First Grade Math Lesson Plan - Tally Chart and Bar Graph - Chupp
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KIPPNYCDocsFirst Grade Math Lesson Plan - Tally Chart and Bar Graph - Chupp
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KIPPNYCDocsLesson Planning Template
Teacher: Chupp/Citro Date: 1.14.11 Subject/Block/Unit: Math
Aims: What is my standards-based, bite-sized aim for this lesson? Make Assessment of Mastery of the Aim:
sure this aim fits in a logical sequence with other aims from this unit.
- informal observation of slates
- SWBAT create a tally chart and bar graph to organize data. - independent practice of journal p. 134
- SWBAT find data landmarks and answer questions about a
data set.
Vocabulary: What words do students need to know to be successful with this material? What other vocab words (Tier 2) could be
tied in?
middle value, range
Quick Questions/Do now: Generally focused on cumulative Materials:
review (based on IA data, yesterday’s lesson, prerequisite skills or preview
for today)
- Math Journal 2, p. 134
- Home Link 6.11
Show a coin combination on the SMART board. Have children - slates
write the total value of the coins on their slates in both cents - coins on the SMART board
and dollars-and-cents notation. To go over the answers, - calculator
count the coins in unison, using “stop-and-start” counting. - Post-it notes
- Class Data pad
• 5 dimes, 3 nickels, 3 pennies [68 cents] - number cards
• 2 quarters, 3 dimes, 1 nickel, and 5 pennies [90 cents]
• 3 quarters, 2 dimes, 1 nickel, 4 pennies [104 cents]
Review: What essential content from previous lessons do students need to practice to maintain fluency? Quick fire.
List some of the facts that children are still having trouble learning when they practice at home. Draw one or
two Fact Triangles on the board and ask volunteers to write the three numbers and the fact family associated
with each triangle.
Hook/Motivation: How will you convey the importance of today’s objective and/or make it interesting?
Math Message: Program a calculator to count by 1s. How high can you count on the calculator in one
minute?
Mini-Lesson / Modeling (the “I” or “I/We”) and Guided Practice (the “We”):
Ask a few volunteers to explain how they programmed their calculators to count by 1s. Record their methods
on the board. Tell children that they will use their calculators to count by 1s in a different way today.
Tell children that they will find out how high they can count on a calculator in 15 seconds by entering 1 + 1 =
+ 1 = and so on.
First have everyone practice counting to 10. Do this several times until children are comfortable with it.
Then time children for 15 seconds, three times. Have children use a Post-it note, journal p. 134, and a slate
on which to record the largest number to which they counted.
Ask children, one at a time, to report their largest count and record it with a tally in the Class Data Pad.
Discuss the results.
• “What was the largest number anyone counted to? What was the smallest number?”
• “Find the difference between the largest and smallest numbers.” [If children don’t remember the
meaning of the word difference, ask, “How much more is the largest number than the smallest
number?”]
Explain that the difference between the largest and smallest numbers in a set of data is called the range.
You can find the range by subtracting the smallest number from the largest number.
Ask, “Suppose you had to guess about how high a child your age in another school could count on the
calculator in 15 seconds. What would be your guess?”
Then explain, “One name for the middle value is the median. The median is a number that describes a
typical result. If, when finding the median, there are two middle values, we can call the number halfway
between the two middle values the median. At this stage, however, it is appropriate to say that there are
two middle values.”
Ask for suggestions for finding the number (or numbers) in the middle. Ask children to bring their slates as
they form a line in order from smallest to largest number. Two children who have the same number stand
next to each other. Ask the child at each end of the line to sit down. Repeat. Children continue to sit down
in pairs until there are either one or two children left. If the total number of children in line is an odd number,
there will be one child in the middle and, therefore, one middle value. If it is an even number, there will be
two children in the middle and, therefore, two middle values.
Key questions/strategy to check for understanding before Independent Practice: How w ill I
know if students are ready to move into independent practice?
Make sure children record the class results of the largest count, the smallest count, the range of class counts,
and the middle value of class counts on journal p. 134.
Independent Practice (the “You”): What will be the product? What will students do? Students need lots of AT BATS,
and they need to be able to do these successfully and independently.
Children will make a bar graph of the class data. Guide children by asking the following questions:
• “What numbers go at the bottom of the graph?”
• “How many squares would you color above the first number? Above the second number?”
Children can color the rest of the bars on their own.
Final Check for Understanding/Share:
Bring students back together to review the class’s bar graph.
Homework: Am I totally confidently that all students can do the homework independently and successfully?
Post-Lesson Reflection: What do you want to change about this lesson for next year?
