Lesson: Creating a Tally Chart
Vocabulary: data, tally, numerical, chart, number sets
Do Now (2 - 3 min): The teacher passes out the Do Now worksheet to help the students practice drawing and counting tally marks.
Opening (2 -3 min): Teacher reviews the answers to the Do Now. Teacher says, “Yesterday, we talked about representing a numerical value with tally marks and we matched some tally marks to certain data sets. Today, we are going to practice making our own tally charts and then answering the types of questions you might see on the DC-CAS at the end of the year. By the end of this lesson you will be able to construct your own tally chart.”
Direct Instruction (10 - 12 min): Teacher begins “Ok, after you collect a data set, there are many different ways to represent that information. We are going to practice many of these ways to represent data as this unit goes on. For today, we are going to use tally charts to represent the data that we collect. Watch closely as I show you how to collect information for a tally chart and remember that in a few minutes you will be collecting your own information.” Teacher writes the following on the board:
Teacher says, “Raise your hand if you have green eyes.” Teacher writes the number of students with green eyes on the board. Teacher continues, “Raise your hand if you have blue eyes. “ Teacher writes the number of students will blue eyes on the board and says, “Raise you hand if you have brown eyes.” Teacher writes the number of students with brown eyes on the board.
Teacher draws a chart based on Example 1 on the board.
The teacher continues, “In order to construct a tally chart, I would make a chart that looks just like the chart that I have here on the board. Then I would look at the data set that I collected from asking people what their eye color was. Next, I want to change the number into tallies and I would put those tallies in the right column of my chart.” Teacher completes the chart on the board by making the appropriate tally mark set in each row next to the correct color based on the student’s eye color.
Guided Practice (10 -12 min): Teacher writes the following on the board:
Ms. Smith loves cars. She decided to count the number of red, blue and black cars that rode by her window on a Saturday afternoon. She counted 9 red cars, 6 blue cars, and 11 black cars. Represent the information that Ms. Smith collected in a tally chart.
The teacher says, “Now that we know how to make a tally chart, we want to practice using a tally chart in the way that we might have to for a test like the DC-CAS. Lets say that I was given a math prompt like the one that I have written on the board. This prompt tells us about a particular set of data, can someone tell me what information was collected in this data set? [Car color] Great, and if we want to make a tally chart, we do exactly what I did when I collected information about your eye color. We put the color of the car in the left hand column and the tally marks in the right hand column.”
Teacher draws a chart based on Example 2 on the board.
Teacher continues, “Ok, can someone come up to the board and draw the correct tally marks for the red cars? [Student should draw 9 tallies] Great, can someone come up and draw the tally marks for the number of blue cars? [Student should draw 6 tallies] Great, can someone come up and draw the tally marks for the number of black cars? [Student should draw 11 tally marks] Awesome, you all are ready to do a tally chart on your own!”
Independent Practice (10 min): The teacher hands out the IND worksheet. Students are asked to complete the worksheet independently and turn it in.
Closing (2-3 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.
|EX lesson 3 tally chart Exemplar||
|IND lesson 3 Classwork||
|DN lesson 3 Starter / Do Now||