Picture graphs: a week of ready-to-teach maths
Five days of lessons for Year 1 Statistics. Print this pack and the week is prepared: each day has a one-page plan and a student worksheet, plus cut-out picture tokens, a blank graph grid, a mini-check and every answer.
Start here: five minutes to Monday
- Skim the week at a glance on the next page.
- Print the five days. Each day is two A4 sheets: a plan and a worksheet.
- Cut out the two card sheets once; they are reused all week.
- Open the free interactive unit on your board. Every plan tells you which picture to show and when.
- Teach straight from the plan. Timings, talk prompts, things to watch for and answers are all on the one page.
No maths background needed
This pack is written for the busy generalist teacher. Each plan explains the idea in plain words, lists what young children muddle, and gives model answers, so you can walk in and teach it.
One day, one lesson
The five lessons fill a week of maths, one lesson of about 40 minutes a day. Run them in order: each day stands on the one before. Every lesson can also split into a short carpet session and a table task if your timetable runs small blocks.
The week at a glance
One lesson a day for a week. Each day stands on the day before, so run them in order.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | One for one | Draw one picture for each thing, one picture for one answer | One picture, one thing |
| 2 | Line them up | Line the pictures up on one baseline, same size, so it is fair | The crooked graph |
| 3 | Read the graph | Read a finished graph: most, least, how many, how many more | Read it with your eyes |
| 4 | Pile to graph | Turn a tally or a pile into a lined-up picture graph | From pile to graph |
| 5 | Say what you found | Compare the counts and say the finding in words with a number | Say what you found |
How the week builds
Day 1 draws one picture for one thing; Day 2 lines the pictures up on a shared baseline so the graph is fair; Day 3 reads a finished graph to find the most, the least and how many more; Day 4 turns a tally or a pile into a lined-up graph; and Day 5 compares the counts and says the finding in words. It builds on collecting and sorting from Foundation, and it opens the way to tables and column graphs later in Year 1.
Materials for the week (one trip)
- From the classroom: scissors, glue or blu-tack, pencils, counters, this pack printed.
- Handy but not needed: a bowl of fruit or class pet pictures for the warm-ups.
- Cut out once, use all week: the picture tokens and the blank graph grid in this pack. No maths equipment to buy.
Dear families
This week in maths, Year 1 is learning to make picture graphs. We collect answers to a question, draw one picture for each answer, line the pictures up so they are fair to compare, and read the graph to say which has the most.
Try this at home
- Make a picture graph together: draw one picture for each favourite fruit in the bowl, or one for each pet you see on the street.
- Line your pictures up in neat rows that all start at the same edge, and keep them the same size.
- Read your graph: which row is longest? Which is shortest? How many more in one row than another?
- Say what you found out loud, and use a number: “There were 2 more apples than bananas.”
Our week of graphs
Fill one row a day. Tick when you made a graph and write the row that had the most.
| Day | What we graphed | We made it | The most was ___ |
|---|---|---|---|
| Monday | □ | ||
| Tuesday | □ | ||
| Wednesday | □ | ||
| Thursday | □ | ||
| Friday | □ |
Printed from the free seegongsik Picture Graphs teaching pack · seegongsik.com/au/y1/statistics/AC9M1ST02/pack
One picture, one thing
A picture graph works because of one simple promise: one picture stands for exactly one thing. Draw one apple for each child who chose apple, no more and no less. Today children turn a small set of counts into pictures, one for one, in neat rows.
We are learning to
- draw one picture for each answer, one for one,
- put the pictures in a row for each group,
- match the number of pictures to the count.
Success criteria
- I can draw one picture for one thing.
- I can make the row hold the right number of pictures.
You need
The worksheet, one per child. The picture tokens (cut-out sheet 1) for a class demo on the carpet. A board for the class grid.
Lesson flow (about 40 minutes)
| 10 min | One for one On the carpet, hold up three apple tokens for three children who chose apple. Place one token per child in a row, saying “one picture, one child”. Ask: “Three children chose apple. How many apple pictures do we draw? Why not one big apple for all three?” |
| 20 min | Draw the graph Children read the counts (apple 3, banana 2, orange 4) and draw that many pictures in each row on the worksheet grid, one picture per box. Ask: “Four children chose orange. Count your orange pictures. Does it come to four?” |
| 10 min | Check one for one Point at a row and count the pictures together. One picture must mean one answer, every time. |
Two half-sessions instead? End Session A after the carpet demo. Start Session B by drawing the graph on the worksheet.
Watch for these ideas
- Drawing one picture for a whole group instead of one for each answer.
- Drawing too many or too few pictures, so the row does not match the count.
- Making the pictures different sizes, so a short row looks long.
Answers
- Apple row: 3 pictures. Banana row: 2 pictures. Orange row: 4 pictures.
- Four pictures for the 4 oranges, one for each answer.
- Orange has the most pictures; banana has the fewest.
One picture for each
Here are the counts for our fruit. Draw one picture in a box for each answer. Start every row at the line, and keep your pictures the same size.
Our counts
| Fruit | How many chose it |
|---|---|
| Apple | 3 |
| Banana | 2 |
| Orange | 4 |
Draw the graph
Check your graph
How many pictures did you draw for the 4 oranges? ____
Which row has the most pictures? ____________
The crooked graph
Pictures only tell the truth when they are lined up. If rows start in different places, or the pictures are different sizes, a row with fewer can look bigger. Today children meet a crooked graph, see why it tricks the eye, and fix it by lining the pictures up on one start line, all the same size.
We are learning to
- start every row at the same line,
- keep the pictures the same size,
- fix a crooked graph so it is fair to compare.
Success criteria
- I can spot why a crooked graph is not fair.
- I can line the rows up so the graph tells the truth.
You need
The worksheet, one per child. The picture tokens and blank grid (cut-out sheets) for a class fix on the carpet.
Lesson flow (about 40 minutes)
| 10 min | A graph that tricks us Show the crooked graph: dog has 3 big pictures pushed to the right, cat has 4 small ones at the left. Ask which has more; many will say dog because its row reaches further. Ask: “Dog looks bigger, but is that fair? What is different about the two rows?” |
| 20 min | Line it up Rebuild both rows on the blank grid, same start line, same size pictures. Now cat (4) is clearly longer than dog (3). Children mark the fair graph on the worksheet. Ask: “Now both rows start together and the pictures match. Which really has more?” |
| 10 min | Two rules for a fair graph Agree the two rules: start at the same line, and keep the pictures the same size. |
Two half-sessions instead? End Session A after spotting the trick. Start Session B by lining the graph up.
Watch for these ideas
- Thinking a row that reaches further right has more, even when it did not start at the line.
- Thinking bigger pictures mean more: size of the picture is not the count.
- Reading a crooked graph as if it were fair instead of fixing it first.
Answers
- The crooked graph is not fair: the rows start in different places and the pictures are different sizes.
- Lined up fairly, cat has 4 and dog has 3, so cat really has more.
- Cat has 1 more than dog.
Fix the crooked graph
These two graphs show the same answers: dog 3, cat 4. One is crooked and one is fair. Look carefully, then answer the questions.
What do you notice?
1. In Graph A, which row looks bigger? ____________
2. Why is Graph A not fair? ________________________________
3. In Graph B, which really has more, dog or cat? ____________
4. How many more does that row have? ____
Read it with your eyes
A fair graph answers questions at a glance. The longest row is the most, the shortest is the least, and a child can see it without counting one by one. Today children read a finished class-pet graph to find the most, the least, how many in each, and how many more.
We are learning to
- read a picture graph to find the most and the least,
- count how many are in each row,
- work out how many more one row has than another.
Success criteria
- I can say which row is the most and which is the least.
- I can count a row and say how many more.
You need
The worksheet, one per child. A board to show the pet graph, if you like.
Lesson flow (about 40 minutes)
| 10 min | Most and least at a glance Show the pet graph (dog 5, cat 3, fish 2). Without counting, ask children to point to the most and the least, then check by counting. Ask: “Which row is longest? Does the longest row mean the most or the fewest chose it?” |
| 20 min | Read the graph Children read the same graph on the worksheet: most, least, how many in each, how many altogether, and how many more dogs than cats. Ask: “Five chose dog and three chose cat. How many more chose the dog?” |
| 10 min | Count them all Add the rows to find how many children altogether: 5 and 3 and 2 makes 10. |
Two half-sessions instead? End Session A after pointing to most and least. Start Session B with the reading task.
Watch for these ideas
- Counting how many kinds of pet (three) instead of how many chose one pet.
- Miscounting a row by skipping or double-counting a picture.
- Thinking most means the top row, wherever it sits: it means the longest.
Answers
- Most: dog (5). Least: fish (2). Cat: 3.
- Altogether: 10 children (5 and 3 and 2).
- Dogs have 2 more than cats (5 take away 3).
Read the pet graph
Here is our class-pet graph. Read it with your eyes, then answer the questions.
Our class pets. One circle is one child.
What does the graph tell us?
1. Which pet is the most? ____________
2. Which pet is the least? ____________
3. How many chose the dog? ____
4. How many children altogether chose a pet? ____
5. How many more chose the dog than the cat? ____
From pile to graph
Data often starts as a tally or a pile of answers. To turn it into a picture graph, draw one picture for each mark, lined up in rows. The check is simple: each row must hold exactly as many pictures as its tally. Today children build a graph from a given tally and check it.
We are learning to
- read a tally count for each group,
- draw one picture for each mark, lined up,
- check the row matches the tally.
Success criteria
- I can turn a tally into a picture graph.
- I can check each row matches its count.
You need
The worksheet, one per child. The picture tokens and blank grid (cut-out sheets) for building on the carpet.
Lesson flow (about 40 minutes)
| 10 min | Read the tally Show the fruit tally: apple 4, banana 2, pear 5. Count the marks in each row together before drawing anything. Ask: “Five marks for pear. How many pear pictures will we need to draw?” |
| 20 min | Build the graph On the blank grid, children draw one picture for each mark, starting each row at the line. They fill apple, banana and pear from the tally on the worksheet. Ask: “The tally says 2 bananas. If your banana row has 3 pictures, what went wrong?” |
| 10 min | Check it matches Count each row back against the tally. Row and tally must be the same number. |
Two half-sessions instead? End Session A after reading the tally. Start Session B by building the graph.
Watch for these ideas
- Drawing a row that does not match the count: too many or too few pictures.
- Leaving gaps in a row, so the count is hard to read.
- Starting the rows at different places, so they cannot be compared.
Answers
- Apple row: 4 pictures. Banana row: 2 pictures. Pear row: 5 pictures.
- Pear is the longest row; banana is the shortest.
- Eleven pictures in all (4 and 2 and 5), one for each mark.
Turn the tally into a graph
Here is a fruit tally. Draw one picture for each mark. Start every row at the line, then check each row matches its tally.
The tally
| Fruit | Tally | How many |
|---|---|---|
| Apple | |||| | 4 |
| Banana | || | 2 |
| Pear | ||||| | 5 |
Draw the graph
Check your graph
Which row is the longest? ____________ Which is the shortest? ____________
How many pictures did you draw altogether? ____
Say what you found
A graph is only finished when we say what it tells us. A good finding compares the counts and uses a number: not just “dogs won”, but “most children chose the dog, and there were 2 more dogs than cats”. Today children put the week together by writing true findings, then sit the mini-check.
We are learning to
- compare the counts in a graph,
- say a finding in words, with a number,
- write more than one true thing the graph shows.
Success criteria
- I can write a finding that compares two rows.
- I can put a number in my finding.
You need
The worksheet, one per child. The mini-check (back of the pack), one per child.
Lesson flow (about 40 minutes)
| 10 min | A finding with a number Read the pet graph (dog 5, cat 3, fish 2). Model a weak finding (“dogs won”) and a strong one (“most chose the dog; 2 more dogs than cats”). Ask: “Which finding tells us more? What does the number add?” |
| 20 min | Write two findings Children write two true findings from the graph: which is most or least, how many more, or how many altogether. Each finding needs a number. Ask: “Two chose fish and five chose dog. How could you compare them in one sentence?” |
| 10 min | Then the mini-check Share a few findings aloud, then hand out the mini-check to see what each child can do. |
Two half-sessions instead? Write the findings in Session A. Sit the mini-check in Session B.
Watch for these ideas
- Writing a finding with no number, such as “dogs are the best”.
- Saying which is most but never comparing two rows.
- Stopping at the graph without saying what it tells us.
Answers
- Model findings: most children chose the dog (5); the fewest chose fish (2).
- There were 2 more dogs than cats; 10 children chose a pet altogether.
- Any two true findings with a number are correct.
Say what you found
Read the pet graph. Then write two true things the graph tells us. Put a number in each one.
Our class pets. One circle is one child.
My two findings
1. ________________________________________________
2. ________________________________________________
A sentence to help you
Most children chose the ____________. There were ____ more ____________ than ____________.
Picture tokens and labels
Cut out the tokens and the category labels. Place one token for each answer to build a picture graph, one token for one thing. Write on a label or use one of these: Apple, Banana, Orange, Pear, Dog, Cat, Fish. One set for the class is plenty.
Picture tokens
Category labels
Teacher note: the tokens are all the same size, so one token always means one answer. Keep them the same size when you place them and the graph stays fair.
Blank picture-graph grid
Write a category label at the start of each row, then lay one token in each box. Start every row at the line and keep the tokens the same size, so a longer row always means more.
Teacher note: the grid is reused on Days 1, 4 and 5, so every class graph is built the same fair way.
What we know: picture graphs
Work on your own. You can point and count if you like.
- How many pictures would you draw for 4 oranges? ____
- Look at the two graphs below. Which graph is fair to compare, A or B? ____
3. Read the pet graph
Our class pets. One circle is one child.
a. Which pet is the most? ____________
b. Which pet is the least? ____________
c. How many more chose the dog than the cat? ____
4. Draw a graph from the tally
| Fruit | Tally | How many |
|---|---|---|
| Apple | |||| | 4 |
| Banana | || | 2 |
| Pear | ||||| | 5 |
5. Say what you found
Write one true finding about the pet graph. Put a number in it.
Answers and marking guide
Pet graph: dog 5, cat 3, fish 2 (10 children in all). Fruit tally: apple 4, banana 2, pear 5 (11 in all).
Answers
- 4 (one picture for each orange).
- Graph B, the lined-up one (Graph A starts the rows in different places and uses different sized pictures).
- a. Dog (the longest row, 5). b. Fish (the shortest row, 2). c. 2 more (5 take away 3).
- Apple row 4 pictures, banana row 2, pear row 5, each lined up on the start line (11 pictures in all).
- Any true finding with a number, such as: most children chose the dog (5); there were 2 more dogs than cats; 10 children chose a pet.
A quick three-level guide
| Idea | Working towards | At standard | Beyond |
|---|---|---|---|
| One-to-one (Q1, Q4) | draws pictures with help | draws one picture for each answer, matching the count | explains that one picture stands for one thing |
| Fair line-up (Q2) | picks a graph by its look | picks the lined-up graph as the fair one | says why the crooked graph is not fair |
| Read the graph (Q3) | reads a row with help | names the most and least and reads how many more | reads how many more without counting one by one |
| Say the finding (Q5) | writes a finding with no number | writes a true finding with a number | compares two rows in one sentence with a number |
Five questions, four ideas. A child at standard draws one for one, picks the fair graph, reads the most and least, and writes a finding with a number.
Weekly class record
Jot a tick as you move around the room; the mini-check fills any gaps. A tick a day is plenty.
| Name | One for one | Line them up | Read the graph | Pile to graph | Say what you found |
|---|---|---|---|---|---|
The five columns are the five days: draw one for one, line them up, read the graph, build from a pile, and say what you found.