Tonya Trammell - Bar Graphs with Tally Marks

Lesson Plans

PEPE Lesson Plan Format

(Alabama Professional Education Personnel Evaluation Program)

Written by: Tonya Trammell, Spring 2002 TonTra1@aol.com

Graphics, Editing, and Formatting by: Dr. Beth McCulloch Vinson

I. Preparing (to plan for instruction)

· Materials:

Alabama Course of Study: Mathematics, page 21, number 48, children’s literature: The Button Box, bags of buttons (15 in each), paper with tally table, overhead projector, picture of a tally table, picture of a bar graph, dry-erase board, pencils.

· Objectives: The students will:

· (Application) classify buttons into categories,

· (Synthesis) create and interpret a tally table and bar graph, and,

· (Application) add and subtract numbers.

· Grade Level: first

II. Orienting (to establish purpose, build background, sustain motivation, and provide directions)

· Anticipatory Set: The teacher will read the book, The Button Box. The teacher will explain to the students that they will be learning a new way to record and compare data. The teacher will say, “This way of recording and comparing information is simple and fun.”

· Purpose: The teacher will say, “The purpose of this lesson is to give all of you another way to keep a record of and compare information. After today’s lesson, you will be able to create and interpret a tally table or bar graph.”

· Connection to previous learning/Build background knowledge: The teacher will say, “I know all of you can add, subtract, count by fives, and classify objects. Today, we will simply group items together, tally them on a tally table, and compare the groups.”

III. Presenting (to use sequential direct instruction)

· Teaching Procedures:

· The teacher will define “tally table.” The teacher will say, “A tally table is a chart used to keep an organized record of something in groups of fives and ones.” The teacher will then show an example of a tally table.

· The teacher will say, “Each group of tally marks has five marks. The fifth mark crosses the other four to keep the group together. It holds on to the first and last mark to make sure they don’t run away.”

· The teacher will count the tally marks on the tally table.

· The teacher will say, “We can see which group has the most in it by simply looking at which group’s tally marks extend the farthest. We can also see which group has the least.”

· The teacher will explain that tally tables are like bar graphs because they are used to compare information the same way bar graphs are used.

· The teacher will then show an example of a bar graph.

· The teacher will say, “If we were to color the tally marks all the way to the end in each group, it would look more similar to a bar graph.

· The teacher will relate the content to other areas by giving an example of how we use a bar graph in the classroom. The teacher will say, “When I record the number of AR books you all read, I color in a square for every book on our AR chart. This is a bar graph that shows us how many books each student has read.”

IV. Practicing and Summarizing (to reinforce and extend ideas)

· Review:

· (Application) The teacher will call on volunteers to think of ways we could use a tally table to record information.

· (Analysis) The teacher will call on volunteers to tell the ways that tally tables and bar graphs are similar and different.

· (Comprehension) The teacher will call on volunteers to count the tally marks on a tally table and interpret what he/she discovers about the comparison of the groups.

· Guided Practice:

· The teacher will ask everyone to get out his or her bag of buttons and tally tables. The teacher will use the overhead projector so that everyone can see.

· The teacher will group the buttons into two groups: large and small.

· The teacher will count and record on the tally table the number of large and small buttons.

· The teacher will ask a volunteer to suggest another way the buttons could be grouped.

· The teacher will acknowledge and demonstrate if the suggestion could be a possible way to group the buttons.

· Independent Practice:

· The teacher will ask everyone to pair up.

· The teacher will instruct the students to come up with some way of grouping the buttons. After one student groups the buttons, the other one will count and tally each group and record it on the tally table. The students will simply take turns doing each part.

· Summarizing:

· The teacher will say, “Today, we learned what a tally table is, and how we can use it. Please go home and find something to tally, such as Lego’s, and show someone what you have learned today. I think they will be very proud of you!”

V. Assessment: (to check for attainment of objectives)

The teacher will use a checklist to assess the guided practice and independent practice activities. The checklist will have the objectives listed as column headings. Checks and minuses will be used to determine attainment. For enrichment, those students will be instructed to use more groups when they construct the tally table. For remediation, those students will stay on the concrete level by using their buttons to construct a bar graph instead of marking a tally for each button.

Also, see the Counting PowerPoint Slides Shows at:

http://www.athens.edu/pt3/vinson/counting.ppt

http://www.athens.edu/pt3/vinson/triangles.ppt