Global Concept Guides:Create and Analyze Tally Charts, Create and Analyze Bar Graphs, Create and Analyze Picture Graphs
Prior Learning: MAFS.K.MD.2.3
Progressions Document Link
Show What You Know Task:Chapter 10 Show What You Know p. 410
Common Core State Standards for Mathematical Content :
Represent and interpret data.
MAFS.1.OA.3.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. / Comments
This parent flyer and included video can be utilized by both you and parents to build content knowledge and understanding of the strategies highlighted in this unit.
Notes on Assessment:
Unit 4 has a modified assessment using questions from chapter 10 Form B.
Go Math Modified Chapter 10 Assessment
See common performance task link below.
Performance task to be given on Day 3 of GCG 2.
Unpacking the Standards for this Unit:
“1.MD.4 calls for students to create graphs and tally charts using data relevant to their lives (e.g. categorical data--favorite ice cream, eye color, pets, etc). Graphs may be constructed by groups of students as well as by individual students. Then, they work with the data by organizing, representing and interpreting data. Students should have experiences posing a question with 3 possible responses and then work with the data that they collect. Counting objects should be reinforced when collecting, representing, and interpreting data. Students describe the object graphs and tally charts they create. They should also ask and answer questions based on these charts or graphs that reinforce other mathematics concepts such as sorting and comparing. The data chosen or questions asked give students opportunities to reinforce their understanding of place value, identifying ten more and ten less, relating counting to addition and subtraction and using comparative language and symbols.”FlipBook
Common Performance Task with Rubric for this Unit: Represent Data
Students use information from a tally chart titled “Our Pets” to create a bar graph and then analyze it.Click here for performance task and rubric.
Future learning:
As the teacher provides numerous opportunities for students to create questions, determine up to 3 categories of possible responses, collect data, organize data, and interpret the results, First Graders build a solid foundation for future data representations (picture and bar graphs) in Second Grade. (NCDPI, 2012)
1st / Global Concept 1 of 3for this Unit of Study (Click to view PowerPoint in slide show mode): Create and Analyze Tally Charts
Students will collect data, create tally charts, and analyze them. / Projected Time Allotment:
2 days
Sample Essential Questions:
Day 1: How do you count and analyze the tallies on a tally chart?
Day 2:How do you create tally charts?
Related Unit 4 Assessment: Go Math Modified Ch. 10 #1, 2, 3, 4
Instructional Resources
Manipulatives:
- Snap Cubes – sort the snap cubes by color and then show ways to label and tally the results
- Types of snacks or candy – sort by category and show ways to label and tally the results
- Shapes – sort by color, shape, or size and show ways to label and tally the results
- “What’s My Favorite?”– This Voyages lesson introduces a survey, models tally marks to represent data from the survey, and record tally marks in a chart.
- Go Math Lesson 10.5 Essentials: p. 430-432- Students analyze four sets of tally charts and answer questions based off of the data.
- Go Math Lesson 10.6 Essentials: p. 435 #4-8- Students will complete a survey for snacks and answer questions based from the data.
- Zoo Animal Sort- Students will sort three types of data cards and use tallies to represent the number in each category.
- Animated Math Models:Skill 44: Tally Charts,Skill 45:Make A Tally Chart
- Tally Chart game - 5 question self-checking tally chart quiz
- Tally Marks - 10 question self-checking tally chart quiz
Sample HOT Questions:Select or create appropriate questions to facilitate student discussion.
- Why is a tally chart a good way to organize data?
- How do tallies make counting easier?
- Explain why tally charts are useful.
Our students are better able to…
- Collect data and represent it on a tally chart. (SMP 4)
- Read and analyze tally charts. (SMP 3, 4)
- Create questions about tally charts. (SMP 1, 4)
- Use precise vocabulary when communicating about tallies and tally charts. (SMP 6)
- Provide opportunities for students to survey and collect data. (SMP 4)
- Provide opportunities for discussion about how to read and analyze tally charts. (SMP 3, 4)
- Provide opportunities for students to answer and create questions about tally charts. (SMP 1, 4)
- Model the use of correct vocabulary: tally, tally chart, compare, title, survey, data, and analyze. (SMP 6)
1st / Global Concept 2 of 3 for this Unit of Study (Click to view PowerPoint in slide show mode):Create and Analyze Bar Graphs
Students will collect data, create bar graphs, and analyze the graphs. / Projected Time Allotment:
3 days
Sample Essential Questions:
Day 1: How do you read and analyze bar graphs?
Day 2: How do you create bar graphs?
Day 3: How can bar graphs help you solve problems?
Related Unit 4 Assessment: Go Math Modified Ch. 10 # 5, 6, 7, 8
Instructional Resources
Manipulatives:
- Snap Cubes – sort by color and graph results
- Pattern blocks – sort and graph by shape (Voyages lesson)
- 1 inch grid paper– use to help students create their bar graphs
- Go Math Lesson 10.3 Essentials:p. 422 - display Model and Draw to introduce the parts of the bar graph; p. 422-424 – students will analyze bar graphs and answer questions using the data.
- Voyages lessonBlock Out- Students collect data to create bar graphs and then analyze the graphs.
- Go Math Lesson 10.7 Essentials: Try Another Problemp. 438 – students will create bar graphs to help them solve problems; On Your Ownp. 440 – students will find missing information in a bar graph and answer questions.
- Additional problems-similar to Lesson 10.7 problem scenarios.
- iTools-Bar Graphs
- Toy Theater Fruit Fall– Students catch fruit, which is then recorded on a bar graph. Students answer questions about the graph.
- Interpret Bar Graphs – self-checking bar graph quiz
- Which Bar Graph is Correct? – Students choose the bar graph that correctly matches the data.
Sample HOT Questions: Select or create appropriate questions to facilitate student discussion.
- How does a bar graph compare to a tally chart?
- When might I want to change the increments to counting by fives or tens? Why?
- What information can you gather by looking at the bar graph?
- How does a bar graph help you compare information?
- What clues can help you write a title and labels for a bar graph?
- What does the length of the bars tell you about the data?
Our students are better able to…
- Read and analyze bar graphs. (SMP 1, 3)
- Collect data and create bar graphs. (SMP 4)
- Organize data in bar graphs to solve problems. (SMP 3, 4)
- Contribute to the discussion about data and critique the reasoning of others. (SMP 3)
- Use correct vocabulary when communicating about bar graphs. (SMP 6)
- Provide opportunities for students to discuss and analyze bar graphs. (SMP 1,3)
- Provide opportunities for students to organize and interpretdata to create bar graphs. (SMP 4)
- Facilitate discussion about how bar graphs can help us organize data. (SMP 3, 4)
- Ask questions that prompt students to construct viable arguments. (SMP 3)
- Model the use of correct vocabulary: axis, label, title, scale, increment, and compare. (SMP 6)
1st / Global Concept 3 of 3for this Unit of Study (Click to view PowerPoint in slide show mode): Create and Analyze Picture Graphs
Students will collect data, create picture graphs, and analyze the graphs. / Projected Time Allotment:
2 days
Sample Essential Questions:
Day 1: How do you read and analyze picture graphs?
Day 2: How do you create picture graphs?
Related Unit 4 Assessment: Go Math Modified Ch. 10 # 9, 10, 11, 12
Instructional Resources
Manipulatives:
- Types of small snacks or candy – sort and show the results with a picture graph (Voyages lesson)
- Buttons (or other small objects that can be sorted by different attributes)–sort and show the results with a picture graph (Voyages lesson)
- Go Math Lesson 10.1 Essentials: p. 414 - display Share and Show graph to introduce the parts of the picture graph; p. 414–416 – students will analyze picture graphs and answer questions using the data.
- Voyages Lesson: Button, Button, Who has the Button? - Students sort items and then use information to create a picture graph. They also analyze graphs.
- Animated Math Model skill 43:Make and Interpret Picture Graphs
- iTools-Picture Graph
- Picture Graphs - self checking pictograph quiz
- Make your own Pictograph and Pictograph–Students select their own picture and scale to create a pictograph
Sample HOT Questions:Select or create appropriate questions to facilitate student discussion.
- When might you want each symbol to represent more than one item?
- How would the graph change if each symbol stands for 10 items?
- How does a picture graph compare to a bar graph and a tally chart?
Our students are better able to…
- Collect data and represent it on a picture graph. (SMP 4)
- Read and analyze picture graphs. (SMP 1, 3)
- Use precise vocabulary when communicating about picture graphs. (SMP 6)
- Provide opportunities for students to collect data and make picture graphs. (SMP 4)
- Provide opportunities for discussion about how to read and analyze picture graphs. (SMP 1, 3)
- Model the use of correct vocabulary: picture graph, symbol, key, title, label, survey, data, analyze, and compare. (SMP 6)