## Surveys with Tallies (Day 2) - Section 4: Independent Practice and Informal Assessment

*Surveys with Tallies (Day 2)*

# Weasel Keeps Asking: More Surveys with Tally Marks

Lesson 9 of 21

## Objective: Students will be able to record and interpret survey data with tally marks.

*45 minutes*

#### Opening

*10 min*

For this portion of the lesson, you will need the book, Weasel's Big Idea, included as a PDF with this lesson. This book was introduced in the previous lesson on tally marks.

I gather the students around my chair and I show them the book. I ask them if they remember our friend Weasel. We read the story again and I invite the students to come up and count the tally marks. I remind the students to count the tally marks that are in groups as "5". When we are done reading the story, we move over to the SMARTBoard for direct instruction

#### Resources

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#### Direct Instruction

*15 min*

For this portion of the lesson, I use the Surveys with Tally Marks Day 2 Smart Notebook file. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express. There is also a pdf file you can use to recreate this part of the lesson.

It is important to remember that the students have had instruction about tally marks prior to this lesson. This lesson provides an opportunity for the students to apply what they know about tally marks to surveys.

I gather my students in front of the SMARTBoard. I have cards with each student's name on. These cards are used for selecting who will come up to the SMARTBoard.

I open the first slide (SMARTBoard Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques. I read these objectives aloud for my students.

*Content ObjectiveI can do a survey using tally marks.Language ObjectiveI can tell about the results of a survey that uses tally marks.*

*We then continue with the rest of the slides.*

**Slide 2:** *Yesterday, we practiced doing surveys and recording our data with tally marks. Let's count up the data for this survey. *I invite students to come up to the board and total up the tally marks. We compare the responses and I have a student circle the one that has more responses.

**Slide 3:** *Let's try a survey the whole class can do. What do you like better, winter or summer? *I invite each student to come up to the board mark a tally mark on the board. We total and discuss which one has more students.

**Slide 4:** It is now Turn and Talk time. Turn and Talk allows all of my students to expand their vocabulary, especially my ELL students. Every child is partnered up with another student in the class who is their Turn and Talk partner. They hold hands with their partner and hold them up in the air so I can check to see that everyone has a partner. I then ask them the question, *I just did this survey. Look at the data I collected. What can you say about the data?* The students start talking and when they are done with their discussion, I can tell they are very excited to share with their partners. In no time, they have their hands in the air, ready to share their response. I ask a student to share with the class. The student says, More kids like summer than winter. I go to the board and we count up the responses as a group to see if the student is correct. When we are done, I say, That's correct. More students like summer than winter. It is important for the student to hear the entire sentence to build syntax skills in addition to expanding vocabulary.

We move back to our tables for guided practices.

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#### Guided Practice

*10 min*

For this portion of the lesson, you need Surveys with Tallies Guided Practice day 2 included as a PDF with this lesson. Make one copy per student.

I pass out the survey and have the students put their names on it. I tell the students, We are going to take another survey together. I want to know what more children in our class like better, hamburgers or hot dogs. When I call on you, you will tell us which one you like best. Everyone will put a tally mark in the correct space. When we are done, we will decide which one more children in our class like best, hamburger or hotdogs.

I begin asking the students to share their choice. To help the students expand their language skills, I have them say their responses as a complete sentence (I like hot dogs, etc.). See video. As the students share their responses, everyone records tallies. I circulate around the room to make sure that everyone is putting the tallies in the correct spaces. We also discuss when we need to cross a group of four tallies.

When the students are done with the survey, we talk about the data we gathered. I ask the students to come up with a comparative sentence that shares the result of our survey. The student says, more kids like hot dogs better than hamburgers. The whole class repeats the sentence. I then ask which one had the lesser number of vote. We again repeat the sentence. The students put their survey away and prepare for independent practice.

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To conclude the lesson, the students conduct their own surveys. You will need copies of Surveys with Tallies Independent Practice day 2. This file is included as a pdf with the lesson.

I distribute copies of the survey sheet to the students and explain to them that they will be conducting their own survey. I say the students, *"You will be surveying your friends to find out what they like better, apples and bananas. You will go around the room and find people to survey. Record the answers using tally marks. Try to ask every student in the class."*

The students begin their surveying. See video. I circulate around the room and observe them. I watch to make sure they are placing the responses in the correct spot and correctly making tally marks. At the end of the class, I have them stop asking and I then have them summarize their results. Because they may not have asked the same students, I check each sheet individually before they put them in their mailboxes.

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- UNIT 1: Exploring Numbers 0-10
- UNIT 2: Working With Numbers 0-10
- UNIT 3: Exploring Numbers 11-20
- UNIT 4: Working with Numbers 11-20
- UNIT 5: Sorting, Graphing, and Patterning
- UNIT 6: Fun with Numbers 0-20 and Beyond
- UNIT 7: Geometry
- UNIT 8: Introduction to Addition and Subtraction

- LESSON 1: All Aboard! Ordering Numbers 0-20 Least to Greatest
- LESSON 2: Train Track: Ordering Numbers 0-20 Greatest to Least
- LESSON 3: Flowers for You: Skip Count by 5s to 20
- LESSON 4: Valentines for My Friends: Count by 10s
- LESSON 5: The 100th Day: More Practice Skip Counting by 10s
- LESSON 6: Pick Up Sticks: Working with Tally Marks
- LESSON 7: Tally Twigs: More Work with Tally Marks
- LESSON 8: Weasel's Big Idea: Surveys with Tally Marks
- LESSON 9: Weasel Keeps Asking: More Surveys with Tally Marks
- LESSON 10: We Love Graphing: Valentine's Day Graphing Fun
- LESSON 11: Groundhog Day Delights: Surveys, Graphing and Tally Marks
- LESSON 12: The Reading Challenge: What Number Comes Before
- LESSON 13: Jellybeans!! Sorting, Graphing and Tally Marks
- LESSON 14: Blast Off! Counting Backwards Within 10
- LESSON 15: At the Races: More Practice Counting Backwards
- LESSON 16: 100 Penguins: Numbers to 100
- LESSON 17: Chill Out! More Practice with Numbers to 100
- LESSON 18: Avery's Aliens: Counting by 5s to Larger Numbers
- LESSON 19: Showin' What We Know: Unit Review (Day 1)
- LESSON 20: Math Mania: Unit Review (Day 2)
- LESSON 21: Fun with Numbers 0-20 and Beyond Assessment