Bar Graphs and Picture Graphs Lesson Plan (Grade 1)

ByTeaching Resources Desk Lesson Plans
Learning graphs with fun visuals

Grade Band: Early Primary (K–1)
Subject Area: Mathematics

This free classroom lesson helps young learners understand how graphs show information. Students collect real data from their classroom, organize it visually, and learn how to read and explain picture graphs and bar graphs.

Overview

Students begin with real objects they can see and touch. They sort items, compare quantities, and gradually move to pictures and finally to simple bar graphs. Throughout the unit, students ask questions, make predictions, and explain what the graph tells them using their own words.

Learning Goals

  • Sort objects into categories
  • Create and read picture graphs
  • Create and read simple bar graphs
  • Compare quantities (more, less, equal)
  • Use graphs to answer questions

Materials

  • Chart paper or whiteboard grid
  • Sticky notes or small paper squares
  • Classroom objects (leaves, shoes, crayons, counters, or blocks)
  • Glue sticks
  • Student math journals or paper
  • Crayons or colored pencils
  • Clipboard and pencil (for surveys)
  • One die per student

Preparation

  • Create a large grid on chart paper or board
  • Prepare small labels for categories (color, type, yes/no)
  • Arrange an open floor area for students to stand in graph columns
  • Prepare simple blank bar graph worksheets

Teaching Procedure

Each session fits a standard class period of 45–50 minutes.

Session 1 – Sorting and Object Graphs

  1. The teacher places a collection of classroom objects on a table and asks students how they could be sorted. Students suggest categories and help group the objects.
  2. Activity: The teacher creates columns on chart paper labeled by color or type. Students each place one object or sticky note into a column. Materials: chart grid and objects. Students physically sort items and demonstrate understanding by placing them correctly.
  3. The teacher asks questions such as “Which column has the most?” and students answer by observing the graph.
  4. Students draw the classroom graph in their journals and write or dictate one sentence about what it shows.

Session 2 – People Graphs

  1. The teacher explains that people can be part of a graph too and asks a yes/no question (example: “Do you have a pet?”).
  2. Activity: Two floor columns labeled YES and NO are taped on the floor. Students stand in the column that matches their answer. Materials: masking tape floor lines. Students physically form the graph and show understanding by positioning themselves.
  3. The class counts how many students are in each group and records the totals.
  4. Students transfer the results to paper by coloring squares in a simple bar graph.

Session 3 – Picture Graphs

  1. The teacher conducts a class survey about a favorite item (food, animal, or recess activity).
  2. Activity: Each student receives a small picture square and glues it into the matching column on a large chart. Materials: picture squares, glue, chart grid. Students build a picture graph and demonstrate understanding by matching their choice to the correct category.
  3. The teacher guides discussion using questions about most, least, and equal groups.
  4. Students create their own small picture graph in their journal.

Session 4 – From Pictures to Bar Graphs

  1. The teacher explains that bar graphs show the same information as picture graphs but use bars instead of pictures.
  2. The class looks at the picture graph and counts how many pictures are in each column.
  3. Activity: Students color vertical bars on a worksheet to match the number counted. Materials: bar graph sheet and crayons. Students create a bar graph and demonstrate understanding by matching the heights to the data.
  4. Students answer teacher questions about the graph and explain their answers verbally.

Session 5 – Chance and Data

  1. The teacher demonstrates rolling a die and recording the number on a class chart.
  2. Activity: Students roll their own die 15–20 times and color a square each time a number appears. Materials: die and graph sheet. Students collect data and demonstrate understanding by recording each roll.
  3. Students identify which number appeared most and least.
  4. The class compares predictions to actual results and discusses what they learned.

Assessment

  • Correct placement of items on graphs
  • Ability to answer questions about the data
  • Completion of a bar graph showing accurate counts
  • Student explanation of what the graph shows

Differentiation

  • Provide counting support using number lines or counters
  • Allow verbal explanations instead of written sentences
  • Challenge advanced students to create their own survey question

Extension Ideas

  • Graph daily weather conditions for a week
  • Survey another class and compare results
  • Create a home survey with family members and bring results to school

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