Compare Picture Graphs

This is lesson 7 of 18 in the unit "Math Explorers: Measure, Graph, Solve". Lesson Title: Compare Picture Graphs Lesson Description: Data: compare categories and quantities on picture graphs. Objective/I can: “I can compare groups on a picture graph.” Vocabulary: more, fewer, same, compare, graph. Success criteria: I correctly identify more, fewer, or the same in 4 of 5 examples. I do: Model matching picture tokens one-to-one between two rows. We do: Students move tokens to pair two categories and place MORE, FEWER, or SAME cards. You do: Compare pairs on a simple graph. Assessment: Use a graph showing cats 5, dogs 3, fish 5. 1. Cats have… A more than dogs B fewer than dogs C the same as dogs. 2. Fish and cats are… A same B different C zero. 3. Dogs have… A more than fish B fewer than fish C same as fish. 4. Which row has 5? A cats B dogs C neither. 5. To compare, we can… A match tokens B close eyes C erase graph. Differentiation: use concrete counters, sentence frames such as “___ has more,” and first compare only two rows. Dyslexia-friendly: use color-coded rows, icons, short spoken questions, and answer cards with symbols.

Overview

In Lesson 7 of 18 in Math Explorers: Measure, Graph, Solve, students compare quantities in picture graphs using the words more, fewer, and same. They build on earlier work reading categories and counting symbols by matching picture tokens one-to-one before explaining comparisons.

Learning intentions

Students will be able to:

Compare two groups on a picture graph.
Use the words more, fewer, same, and compare correctly.
Explain a comparison by matching picture tokens or counting.
Answer questions about a picture graph.

Success criteria

I can find the category and count its pictures.
I can correctly identify which group has more, fewer, or the same.
I can explain my answer by matching or counting.
I can answer at least 4 of 5 comparison questions correctly.

Curriculum links

Data — draw and interpret picture graphs with up to four categories.
Data — solve simple put-together, take-apart, and compare problems using a picture graph.
Measurement and Data — represent and compare whole-number quantities.
Mathematical practice — explain thinking and use representations to solve problems.

Lesson structure (30 minutes)

0–4 min · Hook and learning intention. Teacher opens the picture graph hook and learning intention and displays two rows of animal icons, asking, “Which row has more? How do you know?” Students turn and talk, then share an answer using “___ has more than ___.” Teacher introduces the goal: “I can compare groups on a picture graph.”
4–9 min · I do: model one-to-one matching. Teacher uses the teacher modeling slides to model a graph with two categories, lining up one picture token from each row at a time and circling any unmatched tokens. Students watch, count with the teacher, and repeat the words more, fewer, and same when prompted.
9–16 min · We do: compare with tokens. Teacher gives each student picture tokens and uses the guided practice directions to show two categories at a time. Students move tokens into matching pairs, then hold up or place a MORE, FEWER, or SAME answer card and complete a sentence such as “Cats have more than dogs.” Teacher checks that students compare quantities rather than the size or type of picture.
16–24 min · You do: independent graph practice. Teacher distributes the picture graph comparison worksheet and briefly reads each direction aloud. Students study simple picture graphs, count each category, and answer comparison questions independently; the teacher supports one student at a time and asks, “What did you compare?” and “How do you know?”
24–28 min · Apply: class data graph. Teacher opens the class data graph and discussion slides showing cats 5, dogs 3, and fish 5, then asks the five assessment questions one at a time. Students answer with A, B, or C answer cards and justify at least two answers using a complete sentence or token matching.
28–30 min · Plenary and check. Teacher displays the final review and exit prompt and asks students to complete the statement, “To compare, I can ___.” Students share one strategy, while the teacher records each student’s response and identifies anyone needing more practice in the next lesson.

Resources

the picture graph comparison slide deck
the picture graph comparison worksheet
Picture tokens or counters
MORE, FEWER, and SAME cards
A, B, and C answer cards
Two colored markers or highlighters
Student pencils
Board or document camera

Assessment

During guided practice, listen for correct use of more, fewer, and same and observe whether students match tokens one-to-one.
During worksheet practice, note whether each student identifies categories, counts accurately, and explains comparisons.
Use the five-question graph check: cats have more than dogs; fish and cats are the same; dogs have fewer than fish; cats have 5; and matching tokens is a way to compare. Record whether each student achieves at least 4 of 5.

Differentiation

Support students with concrete counters, color-coded graph rows, enlarged icons, and only two categories at first. Model one-to-one matching again before asking for a written answer.
Provide sentence frames: “___ has more than ,” “ has fewer than ,” and “ and ___ are the same.” Allow students to point, match, or use answer cards before explaining orally.
For dyslexia-friendly access, use a clear sans-serif font, large spacing, short spoken directions, uncluttered graphs, consistent colors, and icons alongside words. Read worksheet questions aloud and avoid requiring students to copy long sentences.
Extend students who finish early by asking them to draw two categories with the same number, then change one row so it has more or fewer and explain what changed.

Teaching Instructions