<p>Students will create and analyze line plots and picture graphs during this lesson. Students are going to:<br>- create line and picture graphs from the raw data.<br>- analyze data displayed in pictorial and line graphs.<br>- compare and contrast pictorial graphs and line plots.</p>

<p>- How accurate must calculations and measurements be?<br>- How are mathematical properties of things or processes measured, computed, and/or interpreted?<br>- What does it mean to evaluate or estimate a numerical quantity?<br>- What qualifies a tool or strategy as suitable for a particular task?<br>- How can information be presented and arranged to shed light on the relationship between different quantities?</p>

<p>- Data: Information that is gathered.&nbsp;<br>- Tally Chart: A chart that organizes data using tally marks.</p>

<p>- the poem “Eighteen Flavors” by Shel Silverstein (in Where the Sidewalk Ends)<br>- copies of the Ice Cream Cones page (M-2-6-3_Ice Cream Cones)<br>- copies of Pizza for Lunch (M-2-6-3_Pizza For Lunch and KEY)<br>- copies of Leaves Collected Graphs (M-2-6-3_ Leaves Collected Graphs)</p>

<p>- Watch students collaborate on the Pizza for Lunch assignment (M-2-6-3_Pizza for Lunch and KEY).<br>- Use the M-2-6-3_ Leaves Collected Graphs activity to formally evaluate students' comprehension of line plots and picture graphs.</p>

<p>Modeling, Active Participation, and Scaffolding&nbsp;<br>W: Picture graphs and line plots are among the other graph types that the lesson introduces to the students. Plots and picture graphs are both taught to students to create and interpret. Students also talk about how each of these graphs represents data differently and similarly.&nbsp;<br>H: The activity about favorite ice cream flavors will be introduced with Shel Silverstein's poem "Eighteen Flavors."&nbsp;<br>E: Students will cut paper cones into the shapes of their favorite ice cream flavors and use them to create a picture graph. Next, using this same data, the students will make a line plot.&nbsp;<br>R: Students are going to make a line plot that corresponds to the picture graph Pizza for Lunch. Students will talk about the parallels and divergences among line plots, bar graphs, and picture graphs in class.&nbsp;<br>E: Students will finish the Leaves Collected graphs in pairs. Plots and picture graphs with data will both be interpreted by students.&nbsp;<br>T: Assist students in obtaining information from friends, family, and classmates throughout the academic year. After that, assist them in interpreting and creating graphs from the data they collected. Employ a variety of graph types, such as line plots, picture graphs, and bar graphs. Carry on talking about the parallels and divergences among these kinds of graphs.&nbsp;<br>O: Making and analyzing line plots and picture graphs is the main emphasis of this lesson. Students are required to compare and contrast bars graphs, picture graphs, and line plots after learning about these new graph types.</p>

<p>To ensure that every student receives a cone, print enough copies of the M-2-6-3_Ice Cream Cones sheet.<br><br>Read the students' poem, "Eighteen Flavors." (You can find the poem in the book Where the Sidewalk Ends by Shel Silverstein. It's possible that you can find an online version of the poem on the Internet.)<br><br>An overview of the poem "Eighteen Flavors" Though it is a tragic poem about an ice cream cone filled with eighteen different flavors that fall to the ground, Shel Silverstein's trademark clever wit is evident in its writing.<br><br><strong>"Today we're going to gather data about our favorite ice cream flavors. Which ice cream flavors are your favorites?"</strong>&nbsp;Ask the students to list their top ice cream flavors, which probably include strawberry, vanilla, chocolate, and maybe some other flavors as well. When you have a list of your students' favorites, write the flavors as indicated on the board. As an illustration:<br><img src="https://storage.googleapis.com/worksheetzone/test-upload/1706675566822.jpeg" width="390" height="440"><br><br>Give a cut-out ice cream cone to every student from the M-2-6-3_Ice Cream Cones page. Invite students to come forward one at a time and tape their favorite flavor of ice cream cone to the graph. (As students approach, give them a piece of tape so they can attach their ice cream cone to the board.) When the graph is complete, inform the students that this type of graph is known as a picture graph because it represents the number of people who enjoy each flavor of ice cream using pictures, such as cones.<br><br>Give the students an assignment to analyze the data on the ice cream cone-made picture graph. Some examples of questions are:<br><br>"Which ice cream flavor is most popular in our class?"<br>"How many more people said that chocolate was their favorite flavor than strawberry?"<br>"How many people didn't select bubble gum as their favorite flavor?"<br><br>Until you believe that the students are prepared for the next task, keep asking questions. Remember to save the picture graph of the ice cream cone because you'll need it for the upcoming task.<br><br><strong>Line Plots</strong><br><br><strong>"We now understand what bar graphs and picture graphs are. We are going to study&nbsp;a line plot, which is one more kind of graph. Both bars and images are absent from this graph. Instead, it employs the letter X."</strong><br><br>Once more, write your top ice cream flavors on the board as illustrated. As an illustration:<br><br><img src="https://storage.googleapis.com/worksheetzone/test-upload/1706675579195.jpeg" width="490" height="62"><br>&nbsp;<br><strong>"We are going to re-record our favorite ice cream flavors. We're going to create a line graph this time. Please write an X over your preferred ice cream flavor on the board when you get there. You MUST select the same flavor as you did for our image graph."</strong><br><br>Give each student a marker as they approach the board, one by one. Assist students in writing an X over their preferred flavor, as demonstrated above. As an illustration:<br><br><img src="https://storage.googleapis.com/worksheetzone/test-upload/1706675589623.jpeg" width="482" height="267"><br><br>After the lesson, remind the students that this type of graph is known as a line plot. Students should compare the line plot and picture graph that depict their preferred flavors of ice cream. Some examples of questions are:<br><br>"How many people chose vanilla as their favorite flavor? When you look at the picture graph, how do you know this? How do you know this from the line plot?"<br>"Are the data in both graphs the same?"<br>"What similarities do you see between the two graphs?"<br>"What's different, in your opinion?"<br><br>Help students in realizing that the X in the line plot represents the person's favorite flavor, while ice cream cones are used in the picture graph to represent each person's favorite flavor. You can even decide to display the matching bar graph so that students can compare the line plot, picture graph, and bar graph together.<br><br>Give each student a copy of the M-2-6-3_Pizza For Lunch and Key sheets. Invite your students to examine the picture graph with you.<br><br><strong>"Each ice cream cone in our image graph for Favorite Ice Cream Flavors represented a single person. A single image in certain picture graphs may depict multiple people. Take a look at the pizza slice in this graph. How many people are represented by each slice of pizza?"</strong><br><br>Help students find the key located beneath the image graph. <strong>"There's a piece of pizza below the graph. According to this, one pizza slice stands for three people. How many people had cheese pizza for lunch? Talk to the next-door person about this."</strong>&nbsp;Give students enough time so they can talk to their neighbors about this. Some students might not use the idea that one pizza slice represents three people; instead, they might just count the slices. To count how many people are represented, other students will count by threes. After hearing about the talks, have the students explain how they determined how many people consumed cheese pizza. To finish the page, assign students to work in pairs. Take note: Using the pizza data, students must create a line plot. Ask students to present their answers in pairs to the class after the lesson is over.<br><br><strong>Leaves Collected Activity</strong><br><br>Distribute the pages (M-2-6-3_Leaves Collected Graphs). Give students these pages to finish. After that, formally evaluate the student's understanding of line plots and picture graphs using the pages.<br><br><strong>Extension:</strong><br><br>To address the needs of your students all year, use the following activities in your classroom:<br><br><strong>Routine:</strong> Graphs in Print: Bring in graphs from newspapers or periodicals regularly for students to analyze and interpret. Students will learn that graphs are not only used in math classes but also everyday life by doing this. (USA Today frequently includes numerous graphs, including picture graphs, of various kinds.)<br><br><strong>Small Groups:</strong> Assist students who require additional practice in small groups. Ask a question you believe the small group of students would find interesting. For example, ask students about their pets. Assist them throughout the whole procedure, from gathering data to producing a tally chart to graphing the data. Observe every small group and be ready to dispel misunderstandings.<br><br>When there are multiple objects on the graph, some students might find it difficult to count them. If students are having trouble with this, get them together in a small group to practice skip counting.<br><br><strong>Expansion:</strong> Assign students to create a survey in pairs. Permit them to collect data with their survey. Next, have the students plot their results using bar graphs, picture graphs, or line plots in pairs. Make sure to find out the reasoning behind each pair's graph selection.<br><br>Present two graphs to the class, and then ask them to compare the two using questions such as<br><br>"In comparison to graph B, how many fewer _____ did graph A have?"&nbsp;<br>"Which two _____ in graph A received more votes than in graph B?"</p>