Mathematics

March 9,2015

Graphing using tally charts

Grade 1

1 class period

I.

Intended Student Outcomes/ Objectives

A) Students will identify the number of tally marks on a given graph.
B) Students will apply their knowledge of tally charts by counting the tally
marks for each graph used and answering given questions about those
graphs.

Common Core State Standards-Mathematics

1.MD.C.4-Represent and interpret data: 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 another.

II.

Preparation
A) Materials1) Student materials: Pencil, common core tally chart worksheets, crayons.
2) Teachers materials: Computer, overhead projector, dry erase markers,
sample tally graph (already prepared).
B) Need to do ahead of time1. Create sample tally graph
2. Gather student worksheets from workbooks

III. Body of the lesson

A) Introduction/setting the stage for learning

1. I will start the lesson by gathering the children at the carpet to explain
what a tally graph is. The students will already know what tally marks are
as we add and count tally marks daily for morning meeting coordinating
with the number of school days. I will refresh that a single tally mark
means one and four with a line across is equal to five tallys. I will show
the students a sample tally graph and explain that on the given graph
regarding favorite vegetables, students were surveyed (all asked the same
question) and the data or results are shown using tally marks on the
graph. Once the students seem comfortable with the concept, they will
return to their seats for the remainder of the lesson.
B) Procedure and Closure
1. First, students will gather on the carpet so I can show them what a tally
graph looks like and give them a refresher on what tally marks are and
how they will be used on the graph. Students will then return to their seats
and I will start the problem of the day with them on the overhead. Once
completed, students will begin their quick math sheet which gives them a
refresher on recently learned math skills. We will go over the answers
together, and once we have done this, I will go over the common core
state standard math sheet that they will be working on today. I will use the
computer to project the worksheet onto the overhead so the students can
all follow along with the first sample pages of the worksheet. We will
complete the first two pages together, then once students show they
understand the concept, they will finish the worksheets on their own. I will
offer for students to raise their hands for questions, then students will have

15 minutes to complete the worksheets. Their worksheets will be graded

and they must receive 85% or higher to show their understanding of this
concept.

IV. Evaluation/ Assessment

A) For this assignment, the assessment will be informal and I will use the
worksheets the students complete to check for mastery of the given concept.
It is made clear to the students that their best work must be put forth to let me
know they understand or do not understand the given concept, as if they do
not achieve 85% accuracy on their worksheet, they will need to re-do it with
me at recess the next day to ensure fluency in the given subject.

V. Modifications/ Differentiation
A) For varied learning styles, I use the computer and overhead presentation to
allow students that are visual learnings to see exactly the directions and expectations of
the given assignment. I also use the white board to demonstrate examples of the
concepts for visual learners as well. For auditory learners, my verbal presentation of
directions is fitting and they are comfortable to raise their hand with any concerns.
Students that require additional assistance with the lesson will receive such assistance
once the other students have branched off into their math station rotation.

VI. Reflection
A) Given the prior knowledge of the given subject, I think the lesson should go

fairly smoothly. Demonstrating what the final product will look like for the
students at the start of the lesson should clear up any confusion they might
have as to what is expected. On the worksheet, the students know they need
to do their best work and achieve 85% to show their understanding of the
material. I will be able to see here what aspects students might be having a
difficult time with and this will allow me to modify the lesson as I see fit for
upcoming students. The students will have ample class time to complete the
worksheets as well as the opportunity to ask me any questions they may have
on the material. Overall, I think this lesson should go very smoothly and
create a high level of understanding amongst the students.