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Looking at Data: Pictographs

Niveaux : 2nd Grade
Matiรจres : Math
Normes : Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. (Math.2.10(C)), Draw conclusions and make predictions from information in a graph. (Math.2.10(D)), Explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category. (Math.2.10(A))

Instructions pour les รฉlรจves

Let's look at data! There are 2 pages in this activity. ๐Ÿ‘†๐Ÿผ the โญto listen to the directions. ๐Ÿ‘†๐Ÿผ the ๐Ÿ”ˆ to hear things read aloud to you. ๐Ÿ‘†๐Ÿผ the ๐ŸŸข add button to begin. 1. Page 1: ๐Ÿ‘€ at the graph. ๐Ÿ‘†๐Ÿผ the flexcards to choose the type of graph shown. 2. Now let's answer some questions about the graph. ๐Ÿ‘†๐Ÿผ the ๐ŸŸฃ frame-voice and flexcards to answer the questions. 3. ๐Ÿ‘†๐Ÿผ the ๐ŸŸก โžก to go to the next page. 4. Page 2: Review the graph again and complete the statements by move the pictures to the โฌœ or drawing the number. 5. ๐Ÿ‘†๐Ÿผ ๐ŸŸข check when you are ready to turn it in.

Notes pour l'enseignant (non visibles par les รฉlรจves)

โญ Summary: Students will study a pictograph, complete statements and answer questions about the data reviewed. โ˜‘ This is a 2 page activity. โณ Focus mode has been applied to this activity to allow students to focus on the content using only the tools they need. ๐Ÿ”‘Key Vocabulary: data, graph, bar graph, bar-type graph, picture graph, pictograph, survey, categories, investigation, conduct, vote, combine, least, most โญThis is a supplemental activity that can be used in conjunction with your district curriculum. โญThis activity is best used whole group on an interactive board where students come up and manipulate the objects in the activity or on individual devices in focused small groups (especially for any voice or screen recording/video activities). ๐Ÿ›‘ Always preview videos/links to be sure they fit your audience/needs.

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