Pictograms and Data — Year 2 Lesson Plan
National Curriculum: Computing KS1 — use technology purposefully to create, organise, store, manipulate and retrieve digital content; recognise common uses of information technology beyond school.
Overview
Pupils are introduced to the concept of data as information that can be collected, organised, and represented visually. They conduct a simple class survey, record results using tally marks, and then transfer their data into a pictogram using age-appropriate software. Pupils practise reading pictograms to answer questions and begin to understand that the same data can be presented in different ways to communicate different things.
Learning Objectives
- Understand that data is information that can be collected and organised.
- Collect data using a tally chart and transfer it accurately into a pictogram.
- Read and interpret a pictogram to answer simple questions about the data.
- Explain what a pictogram shows and why using pictures makes data easier to understand.
Key Vocabulary
Suggested Lesson Structure
Show pupils a pre-made pictogram about a fun topic (e.g. favourite animals from a picture book). Ask three questions: which animal did the most pupils choose? How many pupils chose a cat? How many more chose dogs than rabbits? Establish that we can answer these questions just by reading the chart — introduce the word 'data'.
Explain that before we make a pictogram we need to collect data. Model a quick class vote on a question (e.g. favourite fruit: apple, banana, orange, strawberry). Record results on the board using tally marks, explain that each group of five makes counting easier, and then count the totals. Demonstrate entering these totals into a simple pictogram tool (e.g. J2Data, Purple Mash, or a Google Sheets pictogram template), choosing a symbol and setting the value per symbol.
Pupils conduct their own mini-survey in pairs, asking five classmates a question (pre-agreed, e.g. favourite colour from four options). They record responses using tally marks on a printed template, count totals, and then enter the data into the pictogram software with support. Teacher circulates, prompting: which column is tallest? What does that mean?
Pupils are given a completed pictogram showing data about reading (e.g. number of books read in a week by different children). They answer a set of written questions independently: who read the most books? How many books did Maya read? How many more books did Theo read than Sam?
Share two pictograms created by different pairs showing the same survey data but with different symbols or scales. Ask: do they show the same information? Which is easier to read? Why? Discuss: the way we present data affects how easy it is to understand.
Common Misconceptions
- Pupils often assume that one picture always means one item — always check and state clearly what each symbol represents before they begin reading or creating.
- Tally marks are sometimes drawn incorrectly with the fifth mark placed alongside rather than crossing the group — model the crossing diagonal explicitly.
Prior Knowledge
Pupils should already be able to:
- Ability to count objects and record totals.
- Experience answering questions from simple bar charts in Maths.
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