Students will learn about reading charts and graphs by creating a glyph.
- Glyph Interpretation
- 9” x 12” white or
- Die cut shapes (1”
yellow and orange
circles, green stems
[straight and curved], 1”
red, orange, yellow,
green, blue, purple
triangles, green leaf,
green grass [2”x 6” and
4” x 6”], and yellow
- Teacher glyph
- Graph paper for student
- Rubric for graphs
Background for Teachers
Interpreting data is an important aspect of mathematics. Students
should find ways to read charts and graphs. Glyphs are a fun way to
figure out information about a person. They help to interpret and describe
data of many types.
Intended Learning Outcomes
3. Reason mathematically.
4. Communicate mathematically.
6. Represent mathematical situations.
Invitation to Learn
How would you like to create
a picture about you and see if your partner can figure out information about
you? First, let’s see if you
determine information about your teacher. Show a completed teacher
glyph. Have the students use the Glyph Interpretation
Sheet to explain
what they learned about the teacher.
- Students create their
own glyphs and have a partner interpret it.
- Provide chart for students
to read and make their own glyphs.
- Pass out materials for students to make
their own glyphs.
- When they are finished, place students in small groups
them interpret and compare glyphs to discover things that are the
same and/or different.
- In students’ journals,
using the Rubric for Graphs, have students
create their own bar graph, line graph, or picture or pictograph.
out large graph paper or have students graph one of the
areas in their journals.
- Tally, then graph, students’ gender,
favorite school subjects,
- Students gather the data with the teacher and tally
- Students graph the information for handwriting
favorite school subjects with crayons.
- How many students
- How many students like reading?
- How many student like spelling?
- Science? Writing? Art? Music?
- Determine the “scale” to
use for the bar graph.
- Give the graph a title. Label the horizontal
- Looking at the graph, have students determine the
class’ favorite subject.
- Students write a paragraph to interpret
their partner’s or class’
glyph or graph in their journal.
- Students create their own glyphs
for different holidays/seasons,
hobbies, likes/dislikes, or about their family.
- Picture graphs
are fun for students. A picture
graph of how
students get to school is included.
Types of glyphs
that can be made are:
- Baby block
- All about me
- Pumpkin patch
- Thanksgiving placement
- Gingerbread man
- Valentine postcard
- Silly shamrock
- Eggs-citing egg
- Rainy day
- Home sweet home
- Fast food
- Summer sunshine
- Design your own school year memories
- Use the list
of weekly clothespin questions. Each
student has a clothespin with his/her name on it to indicate his/her
choice on the chart for the week.
Put the students into pairs. Give each student a small checklist and have
them interpret a different glyph. Check to see if interpretations are correct.
Baker, S., Gersten, R., & Kae-Sik,
L. (2002). A synthesis of empirical research on teaching
mathematics to low-achieving students. Elementary School
Journal, 103(1), 51-73.
Retrieved March 11, 2004, from Ebscohost database.
This article discusses factors
contributing to the improvement of mathematics achievement of students, including
active instruction, which is critical for engaging students in learning.
Bernier, R. (2004). Making yourself indispensable by helping teachers create
Journal, 27(2), 24-25. Retrieved March 2, 2005, from Ebscohost database.
Helping teachers create rubrics helps students meet those content
standards. Various ways to use rubrics to document student achievement
are discussed in this article.