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

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.

5 minutes

My students have learned how to draw tally marks, but I will review them here. Tally marks are a good visual to use for counting, but it is somewhat difficult for first graders to remember to draw the fifth tally as a side slash.

The main points I want to cover are:

- The side slash counts as number 5 and does not just connecting the lines together.
- The reason we use a side slash is to make it easier to count up the totals in each category because they allow us to count by 5s.
- We have to remember when collecting data for a tally chart that we want to ask each person their answer and record it on our chart like with 1:1 matching.

10 minutes

Students must have multiple opportunities with graphs to begin to determine how many are in each category, what has more or less, and compare sets together. By using different types of graphs to record information, students begin to see that some graphs work better for certain kinds of data and that graphs compare data in a visual way that helps us see and process the information quickly. Students have learned that numbers represent a quantity and use those symbols to relay information through graphs and data charts (MP2).

I will make copies of the Tally Information Sheet from yesterday for each student. Students will be using tally marks to record data for today's bar graphs. It is important they mark their tallies correctly to build accurate bar graphs. Tally marks are a symbol that can be used to represent a quantity, this is an important concept for first graders to learn (MP2).

I say: *Students you will be walking around today and asking your friends what their favorite pet is. Their choices will be horse, dog, and cat. You will mark one tally for each vote and each friend can only vote one time. When you are finished we will use the graphs to answer some questions.*

Students will begin walking around, asking their classmates about their favorite pets, and gathering data.

10 minutes

My goal is for my First Graders to build a solid understanding for understanding future data representations. I have been providing numerous opportunities for my students to collect data, organize it on different charts and graphs, and then interpret that data. (1.MD.C.4). Today's lesson will allow them another opportunity to construct a tally chart and then translate this data to a bar graph. First Graders become more mathematically proficient when they are modeling with mathematics and using a bar graph as a tool to collect information and make conclusions from the data accumulated (MP4).

I will have my students use the information they gathered on their tally chart to construct a bar graph. Then, students will answer questions related to the bar graph. Print the Bar Graph Worksheet and Pet Bar Graph and copy for each student. Also, try watching this video of one my students transferring her data for a better idea of what this looks like.

I will be walking around the room and checking on students progress. If multiple students need help I will create a small group station at my back table.

5 minutes

This is our last instructional lesson in this unit and I want to give my students a chance to summarize their learning. I will pass out a piece of handwriting paper and ask them to write and tell me which type of graph is their favorite kind and why. They can illustrate the graph, but they must use sentences to describe it also.

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