Reading, Analyzing Graphs

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Grade Level

2nd Grade

Duration

40 minutes

Common Core State Standards

• 2.MD.D.10
  • (A) Explain that the number of pictures in a pictograph with intervals of one or more represents the data.
  • (B) Organize a collection of data with up to four categories using pictographs with intervals of one or more.
  • (C) Write and solve one-step word problems involving addition or subtraction using data represented within pictographs with intervals of one.
  • (D) Draw conclusions and make predictions from information in a graph.

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Learning Objectives (I can statements)

• I can explain how pictures in a pictograph represent numbers and intervals.
• I can organize data into up to four categories using tally marks and pictographs.
• I can read and interpret data from tally charts and picture graphs.
• I can write and solve addition and subtraction word problems using pictograph data.
• I can draw conclusions and make predictions based on data shown in graphs.
• I can create my own picture graph to display collected data.

Success Criteria

• I will accurately count pictures and intervals in a pictograph.
• I will organize data into categories correctly using tally marks and pictographs.
• I will answer questions about data by reading charts and graphs.
• I will write and solve one-step addition or subtraction word problems based on graphs.
• I will explain what the data tells us and what might happen next.
• I will make a neat and accurate picture graph from real or given data.

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Materials Needed

• Whiteboard and markers
• Large poster pictograph labeled “Favorite School Subjects” (categories: Science, Math, Reading, Social Studies)
• Individual student whiteboards or paper
• Printable tally charts & pictograph templates
• Dry-erase markers for student boards
• Colored counters or stickers (to represent pictures in graphs)
• Dyslexia-friendly font printed handouts (simple fonts like OpenDyslexic or Comic Sans)

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Lesson Procedure

1. Introduction & Vocabulary (7 minutes)

• Begin by showing the large pictograph poster of "Favorite School Subjects" with simple pictures representing how many students like each subject.
• Explain vocabulary with visuals and student-friendly definitions:
  • Data: A set of collected information.
  • Tally Chart: A way to count data using tally marks.
  • Tally Mark: A mark used to show one piece of data (grouped 4 + 1 across for 5).
  • Picture Graph: A graph where pictures represent a certain number of items.
• Use dyslexia-friendly fonts and highlight key vocabulary.
• Ask the class: "How many pictures do you see for Science? What does each picture show?" (Example: 1 picture = 2 students)

2. Guided Practice – Reading & Interpreting (10 minutes)

• Display the tally chart and the pictograph together on the board for “Favorite School Subjects.”
• Ask a variety of questions to engage all learning levels, encouraging them to explain or show their work:

Student Level	Sample Questions	Answer/Expected Response
Well Below/ESL	"How many tally marks are there for Math? Draw them on your boards."	Count tallies (e.g., 7 tally marks = 7 students)
Below/Average	"How many pictures represent Reading? If one picture = 2 students, how many students like Reading?"	Multiply pictures x interval (e.g. 4 pics x 2 = 8 students)
On-Level	"Which subject do most students like? How many more students like Science than Social Studies?"	"Science is highest with 10 students, Social Studies has 4, so 6 more like Science."
Gifted and Talented	"If 3 more students join who like Reading, how many will there be in total? Draw a new pictograph."	Addition to existing data; redraw pictograph with extra pictures for Reading

• Prompt students to explain their thinking verbally or by drawing diagrams on mini whiteboards.

3. Independent Practice – Problem Solving (12 minutes)

• Provide students with printed mini-tally charts and pictograph templates (dyslexia-friendly) based on “Favorite School Subjects.”
• Students will:
  1. Organize tally marks of given data (e.g., number of students who like each subject).
  2. Create a picture graph where one picture equals 2 students.
  3. Answer diverse math problems based on their graphs (questions listed below).

Question Variety (with answers)
1. How many total students were surveyed? (Add all tallies) Answer: sum of tallies
2. How many students liked Math? Write your answer in a sentence.
3. If one picture equals 2 students, how many pictures will you draw for Science?
4. Subtract: How many more students like Reading than Social Studies?
5. Write a word problem about the pictograph and solve it. Example: "If 2 students move from Math to Science, how many students does Science have now?"
6. Make a prediction: If one more student likes Science next year, what will the graph look like?

• Circulate during this time to provide scaffolding for below-level students and challenge advanced learners with extension prompts.

4. Small Group Discussion & Extension (7 minutes)

• Group students flexibly by ability and language proficiency. Provide guided questions to discuss their pictographs and solutions.
• Extension for Gifted and Talented:
  • Create a new category and add to the picture graph (e.g., "Favorite Sports").
  • Solve two-step word problems by combining addition and subtraction using graph data.
• Support for ESL/Dyslexic learners:
  • Use picture clues and simplified vocabulary handouts.
  • Allow verbal explanations or drawings instead of full sentences.

5. Closing/Reflection (4 minutes)

• Collect few example answers from different learners and highlight correct strategies and understanding.
• Ask students to share one thing they learned today about reading and using graphs.
• Review “I can” statements and have students self-assess with a thumbs up/down.

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Differentiation Strategies

• Well Below/ESL: Use visuals and manipulatives; focus on counting tallies and pictures slowly; provide sentence starters; pair with a peer buddy support.
• On-Level: Focus on reading and interpreting data; solve one-step word problems.
• Gifted and Talented: Create extended graphs and solve multi-step problems; design own data collection and pictographs.

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Extension Activities

• Have students collect data at home (e.g., favorite fruit among family members) and create a pictograph.
• Use a digital app or interactive whiteboard to make animated pictographs.
• Introduce basic bar graphs for comparison with pictographs.

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Assessment

• Formative: Observe student participation during questions and discussions.
• Independent practice tasks will be reviewed to check for understanding.
• Students verbally explain how they created their graphs and solve problems.
• Exit ticket question: “What does a picture in a pictograph show?”

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This lesson meets Common Core standards 2.MD.D.10 by teaching students to organize, interpret, and use data in pictographs and tally charts, apply addition and subtraction in context, and develop critical thinking through data analysis and prediction.