Foundations of Mathematical Thinking · 1st Year

Active learning ideas

Creating Pictograms

Active learning with pictograms helps first-year students grasp data representation through movement and discussion, making abstract symbols concrete. When students collect their own class data, they engage with real examples, which strengthens number sense and communication skills more effectively than abstract worksheets alone.

• NCCA Curriculum Specifications
• NCCA: Primary - Data

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Project-Based Learning
• 30 min · Pairs

Whole Class Survey: Favorite Colors

Conduct a class poll on favorite colors using hands raised or voting cards. Tally results on the board. In pairs, students draw pictograms with a key where each colored circle equals two votes, add titles, and present to the class.

Design a pictogram to show our favorite colors.

Facilitation Tip

During Whole Class Survey: Favorite Colors, circulate with a clipboard to model tallying and ask students to predict which color will have the most votes before collecting data.

What to look for

Provide students with a small set of pre-collected data (e.g., 10 students chose red, 15 chose blue, 5 chose green). Ask them to create a pictogram on a half-sheet of paper, including a title, labels, and a key where each symbol represents 5 votes. Check for accuracy in representation and clarity of the key.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 02

• Project-Based Learning
• 45 min · Small Groups

Small Groups: Playground Favorites

Groups survey classmates on preferred playground activities during break. Record tallies, select simple symbols like a swing for each activity. Create and label pictograms on large chart paper, then rotate to interpret peers' work.

Explain why we use pictures in a pictogram instead of just numbers.

Facilitation Tip

During Small Groups: Playground Favorites, provide sticky notes for students to record their own votes before combining group results to reduce tallying errors.

What to look for

Display a simple pictogram on the board with a clear key. Ask students to write down the answer to two questions: 'How many votes did [category X] receive?' and 'Which category received the most votes?' This checks their ability to read and interpret the visual data.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 03

• Project-Based Learning
• 25 min · Pairs

Pairs: Class Pets Pictogram

Pairs brainstorm pet types, survey five peers each. Agree on a key, such as one paw print for three votes. Draw pictograms side-by-side for comparison and discuss which is clearest.

Analyze what makes a pictogram easy to understand.

Facilitation Tip

During Pairs: Class Pets Pictogram, give pairs only one sheet of grid paper between them to encourage negotiation on symbol placement and scale.

What to look for

Have students complete their pictograms of class data. Then, have them swap with a partner. Instruct students to check their partner's pictogram for: 1. A clear title. 2. Correctly drawn symbols. 3. An accurate key. 4. Correct representation of the data. Partners can offer one suggestion for improvement.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 04

• Project-Based Learning
• 20 min · Individual

Individual: Family Data Challenge

Students collect family data on favorite meals at home. Choose symbols and a key to make a personal pictogram. Share in a gallery walk, noting effective features from others.

Design a pictogram to show our favorite colors.

Facilitation Tip

During Individual: Family Data Challenge, have students share their final pictograms with a partner to practice explaining their design choices.

What to look for

Provide students with a small set of pre-collected data (e.g., 10 students chose red, 15 chose blue, 5 chose green). Ask them to create a pictogram on a half-sheet of paper, including a title, labels, and a key where each symbol represents 5 votes. Check for accuracy in representation and clarity of the key.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

A few notes on teaching this unit

Experienced teachers approach pictograms by first letting students experience the problem of miscommunication when symbols lack clear labels or scales. Use anchor charts with examples of strong and weak pictograms, and guide students to co-create criteria for effective design. Avoid rushing to correct errors—instead, facilitate peer feedback so students discover gaps in their own work through discussion.

By the end of these activities, students will confidently collect data, design clear pictograms, and explain their choices using titles, labels, and keys. They will also analyze peers’ pictograms, offering respectful feedback on accuracy and clarity.

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Watch Out for These Misconceptions

• During Whole Class Survey: Favorite Colors, watch for students who draw one apple for each vote without checking the key.

  Pause the activity and ask students to compare their symbols to the key. Use a quick physical model, such as linking cubes or counters, to show how the same data looks different with varying scales.

• During Small Groups: Playground Favorites, watch for groups that skip labeling the axes or adding a title.

  Display a sample of their work and ask, 'Would someone else know what this pictogram is about without asking you?' Guide them to add a title and label each axis before sharing.

• During Pairs: Class Pets Pictogram, watch for pairs who choose vague symbols like a generic 'animal' instead of a specific pet.

  Have pairs swap pictograms with another pair and guess the categories. The confusion reveals the need for clearer symbols, so they revise before finalizing.

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Methods used in this brief

• Project-Based Learning