Grade: 2nd

Duration: 12 minutes

Subject Focus: Mathematics

Common Core State Standards Alignment:

CCSS.MATH.CONTENT.2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

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Learning Objectives (I Can Statements)

• I can read and interpret picture graphs to understand data.
• I can compare information shown in a picture graph.
• I can draw conclusions and make predictions based on the data from a picture graph.

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Success Criteria

• I correctly identify the categories and number of items represented in a picture graph.
• I use the data to answer questions about “more than,” “less than,” or “equal to.”
• I write or share logical conclusions based on the graph information.

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Materials Needed

• Pre-made colorful picture graphs (large print, dyslexia-friendly font, high contrast colors) printed on chart paper or projected on screen
• Individual mini whiteboards and dry erase markers for students
• Manipulatives or counters for hands-on interaction (optional)

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Lesson Breakdown

Time	Activity	Description	Differentiation / Notes
0-2 min	Introduction	Briefly explain picture graphs: "A picture graph uses pictures or symbols to show information."	Use large, clear images and simple language.
2-5 min	Guided Exploration	Show a picture graph of students’ favorite fruits (e.g., apples, bananas, grapes, oranges). Read together what each picture represents (1 picture = 2 students).	ESL: Use sentence frames: “___ fruit has __ pictures.”
5-10 min	Questioning & Practice	Ask tiered questions (below) for varied levels; students answer on whiteboards or orally.	Provide graphic organizers for below-level students to track data.
10-12 min	Wrap-Up and Extension Activity	Summarize key ideas, introduce extension: creating their own picture graph with a simple dataset at home or with a partner next time. Gifted learners can predict new data outcomes.	Gifted: Predict what happens if more students like a new fruit.

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Tiered Questions About the Picture Graph

Category Reference: Graph showing favorite fruits for 10 students, with each picture representing 2 students.

• Apples: 3 pictures
• Bananas: 2 pictures
• Grapes: 1 picture
• Oranges: 4 pictures

Student Level	Question	Answer
Well Below Level	How many pictures are shown for apples?	3 pictures
Below Level	How many students like grapes? (1 picture = 2 students)	2 students (1 picture × 2 students)
Average Level	Which fruit is the most popular?	Oranges (4 pictures)
ESL (On Level)	How many students like bananas and apples together?	10 students (bananas 2 pictures × 2 =4 + apples 3 pictures × 2=6; 4+6=10)
Gifted and Talented	If 2 more students choose grapes, how many pictures will the grapes section have?	2 pictures (1 original + 1 more picture for 2 new students)

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Differentiation Strategies

• Well Below / Below Level: Use manipulatives to visually count and match quantities with pictures. Provide sentence starters and visual cards showing quantities.
• Average Level: Engage students with simple addition and comparison of quantities using pictures.
• ESL Students: Provide vocabulary support with visual aids and sentence frames to support oral and written responses.
• Gifted Learners: Challenge them to create their own picture graph from a small dataset or predict changes in data.

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Dyslexia-Friendly Reading Supports

• Use sans-serif fonts (e.g., Open Dyslexic or Arial) in large size on all printed materials/screen.
• Provide high contrast between text and background (black text on white or pale yellow).
• Use consistent, simple sentence structure for verbal and written instructions.
• Incorporate icons and images to support text comprehension.

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Extension Ideas for Advanced Learners

• Create a picture graph representing data collected from classmates or family about favorite pets or sports.
• Use the graph to write “If…then” statements (e.g., “If more students like cats than dogs, then the cat pictures should be the most.”).
• Introduce basic bar graphs as a next step to deepen understanding of data representation.

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Assessment

• Observe students as they answer tiered questions, noting accuracy and confidence.
• Collect or review students’ whiteboard answers for formative assessment.
• Listen for correct use of vocabulary and reasoning in oral responses.

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End of 12-minute lesson
This rapid, focused lesson ensures students understand picture graphs while targeting language development and math skills aligned to CCSS 2.MD.D.10. Differentiation and supports ensure all learners engage successfully.