MATH UNIT 6: Tally Charts and Picture Graphs

Introduction
This unit focuses under that math category of measurement and data. Up until this point,
the first-grade students have focused on operations and algebra with addition and
subtraction. This unit will now have students exploring data analysis by looking at three
categories of data. The first-grade students will be learning how to collect, organize,
represent, and interpret data. They will use the addition and subtraction skills learned
already to answer problems regarding the data.

Rationale
Through the first lesson students will understand how tally charts can be a useful way
record data. It also can be a way for students to organize certain kinds of data. The
second lesson shows students another way to present and organize data; that way is
through the use of a picture graph. The third lesson teaches students that there are some
problems that are better solved using a tally or picture graph. The last lesson is how to
solve for an unknown part or whole with given information. It is important that students
will be able to understand what a problem is, have a plan to solve it, and keep trying even
when it is difficult.

Goals
 Understanding how tally charts are useful for recording and organizing data.
 Knowing how to collect and organize data to make a picture graph.
 Understanding how tally charts and picture graphs can help solve problems.
 Knowing how to make, read and analyze a tally chart or picture graph.
 Understanding what a problem is, have a plan to solve it, and keep trying.

Guiding Questions
 What are ways we can collect, show, and understand data?
 How can data be organized into categories?
 How can tally charts be useful for recording and organizing data?
 How can we use the data collected in a tally chart to make a picture graph?
 How can picture graphs be useful for organizing data?
 What is the easiest way to collect and organize data?
 How can tally charts and picture graphs help solve problems and answer
questions?
 How do tally charts and picture graphs help solve comparison problems?
 How do we use the data to make addition and subtraction equations?
 How can the data collected help solve a problem where one part or the whole is
unknown?
 How do we persevere to solve hard problems about sets of data?
 What different solutions can we use to solve a problem?
 LESSON PLAN 1
 
INSTRUCTIONAL UNIT:
 TEACHER COURSE EDUC 389 GRADE 1st LESSON TITLE
 Mrs. Culbertson     Organize Data into Three
DAY SUBJECT Math Categories
Monday  
  LENGTH OF LESSON
45 minutes 
 
CONTENT STANDARDS AND CONTENT OBJECTIVES
SUBJECT STANDARD GOAL OF UNIT
 CCCSTM.1.MD.10 By the end of this unit the 1st grade student will
Organize, represent, and interpret data with up to three understand how to collect, organize, represent, and
categories; ask and answer questions about the total interpret data for at least three categories.
number of data points, how many in each category, and  
how many more or less are in one category than in OBJECTIVE OF LESSON
another. Students will organize data into categories.
   
 MULTIPLE INTELLIGENCE ADDRESSED
Intrapersonal: Data collected and shared from home for
INTO part of lesson.
Visual/Spatial: Seeing how data needs to be done in an
organized way.
Verbal/linguistic: answering informal questions
throughout the lesson
Mathematical/logical: thinking critically how to organize
the data
Musical: Counting by 5s song
Bodily/kinesthetic: Can dance to counting 5s song

 
ASSESSMENT
STRATEGY FOR ASSESSMENT
-Informal questions to evaluate understanding of material throughout the lesson.
-Students will demonstrate understanding of tally marks with individual white board activity during lesson.
-Independent practice worksheet will determine what homework they get sent home with (intervention, on-level, or
advanced)
 
   
 
LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
-Students who struggle with tally mark understanding will be get help from an aide or peer partner. If extra practice
is still needed at home they will work with a parent to collect data from around the house and make tally marks as
they count.
-Their homework will depend on how well they complete the independent worksheet. If they need a lot more help,
they will get the intervention worksheet. If they need some help, they will get the on-level worksheet. If they have
mastered the independent work, they will go home with an advanced worksheet.

MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED

Document 6-1a (sent home Friday before unit and brought back today), Whiteboard, dry erase markers, poster paper,
markers, laptop/projector, YouTube Video (https://www.youtube.com/watch?v=2rzFfWxsJgo&t=23s), 25 student
white boards, 25 student dry erase markers, image 6-1b and image 6-1c, independent work document 6-1d
 
   
 
 STEPS THROUGH THE LESSON
INTO (Orientation) RATIONALE
- I will ask students if they completed their at home - I want the students to feel like they are being involved
assignment (6-1a). On the white board I would write so the data to introduce the topic is being given by
down their names and how much they got of each what they did at home.
answer next to their name.
-------------------------------------------------------------------- -----------------------------------------------------------------
- I would start asking questions about the data: “Which - The students will see that the way I wrote out the data
answer had the most? Which answer had the least? How they collected makes it difficult to answer questions
many people were surveyed all together? Why is it hard about it.
to answer these questions? Is there a better way we could
record the data to answer the questions?
-------------------------------------------------------------------- -----------------------------------------------------------------
- - This will help set up how tally marks can be an easy
- Use a poster paper to show how we could write down the way to record data.
three categories (car, train, and airplane) and just record
the total number next to the category.

 
 
 
 
THROUGH RATIONALE
- Introduce tall marks: what they are, how to make them, - Students need this knowledge to understand what a tally
and how to use them to record data. When teaching how mark is and how to use it for this unit. The YouTube
to make tally marks for five, show YouTube video on video allows the student to access prior knowledge when
counting by 5s. we watched this video in previous units. Also allows
students to get out of their seats to dance.
---------------------------------------------------------------------- ---------------------------------------------------------------------
- Pose the question: “What animal would you like to have - This will allow the students watch me put into practice
as a pet? Monkey, koala, or a Lemur.” On the white board what I taught them about making tally marks. I will
write out the 3 categories. Go around the room to each remind them about how to make the 5th tally mark as I
student and get their answer. As their answer is given, I need to make it.
will make a tally mark for their answer. Go over the data
to count up the answers for each category. Ask “Which
animal had the most tally marks? How many kids
answered or were surveyed?”
---------------------------------------------------------------------- --------------------------------------------------------------------
- Have students get out their white boards and dry erase - This activity will help me to informally assess how the
markers. Display image 6-1b through the projector. One students are grasping how to make and read tally marks.
at a time, count how many objects are in each row and
then have the students make the tally marks on their white
boards. The will hold them up each time for me to see and
then start over for each new row. Now project image 6-1c
to show tally marks. Repeat the same process, except
students will write the numerical number that is being
represented by the tally marks.
 
 
 
BEYOND RATIONALE
-  Students will complete independence practice -Once students complete their independent work, I will
worksheet 6-1d. I will walk around the room and help as evaluate how well they completed the material. Their
needed. Students who need extra help will be put in a results will determine which worksheet they take home
small group to work together or with an aide. for homework (intervention, on-level, advanced)
 
 
 
 
 LESSON PLAN 2
 
INSTRUCTIONAL UNIT:
 TEACHER COURSE EDUC 389 GRADE 1st LESSON TITLE
 Mrs. Culbertson     Collect and Represent Data
DAY SUBJECT Math
Tuesday   LENGTH OF LESSON
  45 minutes 
 
CONTENT STANDARDS AND CONTENT OBJECTIVES
SUBJECT STANDARD  MULTIPLE INTELLIGENCE ADDRESSED
 CCCSTM.1.MD.10 Interpersonal: Answering questions throughout the lesson.
Organize, represent, and interpret data with up to three Visual/Spatial: Seeing how data needs to be done in an
categories; ask and answer questions about the total organized way.
number of data points, how many in each category, and Verbal/linguistic: answering informal questions throughout
how many more or less are in one category than in the lesson
another. Mathematical/logical: thinking critically how to organize
CCCSTM.1.OA.1 the data
Use addition and subtraction within 20 to solve word Bodily/kinesthetic: Get will stand by the poster of their
problems involving situations of adding to, taking from, choosing for the INTO part of lesson. Students will get to
putting together, taking apart, and comparing, with help with making tally marks and picture graphs in
unknowns in all positions THROUGH lesson.
  GOAL OF UNIT
By the end of this unit the 1st grade student will
understand how to collect, organize, represent, and
interpret data for at least three categories.
 
OBJECTIVE OF LESSON
Students will collect and organize information using a
picture graph.
 
 
ASSESSMENT
STRATEGY FOR ASSESSMENT
 -Informal questions to evaluate understanding of material throughout the lesson.
-Use student white boards to see if they retained how to make and read tally marks from previous lesson.
-Independent practice worksheet will determine what homework they get sent home with (intervention, on-level, or
advanced)
   
 
LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
-Students who struggle with understanding picture graphs will be get help from an aide or peer partner. If extra
practice is still needed at home, they will work with a parent to collect data from around the house and make a
picture graph.
-Their homework will depend on how well they complete the independent worksheet. If they need a lot more help,
they will get the intervention worksheet. If they need some help, they will get the on-level worksheet. If they have
mastered the independent work, they will go home with an advanced worksheet.

MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED

Laptop/projector, YouTube Video (https://www.youtube.com/watch?v=ZcGb5u2qigY), student white boards,
student dry erase, Black Panther, Thor, and Captain Marvel posters, whiteboard, dry erase marker, image 6-2a,
image 6-2b, independent work document 6-2c
 
   
 
 STEPS THROUGH THE LESSON
INTO RATIONALE
-When students walk in, I will play the YouTube video. It -I want to incorporate children’s literature book that
is a read aloud of the book titled “Tally O’Malley.” I will discusses tally marks so students can see how they might
ask questions throughout the book at how much each tally want to use it in real life.
total represents. I will ask them why they think she chose
to have her family make tally marks instead of just
counting.
---------------------------------------------------------------------- ----------------------------------------------------------------------
-Students will take out their dry erase boards and markers. -This activity will let me see how well the students are
I will give them a number, and then they will show me understanding tally marks and to refresh them on what
their answers. We will do this 10 times. they learned yesterday. It will be needed for today’s
lesson.
---------------------------------------------------------------------- ----------------------------------------------------------------------
-On three walls of the classroom, I will have 3 super-hero -I do not want the students to not always be sitting at
posters (Black Panther, Thor, Captain Marvel) hanging desks, so this gives them a chance to get up and move
up. I will tell the students that I want them to go stand by around. Superheroes are popular with kids. I specifically
the poster of whichever Marvel superhero they think has chose 3 diverse characters. This data collection will lead
the best movie poster. We will count up how many are at into today’s lesson.
each poster and make a tally chart on the white board.
 
THROUGH RATIONALE
-After the students return to their seats, I will project the -I think students will enjoy seeing superhero logos as an
image 6-2b on the wall. I will use the website example for picture graph. The data also relates to them
ExplainEverything.com to make the picture graph since they were the data. The questions will let the kids
interactive. I will move the logo icons to make it represent explore and decide for themselves which way is easier for
the same information we got on our tally data on the them to look at. Comparing and contrast helps them see
white board. how the same data can be presented in two ways.
- “What does each picture stand for? Does any of the data
change depending on if we use a tally chart or a picture
graph? Which is easier to use and understand? Why? Why
do they call it a picture graph? What is the same about
these two ways and what is different?”
---------------------------------------------------------------------- ----------------------------------------------------------------------
- I will continue to use ExplainEverything.com but have a -Students will love to be included in collecting data and
blank image to make pictographs. I will ask the students offering suggestions. The having the technology I will be
to give me suggestions on questions they can ask their able to look up any image they want to use for the picture
peers with 3 possible answer choices. I will use 3 graph. This will make it more appealing to them because
different student ideas. We will walk through how to we are doing it all together. Students will be able to come
make a title for the graphs, label the categories, collect the up to help me make tally marks and put the correct number
tally mark data, transfer into a picture graph, and analyze of icons for the picture graph. The questions will help
the data. them see that they analyze the data the same as they did
- “What should the title be of the graph? What should we yesterday with the tally marks.
label each category? How could I make the picture graph
vertical? Which answer has the most? The least? What
would be a true statement about the data? What would be
a false statement? What equation would we use to figure
out the total number surveyed?”
 
 
BEYOND RATIONALE
- Students will complete independence practice worksheet -Once students complete their independent work, I will
6-2c. I will walk around the room and help as needed. evaluate how well they completed the material. Their
Students who need extra help will be put in a small results will determine which worksheet they take home
group to work together or with an aide. for homework (intervention, on-level, advanced)

 
 

LESSON PLAN 3
  
INSTRUCTIONAL UNIT:
 TEACHER COURSE EDUC 389 GRADE 1st LESSON TITLE
 Mrs. Culbertson     Interpret Data
DAY SUBJECT Math
Wednesday   LENGTH OF LESSON
  45 min
 
CONTENT STANDARDS AND CONTENT OBJECTIVES
SUBJECT STANDARD  MULTIPLE INTELLIGENCE ADDRESSED
 CCCSTM.1.MD.10 Interpersonal: Answering question for survey data.
Organize, represent, and interpret data with up to three Intrapersonal: Collectively deciding on what questions we
categories; ask and answer questions about the total will use for the survey
number of data points, how many in each category, and Visual/Spatial: Seeing how data needs to be done in an
how many more or less are in one category than in organized way
another. Verbal/linguistic: Answering informal questions throughout
 CCCSTM.1.OA.1 the lesson
Use addition and subtraction within 20 to solve word Mathematical/logical: Thinking critically how to organize
problems involving situations of adding to, taking from, the data
putting together, taking apart, and comparing, with Bodily/kinesthetic: Playing instruments to song, getting up
unknowns in all positions to help with interactive board
Music: Listening and playing to the beat of the song
GOAL OF UNIT
By the end of this unit the 1st grade student will
understand how to collect, organize, represent, and
interpret data for at least three categories.
 
OBJECTIVE OF LESSON
Students will be able to interpret data that is organized.
 
 
ASSESSMENT
STRATEGY FOR ASSESSMENT
-Informal questions to evaluate understanding of material throughout the lesson.
-Independent practice worksheet will determine what homework they get sent home with (intervention, on-level, or
advanced)
   
   
 
LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
-Students who struggle with understanding picture graphs will be get help from an aide or peer partner. If extra
practice is still needed at home, they will work with a parent to collect data from around the house and make a
picture graph and answer comparing questions of more and fewer.
-Their homework will depend on how well they complete the independent worksheet. If they need a lot more help,
they will get the intervention worksheet. If they need some help, they will get the on-level worksheet. If they have
mastered the independent work, they will go home with an advanced worksheet.

MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED

 Laptop/projector, YouTube video (https://youtu.be/Us8BR_6edmE), maracas, shakers, drums, rhythm sticks, image
6-3a, image 6-3b, image 6-2b, independent work document 6-3c
 
   
 

STEPS THROUGH THE LESSON

INTO RATIONALE
 -When the students walk into class there will be a type of
instrument on their desk (maraca, shaker, drum, rhythm
sticks). I will plays the YouTube video
(https://youtu.be/Us8BR_6edmE). The students will do
the beat with the lady on the video when she does the
instrument they have on their desk.
----------------------------------------------------------------------
-After I collect the instruments, I will display image 6-3a
on the wall. I will ask questions and have the students
answer. “What does the data in the picture graph tell you?
Which instrument is liked the best? The least? How do
you know? How do you know more students like the
piano than the guitar? How do you know students like the
drum less than the guitar?
THROUGH
-I will display image 6-3b on ExplainEverything.com so it
can be used interactively. I will have the students come up
and help me make the tally marks and then draw the
happy faces on the picture graph. We will then work
through different questions.
-----------------------------------------------------------------------
- “What does it mean to compare?” (alike/different) “What
are some words that signal comparing?” (more, fewer,
least, greatest, most) “How many more students have
turtles than pigs? How many more students have dogs
than pigs? How many fewer have turtles than dogs? How
many fewer have pigs than turtles? How many students
have pets?”
-----------------------------------------------------------------------
-With all of the comparing questions I will ask them how
we could solve it. I will want to show them how they
could do it with an equation or how they could cross out
on the picture graph to get the answer.
-----------------------------------------------------------------------
-I will use the blank image chart from yesterday (image 6-
2b) on ExplainEverything.com. The students will help me
pick a question with 3 possible answers. The students will
help me tally up everyone’s answers, pick pictures for the
picture graph, and make the picture graph. We will then
work through my same comparing questions that we did
for image 6-3b.
BEYOND
- Students will complete independence practice worksheet
6-3c. I will walk around the room and help as needed.
Students who need extra help will be put in a small
group to work together or with an aide.
LESSON PLAN 4
INSTRUCTIONAL UNIT:
-The first pictograph we will look at is about instruments,
so I thought this would be a fun way to integrate music
into this lesson. The kids will learn about staying on a
beat.
----------------------------------------------------------------------
-I want the students to think critically about what different
information they can get from the picture graph. This will
lead into the next part of the lesson.
RATIONALE
-I want students who need extra help with tallying or
making a picture graph to be the ones to help me do it on
the interactive board.
----------------------------------------------------------------------
-I want the students to use critical thinking skills to see
how they think we can solve the problems. This will help
me see who might know how to already and what ideas
they come up with. I will guide them with more ideas if
any aren’t covered.
----------------------------------------------------------------------
-This will let me show them that there is more than one
way to solve the problem and they can choose what is
easiest for them.
----------------------------------------------------------------------
-This is reinforcing what we already did with my premade
survey from before. I want new data so they feel included
but also so they can see the same questions being done
with new answers.
RATIONALE
-Once students complete their independent work, I will
evaluate how well they completed the material. Their
results will determine which worksheet they take home
for homework (intervention, on-level, advanced)
  TEACHER COURSE EDUC 389 GRADE 1st LESSON TITLE
 Mrs. Culbertson     Continue to Interpret Data
DAY SUBJECT Math
Thursday   LENGTH OF LESSON
  45 minutes 
 
CONTENT STANDARDS AND CONTENT OBJECTIVES
SUBJECT STANDARD  MULTIPLE INTELLIGENCE ADDRESSED
 CCCSTM.1.MD.10 Interpersonal: Answering question for survey data.
Organize, represent, and interpret data with up to three Intrapersonal: Collectively deciding on what questions we
categories; ask and answer questions about the total will use for the survey
number of data points, how many in each category, and Visual/Spatial: Seeing how data needs to be done in an
how many more or less are in one category than in organized way
another. Verbal/linguistic: Answering informal questions throughout
 CCCSTM.1.OA.1 the lesson
Use addition and subtraction within 20 to solve word Mathematical/logical: Thinking critically how to organize
problems involving situations of adding to, taking from, the data
putting together, taking apart, and comparing, with Bodily/kinesthetic: dancing to apple song, coming up to be
unknowns in all positions. my human sized picture graph
CCCSTM.1.OA.3 Music: singing to song in INTO part of lesson
Apply properties of operations as strategies to add and GOAL OF UNIT
subtract. By the end of this unit the 1st grade student will
CCCSTM.1.OA.8 understand how to collect, organize, represent, and
Determine the unknown whole number in an addition or interpret data for at least three categories.
subtraction equation relating three whole numbers.  
OBJECTIVE OF LESSON
Students will be able to interpret data that is organized.
 
 
ASSESSMENT
STRATEGY FOR ASSESSMENT
-Informal questions to evaluate understanding of material throughout the lesson.
-Different times they are choosing their own method on their whiteboards will help me to see which methods are the
easiest for each student.
-Independent practice worksheet will determine what homework they get sent home with (intervention, on-level, or
advanced)
   
 
LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
-Students who struggle with understanding picture graphs will be get help from an aide or peer partner.
-Their homework will depend on how well they complete the independent worksheet. If they need a lot more help,
they will get the intervention worksheet. If they need some help, they will get the on-level worksheet. If they have
mastered the independent work, they will go home with an advanced worksheet.

MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED

-red and green apples, basket, tape for carpet, laptop/projector, YouTube video (https://youtu.be/lNNMknj0PyE),
white board, image 6-4a, dry erase markers, student white boards, student dry erase markers, box to cast vote, cards
cut out from image 6-4b, gummy bears, gummy worms,
 
STEPS THROUGH THE LESSON
INTO RATIONALE
-On the carpet I will have two large rectangles made from -It will be a good movement activity for the kids to have
tape on the carpet. I will have 9 students that will have a fun dancing to the apple song. We will use the apples later
red apple on their desk and then 4 green apples hidden in to make applesauce for a cooking activity. I wanted to start
my basket. I will first play the Apple song. Then I will ask off by making a human sized picture graph so it was
the students with the red apples to come stand in one of interactive and fun for them to be included.
the rectangles. “Today I brought 13 apples from home for
us to make applesauce. 9 of the apples are red and the rest
are green. How can we figure out how many green apples
I have in my basket?
----------------------------------------------------------------------- ----------------------------------------------------------------------
-The students who are sitting down at desks will take out -I want students to think critically about different ways
their whiteboard and come up with their own way to they think they can solve the problem. My hope is for
figure out the answer to my question. Some questions I students to see that there are multiple approaches they can
might guide them with would be “What am I asking you take to solve the same problem.
to figure out? What do you already know? How could you
show your work to figure out the answer?” I will have the
students show me what work they did. After I look at all
their answers, I will choose one of the students to show
me on my whiteboard in the front what they did to get the
answer. Anyone else who did a different method will go
up to the board and showed how they got the answer. I
will then call 4 students to come get the 4 green apples in
my basket to complete my human sized picture graph by
standing in the other rectangle.
 
THROUGH RATIONALE
- I will project image 6-4a on ExplainEverything.com. “I -I want to continue this lesson with another example but I
went into my closet to count what footwear I had in my want all the kids to have the chance to use their white
closet. I couldn’t believe that I had 9 different options to boards to come up with a possible solution. There is
wear between sandals and tennis shoes. It was going to be added information in my word problem because I want
a rainy day, so I decided to pick tennis shoes. Out of the 9 them to know not everything is always needed to solve
options I counted 6 sandals. How many tennis shoes do I the problem.
have?” Students will get out their whiteboards again to
decide how they want to solve the problem. Some guiding
questions could be “What are you trying to find? What do
you already know? What information is not useful? What
equations could you write out?
---------------------------------------------------------------------- ---------------------------------------------------------------------
- Some options are to count up to 9 on the picture graph -Once the students have time to pick a method, I will
when adding the shoe image. They could draw out a total show them all the different ways to solve the problem. I
of 9 circles and then cross out 6 for the sandals to see want to remind them about fact families we have learned
what is left. They could write out the equation 9 – 6 = ? or about previously this year.
9 - ? = 6 or 6 + ? = 9 or ? + 6 = 9 I will put all these
methods on the white board, and we will complete the
picture graph on the interactive board.
---------------------------------------------------------------------- ---------------------------------------------------------------------
- Each student will get to come up and cast their vote for -The students will get to stand up and come cast a vote,
which gummy is better, gummy bears or gummy worms. so they aren’t just sitting in chairs. My hope is they will
When they come up, they will select the card with image want to participate since they get to eat a candy for their
of their choice and get the candy that matches. See image vote.
6-4b.
---------------------------------------------------------------------- ---------------------------------------------------------------------
- After the students voted I will ask the students how many -Since the students are providing the data, I hope they
students are present in class today. Then I will open up will be more involved in the lesson and paying attention.
the voting box and tape up the cards of one answer choice This is a harder concept, so I wanted to repeat it one
and leave the rest in the box. We will count how many of more time before they do their independent work. The
them voted for that choice and start to work through how white board display of their answer cards will be the
to figure out how many voted for the second choice. I will picture graph which is new way I haven’t done yet.
ask same guided questions as the last two examples and
then go through the different ways to solve it. We will
check the answer by taping up the second answer choice.
 
BEYOND RATIONALE
- Students will complete independence practice worksheet -Once students complete their independent work, I will
6-4c. I will walk around the room and help as needed. evaluate how well they completed the material. Their
Students who need extra help will be put in a small results will determine which worksheet they take home
group to work together or with an aide. for homework (intervention, on-level, advanced)
LESSON PLAN 5
 
FINAL ASSESSMENT UNIT:
  TEACHER COURSE EDUC 389 GRADE 1st LENGTH OF
 Mrs. Culbertson     ASSESSMENT
DAY SUBJECT Math 60 minutes total per student
Friday   (done in station increments)
 LESSON TITLE
Final Assessment
 
CONTENT STANDARDS AND CONTENT OBJECTIVES
SUBJECT STANDARD  GOAL OF ASSESSMENT
 CCCSTM.1.MD.10 By the end of this unit the 1st grade student will
Organize, represent, and interpret data with up to three understand how to collect, organize, represent, and
categories; ask and answer questions about the total interpret data for at least three categories.
number of data points, how many in each category, and
how many more or less are in one category than in
another.
 CCCSTM.1.OA.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.
CCCSTM.1.OA.3
Apply properties of operations as strategies to add and
subtract.

 
ASSESSMENT
STRATEGY FOR ASSESSMENT
-Formal Assessment set up in stations. If a score of 90-100% overall is achieved they will receive an A. If a score of
80-89% overall is achieved they will receive a B. Anything lower than that will have extra practice with me after
school and/or stuff to do at home. I will reassess them after the extra help and give them the higher score of the two
assessments.
   
 
LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
- I can help read through the questions with the students who struggle with reading. If they struggle with writing I will
have them try first and I can ask them what they wrote to mark on my assessment if their answer is correct. If they
start to feel overwhelmed or cannot write in station 3 and 4, I can write it for them, or they can take a break and
come back to it.

MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED

-Assessment Form (Topic 6), Rainbow popsicle sticks, puzzle piece matching tally to number, Graphing In Reverse
worksheet, Tally Charts worksheet, red crayon, green crayon, yellow crayon, pencil, Picture Graphs worksheet,
scissors, glue stick,
 
 
ASSESSMENT
ASSESSMENT STATION 1 RATIONALE
-Each student will be given colored popsicle sticks to make -I want to see how well the students can make tally marks
tally marks with. I will verbally give them a number and hands on without using a work sheet. I also want this to
they will use the popsicle sticks to show me how the tally be done verbally for my auditory learners.
mark would look for that number. There will be 10
numbers asked of them. Each correct answer is 1 point.
(see image 6-5a)

ASSESSMENT STATION 2 RATIONALE

 -Students will match the puzzle pieces. One side has -This is still testing their tally mark knowledge, but I
numbers and the other has tally marks. Numbers 1-15 will wanted to do it non-verbally without using a worksheet.
 be used. Each correct match is worth 1 point.
(see image 6-5b)
 
ASSESSMENT STATION 3
-Each student will complete a Graphing In Reverse
worksheet (give them red, green, and yellow crayons) and
Tally Charts worksheet. Each correct answer is worth 1
point for a total of 14 points between the two pages.
The part that connects the pieces together are all the same
shape and size so they can’t match it based on the shape of
the puzzle piece.
RATIONALE
-I want to see how much of this they can do
independently. This is now not just reading tally marks but
transferring it for 1:1 correspondence (1st page) and then
analyzing the data (2nd page).

ASSESSMENT STATION 4 RATIONALE

-Each student will complete a Picture Graphs worksheet -I want to see how much of this they can do independently.
(give them scissors and glue stick). They will get the tally This is now not transferring tally marks into a picture
data from the survey and make it correct on the picture graph to organize it differently. The questions below are to
graph by cutting and gluing the pieces. That part has 4 see how they analyze and compare data from a picture
categories worth 1 point each. Once the student completes graph.
it, if there were any done wrong, help them to fix it before
they answer the questions below. Each question below the
picture graph (9 questions) is worth 1 point. The total
number of points is 13.
 

Sources

Bleck, J. (2020). Stunning Sample Pictograph Worksheets Turtlediary Com Kindergarten Math For. Retrieved March
08, 2021, from http://magic756.net/

Blood, L. (2020, November 01). Tally O'Malley. Retrieved March 07, 2021, from https://www.youtube.com/watch?
v=ZcGb5u2qigY

Charles, R. I., Bay-Williams, J., Berry, R. Q., III, Caldwell, J. H., Champagne, Z., Copley, J., . . . Wray, J. A. (2020).
EnVision Mathematics. Glenview, IL: Pearson.

ClipArt. (2016). Free Clip Art Library. Retrieved March 08, 2021, from http://clipart-library.com/

Hopscotch. (2017, July 26). Count by Fives Song / 5 Times Table Song. Retrieved March 06, 2021, from
https://www.youtube.com/watch?v=2rzFfWxsJgo&t=23s

Jenette, & Primary Playground. (2020, February 19). Rainbow Tally Marks. Retrieved March 09, 2021, from
https://primaryplayground.net/rainbow-tally-marks/

MATH Worksheets 4 Kids. (2021). Tally Marks Worksheets. Retrieved March 06, 2021, from
https://www.mathworksheets4kids.com/tally.php

Miss Giraffe. (2016, September 9). Graphing and Data Analysis in First Grade. Retrieved March 09, 2021, from
https://missgiraffesclass.blogspot.com/2016/09/graphing-and-data-analysis-in-first-grade.html

SplashLearn. (2020). Scale (On A Graph). Retrieved March 08, 2021, from https://www.splashlearn.com/math-
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TheLearningStation. (2015, March 17). Apples and bananas with lyrics - Vowel songs. Retrieved March 08, 2021, from
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