Who says what?
0
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.
Task administration:
This task can be completed online or with pencil and paper. If completed online, automarking 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:
Key Competencies:
Keywords:
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.
For more information see The New Zealand Curriculum/Key Competencies
Learning Progression Frameworks
This resource can provide evidence of learning associated with within the Mathematics Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.Answers/responses:
Y2/3 (04/2018)  
a) 

easy 
b) 

easy 
c) 

easy 
d) 

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) 
Misread
Students may have read "No one" as "One".


a) 

Miscounting
Students have not correctly counted the numbers of cats and dogs.

c)
d)


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 recount 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: