Reflection: Developing a Conceptual Understanding Pet Bar Graphs - Section 1: Rev Them Up

 

Tally marks are not a required concept to teach, but a necessary skill to learn. My first graders always encounter the same misconception that the side slash does not count. Every year I have students that will count as they draw the lines and the side slash will be added, but it is not counted, so a group of 5 is not formed.

It may help if you have a set of 5 unifix cubes and show students how these cubes can be snapped together to create a set. As you snap them together, count 1 through 5. Then take a piece of paper and pencil and draw the lines and count at the same time; 1,2,3,4 and make sure to say 5 as you draw the side slash. Tell them this connects all the lines together into a group.

  Developing a Conceptual Understanding: Tally Marks
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Pet Bar Graphs

Unit 9: Graphs, Tables, and Charts
Lesson 9 of 9

Objective: SWBAT use a bar graph to answer how many more or less and total number of data points.

Big Idea: My students need continuous practice with building graphs and comparing/contrasting data information on the graphs. Here they will use tally information to build a bar graph and report about more, less and totals for categories on the graph.

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2 teachers like this lesson
Standards:
Subject(s):
Math, tally table, Data collection / Organization / Display, bar graph, First Grade, charts, organization, pictograph, graph
  30 minutes
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