Form I Number: Graphing: Introduction (Pre K-2)

Graphing organizes data so patterns and relationships that might otherwise be missed stand out clearly. You can approach graphing as a in-stages process. 

Begin Graphing with Actual Objects

Groundhog's Day Predictions
An example of this is our Groundhog's Day Predictions graph.Everyone took a guess whether Punxsutawney Phil saw his shadow by putting the cookie the appropriate side up on the graphing chart.

Next Use Picture Graphs

Picture graphs use a pictorial representation of the actual object on the graph. We used paper buttons rather than actual buttons for one of our graphs. We had sorted actual buttons in many different ways, then they  made their own paper buttons, designing them any way they wanted. Once they were completed, they began graphing them in several ways, using different criteria. They used a piece of posterboard or a dry erase board to make your graph and they placed their buttons on where it is appropriate. First they graphed them according to how many holes they had and then they graphed them according to what shape they were, continuing on for as long as they wanted. 

What are some other things that can be graphed in this way? Any math manipulatives or items from junk boxes can be sorted in this way, with the student making paper representations. If you use the whole family to help with giving data, you can ask such questions as: What would you like for lunch? (If you have four options.) What color Lifesaver is your favorite? What would you like best for a birthday present? What game would you like to play? Use pictures of the different items, from magazine cut-out or student or teacher drawn to fill out the graph.

Graph comparing the number of diesel and steam engines at Railroad Trains, Part 3 Types of Trains

Lastly Symbolic Representation Graphs

Finally, you can now graph just with symbolic representation. For, example, James made a bar graph, comparing the number of diesel and steam engines in use from 1941-1981. You can easily see how the use of diesel engines went up while the use of steam engines went down.

source: Math Their Way, Mary Baratta-Lorton