

Extra Sample Problems for class graphs:

Favorite Milk Graph

Use the clipart below to make a class graph on butcher paper. Allow each student to pick one type of milk (chocolate, strawberry, white). Allow the students a few minutes to color the milk (brown for chocolate, pink for strawberry, blue for white). Then take the student’s pictures and make a picture graph. Make a key to show that each carton is equal to one. Have the students come up with the title and then label the graph together. For enrichment, you might want to make a tally chart to match the graph. After making the graph, you can ask questions and use the four step process to solve the problem.

Note: Have students generate questions using data from graph.

[pic]

Favorite Season Graph

Use the clip-art below to make a class graph on butcher paper. Allow each student to pick one season. Then take the student’s pictures and make a picture graph. Have the students come up with the title and then label the graph together. You might want to make a tally chart to match the graph. After making the graph, you can ask questions and use the four step process to solve the problem.

Eye Color Graph

Use the clipart below to make a class graph on butcher paper. Allow students to color one eye the color of their eyes. Then take the student’s eye pictures and make a picture graph. Make a key to show that each eye is equal to one. Have the students come up with the title and then label the graph together. They can make a tally chart to match the graph. After making the graph, you can ask questions and use the four-step process to solve the problem.

[pic][pic]

[pic][pic]

Sample Problems (Pictorial)

Shoe Graph

How many tennis shoes?

Shoe Graph

Which column has the fewest number of shoes?

Look at the graph.

How many starfish did Maria find?

A. 6

B. 3

C. 2

D. 4

Look at the graph.

Who found the least starfish?

A. Jill

B. Maria

C. Linda

D. Steve

Look at the graph.

How many students like dogs and cats?

Look at the graph.

Which animal has the greatest number?

A. dogs B. cats C. fish

Birthday Balloon Graph

[pic]= 1 balloon

How many yellow balloons?

[pic]= 1 balloon

How many pink and orange balloons?

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|buckle |laces |velcro |other |

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|boys |girls |

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| |[pic] |[pic] |

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|Tennis shoes |Sandals |High heels |

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|Tennis shoes |Sandals |High heels |

|Number of Starfish Found |

| | [pic][pic][pic][pic][pic][pic] |

|Jill | |

| | [pic][pic][pic] |

|Maria | |

| | [pic][pic] |

|Linda | |

| | [pic][pic][pic][pic] |

|Steve | |

| Each [pic] = 1 starfish. |

|Number of Starfish Found |

| | [pic][pic][pic][pic][pic][pic] |

|Jill | |

| | [pic][pic][pic] |

|Maria | |

| | [pic][pic] |

|Linda | |

| | [pic][pic][pic][pic] |

|Steve | |

| Each [pic] = 1 starfish. |

|Pet Graph |

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|dogs |[pic] [pic] [pic] [pic] [pic] [pic] [pic] |

| |[pic] [pic][pic] |

|cats | |

| | [pic] [pic] |

|fish | |

|Pet Graph |

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|dogs |[pic] [pic] [pic] [pic] [pic] [pic] [pic] |

| | [pic][pic] [pic] |

|cats | |

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|fish |[pic] [pic] |

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|pink |yellow |orange |

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|[pic] |[pic] |[pic] |

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|[pic] |[pic] | |

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|pink |yellow |orange |

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