Apple Seeds: Picturing, Combining, and Graphing!

Math Grades 1st Grade 4:53 Video
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Lesson Description

Let's learn about adding groups of objects and showing our findings on a graph, just like counting seeds on an apple!

Video Resource

Grade 1: Math Lesson #19 Picturing And Combining Sets; Graphing A Picture On A Pictograph

The Eagle's Nest - Our Online Classroom

Duration: 4:53
Watch on YouTube

Key Concepts

  • Combining Sets
  • Pictorial Representation of Numbers
  • Graphing Data

Learning Objectives

  • Students will be able to combine two sets of objects (seeds) to find the total.
  • Students will be able to represent the combination of sets through drawings.
  • Students will be able to organize data into a simple pictograph and interpret the results.

Educator Instructions

  • Introduction (5 mins)
    Begin by showing students a real apple (if possible). Ask them how many seeds they think are inside. Explain that today, we're going to explore how to picture and combine sets of objects using a pretend apple and seeds.
  • Combining Sets with Apples and Seeds (10 mins)
    Mimic the video by drawing an apple on a whiteboard or large paper. Use small objects (like beans or counters) as seeds. Place a few 'seeds' on one side of the apple and a few on the other. Ask students to count the seeds on each side and then combine the two sets to find the total. Repeat with different numbers of seeds. Encourage the students to draw the seeds on each side of the apple, then count all of the seeds together.
  • Creating a Pictograph (10 mins)
    Explain what a pictograph is (a graph that uses pictures to show information). Draw a simple pictograph on the board with three categories: Apples with 7 Seeds, Apples with 8 Seeds, Apples with 9 Seeds. Based on previous examples, have students draw an apple in the corresponding category for each seed combination. Explain to the students that a graph is like a visual representation of a collection of data.
  • Interpreting the Graph (5 mins)
    Ask questions about the pictograph: Which category has the most apples? Which category has the fewest? How many apples had 8 seeds? This reinforces the understanding of how to read and interpret data from a graph.
  • Independent Practice (10 mins)
    Give each student a worksheet with pre-drawn apples. Provide different number combinations (e.g., 5 seeds on one side, 2 on the other). Have them draw the seeds, combine the sets, and record the total. Then, have students create their own pictograph based on these findings.

Interactive Exercises

  • Apple Seed Hunt
    Hide a collection of objects (seeds) around the classroom. Have students work in pairs to find groups of 'seeds' then combine their sets to find the total number of seeds hidden.
  • Graphing Our Favorite Fruits
    Have each student choose their favorite fruit. Create a class pictograph showing the number of students who like each fruit. Discuss which fruit is the most popular and least popular.

Discussion Questions

  • What does it mean to combine two sets of objects?
  • How does drawing pictures help us solve math problems?
  • Why are graphs helpful for showing information?

Skills Developed

  • Addition
  • Data Representation
  • Problem-Solving

Multiple Choice Questions

Question 1:

What does it mean to COMBINE two sets of objects?

Correct Answer: To put them together

Question 2:

If you have 3 seeds on one side of an apple and 2 seeds on the other, how many seeds do you have in ALL?

Correct Answer: 5

Question 3:

What is a pictograph?

Correct Answer: A graph that uses pictures

Question 4:

If you have 4 apples with 7 seeds and 2 apples with 8 seeds, which kind of apple do you have MORE of?

Correct Answer: Apples with 7 seeds

Question 5:

What can you use to represent seeds on an apple?

Correct Answer: Beans

Question 6:

What number is bigger than 7?

Correct Answer: 8

Question 7:

What number comes before 4?

Correct Answer: 3

Question 8:

If you have 1 apple with 7 seeds, how would you show that on a graph?

Correct Answer: Draw 1 apple in the '7 seeds' section

Question 9:

Which fruit was used in the video to show combining sets?

Correct Answer: Apple

Question 10:

What are the small things inside the apple that we counted called?

Correct Answer: Seeds

Fill in the Blank Questions

Question 1:

When we put things together, we ________ them.

Correct Answer: combine

Question 2:

A __________ uses pictures to show information.

Correct Answer: pictograph

Question 3:

3 seeds and 4 seeds make _____ seeds in all.

Correct Answer: 7

Question 4:

Drawings can help us solve _______ problems.

Correct Answer: math

Question 5:

When we count, we can say the _________ of objects.

Correct Answer: number

Question 6:

If I have 2 apples with 9 seeds, there are ______ apples total.

Correct Answer: 2

Question 7:

We put fake ________ on our apples for math.

Correct Answer: seeds

Question 8:

The numbers we combined were less than _________ .

Correct Answer: 10

Question 9:

More is the opposite of ________ .

Correct Answer: less

Question 10:

The total number of seeds is all the seeds _______ together.

Correct Answer: added

Educational Standards

CCSS.Math.Content.1.OA.A.1:Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. CCSS.Math.Content.1.MD.C.4:Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. CCSS.Math.Content.1.OA.C.6:Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

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