1. Create and Analyze Tally Charts Unit of Study: Represent Data Global Concept Guide: 1 of 4

2. Content Development  The picture graph should always tell the quantity that the symbol represents.  It is important to make sure that students understand not to count the symbol that is used to label each part of the graph.  Using picture graphs found in newspapers or magazines would give students a chance to see graphs used in the real world.  Common Error: Students do not count the diagonal line in the group of 5; therefore, counting each group as 4 instead of 5.

3. Day 1  The focus of this day should be on counting tally marks and using them to analyze the data.  As an engage activity, you can use the first part of the voyages lesson. This will help make it meaningful and relevant to the students. Guide students to begin counting by 5’s when the tally marks have a diagonal mark. Also, have a discussion about the necessary parts of the table.  Before asking students questions about the above chart, you can just ask the students what they can learn by looking at the chart. This is a wonderful opportunity for a turn and talk discussion.  It is important to provide students multiple opportunities to read tally charts and answer questions about them.

4. Day 2  This is a good day to have students start to create their own tally charts. As an engage, you can have a baggie of manipulatives for each set of partners in your class. Each baggie should have the exact same number of 3 different items in it. (For example, 5 blue snap cubes, 4 green snap cubes, and 2 yellow snap cubes) Have the students work with their partner to create a tally chart for the number of each color.  Share some charts made and talk about what can be learned from them. Students could try to create their own question about the chart.  Provide opportunities for students to answer a survey question and then individually create a tally chart and answer questions that are predetermined by the teacher.

5. Day 3  This day should be used to continue creating and analyzing tally charts.  Provide an opportunity for students to determine why tally charts are useful. For example, you can give students a paper with pictures of three different kinds of objects scattered around it and ask them questions about it. You can then give students a tally chart and ask them to answer similar questions. Share what both sets of data looked like and then the answers to the questions. Have a discussion about which set of data was easier to analyze and why.

6. Enrich/Reteach/Intervention Enrich:  Go Math p 429B--enrich activity  Students write their own questions for the tally chart.  Go Math p 433B—enrich activity Reteach/Intervention(small group):  Go Math p429B—ELL Language support and Tier 2 activities  Go Math page 433B—Tier 1 and Tier 2 activities  Go Math K-1 Intensive Intervention Skill Pack—skill 20

7. Literature Connection