Who says what?

Who says what?

Auto-markingPencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about information in pictographs.
Marama School students made statements about their pictographs.
Look at each pictograph and choose which person made the correct statement.

Question

Pets in Kōwhai Class
graph showing the pets in kowhai class
a)  Which student made the correct statement about the pictograph Pets in Kōwhai Class?

    • Boy saying "There are five pet dogs."

    • Young person saying "There are more pet cats than pet dogs."

    • boys saying "There are four pet fish and four pet rabbits."

    • girl saying "There are two pet rats."

Question

 Ice Cream Flavours that students in Rimu class like
Rimu-ice-cream.PNG
b)  Which student made the correct statement about the pictograph above?

    • boy saying "Five children like chocolate ice cream."

    • boy saying "No one in Rimu likes caramel ice cream."

    • girl saying "one child likes vanilla ice cream."

    • girl saying "hokey pokey is the most liked ice cream."

Question

Favourite Fruit of students in Rata Hub
Rata-fruit-ii.png
c)  Which student made the correct statement about the pictograph Favourite Fruit of students in Rata Hub?

    • girl saying "pear is the least favourite fruit."

    • boy saying banana is the favourite fruit."

    • boy saying "Ten students chose strawberries as their favourite fruit."

    • boy saying "apples and oranges are equal favourites of students."

Question

How students in Kōwhai came to school today
came-to-school.png
d)  Which student made the correct statement about the pictograph How students in Kōwhai came to school today?

    • girl saying "Ten students walked to school today."

    • person saying "Three more students walked than came by car today."

    • boy saying "More students came by scooter than walked to school today."

    • girl saying "Five students came to school by bus today."

Task administration: 
This task can be completed online or with pencil and paper. If completed online, auto-marking will be displayed to students.
 
This task could be completed with individuals, in small groups, or as a whole class. 
 
It may help to model how to carry out this task by completing the first question as a class or group.
Level:
1
Curriculum info: 
Maths, Statistics, Statistical literacy
Key Competencies: 
Using language, symbols, and texts
Keywords: 
pictographs, graph interpretation
Description of task: 
Students select the correct statement that matches a given graph.
Curriculum Links: 
Key competencies: This resource relates to the Key Competency: Using language, symbols, and texts.
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Interpreting statistical and chance situations, sets 1-2
within the Mathematics Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
    Y2/3 (04/2018)
a)
Kowhai pets statement 3
 easy
b)
hokey-pokey-ii.png
 easy
c)
favourite fruit statement 4
 easy
d)
WSW-d-ii.png
 moderate
Based on an online sample of Year 2 and 3 students
Teaching and learning: 
This resource is about statistical literacy: being able to interpret statements that others have made about a graph.

Students need to have some familiarity with pictographs and an understanding of concepts such as more, favourite, least, equal, and none.  
Diagnostic and formative information: 
  Common error Likely misconception
b) favourite-ice-cream-statement-1.png
Misread
Students may have read "No one" as "One".
a)
WSW-a-ii.png
Miscounting
Students have not correctly counted the numbers of cats and dogs.
c)
 
 
 
 
 
d)

WSW-c-iii.png

 
travel-school-statement-1.png
 
 Students have seen a large number of 'strawberries' or 'walking students' in the pictographs and assumed there are 10 of each.
 
Next steps: 
Misreading
For students who may have misread a statement, ecnourage them to go back and read the statements again carefully or arrange for the statements to be read out to the student.
 
Miscounting
For students who have miscounted or seen a large number of items in the pictograph and assumed there are '10', have the students count or re-count the items.  
Students could also work in pairs and check each other's counting.
 
Making own statements
For students who identified all four statements correctly, have them write their own true and/or false statements about the graphs in this resource.  This could be done individually or in pairs.   Have the students begin by making two statements only - one true, one false, then move on to three or four statements, one or more of which is false.  These could be given to classmates who could be asked to identify which ones are true and which are false.
 
Once the use of graphs in this resource has been exhausted, find other pictographs.  A Google search will generate a wide range.  Note: Take care when selecting images from the internet.  Many pictographs use one symbol to represent more than one item.  This could be confusing for students who are just beginning to interpret pictographs.  
 
Alternatively, the class could generate their own pictograph/s and make true and false statements about these graphs.  Popular topics include those used in this resource as well as other 'favourites' (e.g., sandwich fillings, toys, sports, pizza toppings) as well as birthday months, nationalities, languages spoken, bugs found in the school grounds etc, or something related to the current inquiry topic.  
 
Once students are familiar with pictographs, simple bar graphs could be introduced and this activity could be repeated with them. 

The NZMaths resource Match ups has a selection of bar graphs that can be used to generate statements and to match statements to graphs.
The NZMaths resource Match ups has a selection of bar graphs that can be used to generate statements and to match statements to graphs.
 
The following are Level 1 and 2 resources that involve graph interpretation: