Picture Graph Fun

---

Lesson Overview

Lesson Title: Creating Picture Graphs (1-to-2 Correspondence)
Unit Title: Data Discovery Adventures
Lesson Number: 16 of 20
Duration: 45 minutes
Student Year Levels: Year 2, 3 & 4
Class Size: 6 students
School Context: Kamaruka Education Centre, specialised teaching for students with ADHD and Autism

---

Australian Curriculum Links

Aligned with Australian Curriculum Version 9:

• Mathematics – Year 2

  • AC9M2ST01: Create displays of data using tables and picture graphs and interpret them.

• Mathematics – Year 3

  • AC9M3ST01: Create and compare different graphical representations of data using digital tools or by hand.

• Mathematics – Year 4

  • AC9M4ST01: Construct and use data displays with appropriate scale, including picture graphs with many-to-one correspondence.

Curriculum Focus: Enhancing students' understanding of many-to-one correspondence in picture graphs using 1-to-2 matching (each symbol represents 2 items). Students will represent collected data in a visual way that supports their individual learning styles.

---

Learning Intentions

By the end of the lesson, students will:

• Understand what 1-to-2 correspondence in a picture graph means.
• Create their own picture graph with a one-symbol-to-two-item relationship.
• Interpret and discuss data shown in their own and others’ graphs.

Success Criteria

Students will be successful when they can:

• Accurately record data using symbols where each symbol equals two items.
• Create a neat, labelled picture graph with a title, categories, and keys.
• Verbally explain what their graph shows and what one symbol represents.

---

Materials

Hands-on and sensory-friendly resources for varied needs:

• A3 graphing paper or large grid paper
• Collections of small classroom objects (e.g. LEGO bricks, counting bears, buttons, mini figures)
• Visual instructions sheet (with simple text & visuals for neurodiverse learners)
• Symbol cards (laminated picture ‘icons’ used in graphs: smiley faces, stars, animals, etc.)
• Scissors, glue sticks, rulers, coloured pencils
• Pre-prepared sorting trays
• Personal whiteboards and markers
• Calm background instrumental music (optional sensory setting aid)

---

Vocabulary

• Data
• Graph
• Picture Graph
• Category
• Symbol
• Key
• Tally
• Correspondence

Visual word cards with illustrations should be displayed and accessible during the lesson.

---

Lesson Sequence

1. Welcome & Warm-Up (5 minutes)

Focus Activity: "What’s in the Jar?"

• Show students a clear jar filled with mixed small objects (e.g. 12 red counting bears and 8 blue).
• Tally together on the board using simple marks.
• Ask, “How could we show this in a fun picture?”
• Introduce today’s goal: making picture graphs where one symbol stands for two things.

Supporting strategy: Use visuals, physically handle objects, and echo instructions to support memory retention.

---

2. Explicit Teaching (10 minutes)

Modelling a 1-to-2 Picture Graph

• Show an anchor chart with a completed example:
  Title: "Favourite Fruit",
  Symbols: 🍎 = 2 fruits
  Categories: Bananas, Apples, Oranges
• Talk through each part: title, labels, key, and accurate representation.

Use real counting bears or LEGO mini-figures to model:

“I have 6 LEGO bricks. If one picture = 2 bricks, how many pictures do I need?”

Guided group response with manipulatives:

Students use personal whiteboards to draw their symbol representations for a modelled set.

---

3. Hands-On Investigation (20 minutes)

Create Your Own Picture Graph

➡️ Working in pairs or independently, students:

1. Choose a data set: LEGO colours, fruit cards, classroom shoe types, or favourite lunchboxes (gathered via class mini-survey earlier in day).
2. Tally their data using pre-made scaffold sheets.
3. Use symbols to graph their data:
   • One symbol = 2 items
   • Total of 3 to 5 categories
4. Add a title and key to their graph.

Modifications:

• Students needing visual cues use pre-printed grids and laminated icon sets with Velcro.
• Provide alternate symbols for students sensitive to drawing or writing.
• Offer breaks or fiddle tools for sensory regulation.
• Provide an example graph to refer to during activity.

Teacher Role: Roam and facilitate, prompting reflective questions like:

“How many shoes were tallied? How many does your graph show?”
“Why did you use 3 pictures for 6 items?”
“How do we know what one symbol means?”

---

4. Sharing & Reflections (7 minutes)

Gallery Walk Activity (Structured Movement)

• Students display their graphs around the room.
• Quiet walk around with clipboards—tick their favourite graph and write/draw one thing they notice or like about it.

Back at their desks:

• Discuss as a group:
  • What was easy?
  • What was tricky?
  • How does using one picture for two things change the graph?

Use thumbs up, sideways, or thumbs down to evaluate their confidence.

---

5. Wrap-Up & Exit Ticket (3 minutes)

"What Did You Learn Today?" Exit Ticket

Students respond to the sentence starter:

“Today I learned that one picture...”
Draw or write a sentence on a small half-page template provided.

Collect these to use as formative assessment.

---

Assessment

Formative Assessment Strategies:

• Observe students during hands-on creation—check for correct use of 1-to-2 symbols.
• Evaluate final picture graphs for appropriate symbols, key, and scaling.
• Use student explanations and exit tickets to assess understanding of 1-to-2 correspondence.

Teacher records anecdotal notes on each student during activity using a printed checklist.

---

Differentiation Strategies

Need	Differentiation
ADHD	Movement breaks, short steps, individual task cards with tick boxes, use of timers.
Autism	Clear structured visuals, quiet space corner, consistent routines, alternative communication (drawn responses).
Literacy delay	Pre-printed labels, scaffolding speeches with sentence stems, oral explanation options.
Gifted students	Extend by asking them to convert their graph into a bar chart or identify most/least common efficiently.

---

Extension & Integration Ideas

• Link to English: write a story describing what their graph tells.
• Link to Digital Technologies: create the same graph using a simple online tool (supervised breakout time).
• Outdoor data collection: tally items in the playground (leaves, birds, etc.) and graph uses.

---

Teacher Reflection Prompts

• Did students engage with the graphing task independently?
• Was the 1-to-2 correspondence too abstract or manageable?
• Did hands-on materials help regulate and support neurodiverse learners?
• How did each student’s graph reflect their understanding and creativity?

---

Prepared By: [Your Name Here]
Kamaruka Education Centre | Data Discovery Adventures – Lesson 16 of 20

---

Let’s make data visual, tactile, and meaningful – every symbol counts!