Caroline Henderson

Intended Grade Level for this lesson: 1st Grade (Envision lesson 6-2)
Objectives:
Students will know: (facts/information)
- Data is information you collect
- A picture graph uses pictures to show data
- A tally chart uses tally marks to show data
- Tally marks are used to record data
Students will be able to do: (skills and behaviors)
- Collect data on a tally chart
- Organize data using a picture graph
Virginia & Common Core Standards:
VA Math SOL 1.1: The student will
a) count from 0 to 100 and write the corresponding numerals
VA Math SOL 1.14: The student will investigate, identify, and describe various forms of
data collection (e.g., recording daily temperatures, lunch count, attendance, favorite ice
cream), using tables, picture graphs, and object graphs

1.MD.C.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
1.NBT.A.1: Count to 120, starting at any number less than 120. In this range, read and
write numerals and represent a number of objects with a written numeral

Materials and Resources:

List here all materials that you will need in order to successfully teach this lesson. Attach
all handouts and materials you will use. If the handouts are incorporated into the
SMART Notebook do not attach.
- Smartnotebook slides

Paper graph
Counters (3 different colors)
Magnetic counters
Student copies of Envision textbook

Assessments:
Formative (required):
- My first formative assessment will be the Do You Understand Me? section. The
students will complete the Do You Understand Me? question individually. I will then
ask the students to turn and talk with a partner about which one was the least and how
they got their answer. I call on a student to give their answer and explain how they got
their answer. After the student has responded, I will ask the other students to agree
(thumbs up) or disagree (thumbs down). If students disagree, I will ask them to
explain why they disagree. I will also ask if students got the same answer but used a
different strategy and to explain their strategy. I will be informally observing to see if
the students understand how to interpret the picture graph and understand that it
represents the data. If necessary, I will reinforce this idea before moving on to the
next question.
- Another formative assessment will occur with a think-pair-share activity. After our
picture graph is complete in the guided practice question, I will ask the students in a
think-pair-share activity, How our the tally chart, our counter graph, and the picture
graph similar? How are they different? I will give students a minute to think on
their own and then talk to a classmate sitting by them. While they are discussing, I
will be informally observing the conversations. After they have a couple minutes to
talk, I will call on some students to share their answer. I am observing to see whether
or not the students are making the connections between the data and the different
types of graphs as well as understanding the difference in representation on the
graphs. If needed, I will show the three representations next to one another and
reinforce these key ideas before having the students work independently.

Summative
o I will collect the Envision page with questions #6-9 that the students will
complete independently. This will be a summative assessment of the lesson. I will
review them before the next lesson to determine whether I need to reteach any of
the material before we move on.

Key Vocabulary and Definitions:

List and define any new vocabulary that will be introduced in this lesson. Define the
terms in kid friendly but mathematically appropriate language. There should be
evidence of new vocabulary in the SMART Notebook.
- Picture Graph: graph that uses pictures to show data
- Tally Chart: uses tally marks to show data (will be a review of the previous lesson)
- Data: information you collect

Lesson Procedures:
1. Warm-up that is connected to new learning (Solve & Share):
- I will gather the students at the carpet to explain the directions. I will introduce the
solve and share activity to the students by saying, We are going to use what we
learned last class about using tally charts to collect data to find what activity our
classmates like the most. I will ask, Who can remind me how we use a tally chart?
(Funnel question)
o Student Response: Each person gets one tally in one of the columns
- I will respond, We will be using tally charts in our problem this morning.
- I will reveal the problem on the smartboard. I will read the problem to the students,
What is your favorite activity to do outside? Ask 10 classmates to choose jump rope,
basketball, or ride a bike? Then, answer these two questions: What activity has the
least votes? What activity has the most votes? I will ask the students, What does
the word least mean? What does the word most mean? (Funnel question)
o Student Responses: Least means the smallest number; most means the biggest
number
- I will remind the students that they will ask 10 classmates the question in the solve
and share. I will ask, How many tallies should you have in total? (Funnel question)
o Student Response: 10
- Each student will collect their data by walking around the room and asking their
classmates. They will then go to their seats and answer the two questions. I will walk
around and informally observe students collecting their data. If students are struggling
to transfer their data onto the tally graph, I will ask, What was [student name]s
favorite activity? Where do you think we should put this information on our chart?
Since [student name] is one person, how many tally marks do we put? (Funnel
question)
o Student Response: We put the tally mark for his/her favorite activity. We put
one because it is for one person.
- After all the students have finished the solve and share, we will gather back on the
carpet. They will bring their solve and share problems. I will ask, What students had
the least? What students had the most? (Funnel question) I will ask students to raise
their hands in agreement if they also got [activity] as the least/most. I will call on
several students to share how they found that it was the least/most. (Focus question)
o Student Response: I counted all of them up in each category. The number that
was the highest I had the most of. The activity that had the smallest number I
knew was the least.
2. Tasks and activities: (Visual Learning Bridge)
- I will model the visual learning bridge for the students. I will have the first two
images of the VLB on the smartboard. I will say, Joey asked 9 friends what their

favorite sport to play was. I see he collected the data using a tally graph. I am going
to represent this tally graph with my counters so I can visualize the problem.
I will use magnetic colored counters (3 colors) on the whiteboard to show my data
using concrete materials. I will draw a grid and label three columns basketball,
soccer, and baseball. I will model to the students how I am going to show the data. I
am going to count how many tallies basketball had. I count one two- three. Three
people said that basketball was their favorite sport so I am going to put three
counters in the basketball row: one two-three. I am going to count how many people
said that soccer was their favorite. I see that there is only one group with a slash on it
I remember that this represents 5. So I am going to count out five counters of a
different color and put them in the soccer row. I see that there is only 1 tally for
baseball, so I am going to put 1 counter of a third color in the baseball row.
I will ask, Do my counters show the same data as the tally graph? (Funnel
question) How do you know?(Focus question)
o Student responses: Yes; I counted and saw that they had the same numbers.
Next, I will model for the students how to transfer data from the tally graph or our
concrete model onto a picture graph. I will reveal on the smartboard the empty picture
graph of the VLB. I have shown my data on a tally graph and using counters. I am
now going to show my data using a picture graph. A picture graph is a graph that
uses pictures to show data. I am going to count the basketball tallies again 3. Since
3 people said they their favorite sport was basketball, I am going to move 3
basketballs in my graph because each basketball represents one person. 5 people said
soccer was their favorite so I am going to move 5 soccer balls in my graph. I am
going to have 1 baseball in my graph because only 1 person said baseball was their
favorite. Now, I have my data shown using a picture graph.
I will ask the students, Is my picture graph similar to my counters? How so?
o Student Response: There are the same number of basketball, soccer, and
baseball in each graph. Each counter represented one person. Each picture
represents one person.
o If they need more clarification, I will count out each graph.
The students will complete the Do You Understand Me? question individually. I will
then ask the students to turn and talk with a partner about which one was the least and
how they got their answer. (funnel/focus question) I call on a student to give their
answer and explain how they got their answer. (focus question) After the student has
responded, I will ask the other students to agree (thumbs up) or disagree (thumbs
down). If students disagree, I will ask them to explain why they disagree. (focus
question) I will also ask if students got the same answer but used a different strategy
and to explain their strategy. (focus question)

o Student Responses: Baseball had the least. I counted the totals and 1 was the
lowest number. ; I looked at the pictures and baseball didnt go as far as the
other two.
I will hand out counters of 3 different colors and a paper graph to the students. We
will complete the Guided Practice question together. I will show the tally chart on the
smartboard. I will ask the students to use their counters on the paper graph to show
the data. I will have them turn and talk with a partner and compare counters.
I will ask the students how many counters they had for pear (funnel question) and use
the magnetic counters to show their answer. I will do the same for banana and apple.
o Student Response: 8; 3; 5
I will then show a blank picture graph on the smartboard. I will say, Now we are
going to show our data using a picture graph. I will call on a student to come to the
board and complete the pear section of the graph. The student will drag 8 pears on the
graph. I will ask the student, How did you know to show 8 pears? (Focus question)
o Student Response: There were 8 tallies for the pears so that means that 8
people picked pear as their favorite fruit. So each pear represents one person.
I will call on two other students to do the same for the banana and apple. The rest of
the students will draw the pictures on their piece of paper.
After our picture graph is complete, I will ask the students in a think-pair-share
activity, How our the tally chart, our counter graph, and the picture graph similar?
How are they different? (focus question) I will give students a minute to think on
their own and then talk to a classmate sitting by them. While they are discussing, I
will be informally observing the conversations. After they have a couple minutes to
talk, I will call on some students to share their answer.
o Student responses: They all show the same numbers; they show the numbers
different ways (tallies, circles, and pictures of the objects); the graphs are set
up differently; they use the same data
The students will work on the independent practice in pairs. I will walk around and
observe students and help any students who are struggling. When they are done with
their picture graphs, they will raise their hands. I will come and check their graphs
before they can move on to the questions.
For students who struggle with reading, they may have a hard time correctly
identifying the activities. As I walk around, I will look for this and focus the students
attention on the beginning letters. Students will also be able to use the counters and
their paper graphs to represent the data if they are struggling with the problem.
For students who finish early, I will have them share their two sentences (question #5)
with other students who are done. I will instruct these students to think if they agree
or disagree with the sentences and why (focus question).
Students will work on questions 6-9 independently. I will collect this sheet for a
summative assessment.

3. Closure:
- With five minutes left of the math block, I will gather the students to the front carpet.
I will say, Today we learned about a new type of graph that we can use to show our
data. Who can tell me what this graph is called? (Funnel question)
o Student response: Picture graph
- In a think-pair-share, students will discuss if they like using a picture graph more than
other graphs and why. (Focus question)
o Student Responses: Its easy to count the data; tallies are faster to count the
pictures are of the objects; its easy to see which one has more or less;
- If a student mentions how it is easier in picture graphs to see which one has the most
or the least, say, Next lesson, that will be really helpful because we are going to
focus on looking at data on graphs and comparing it using words like, the most or
the least. Like [student name] said, it is easier to do that when looking at picture
graphs.
Accommodations for individual differences:
Describe additional supports that can be used for re-teaching if needed.
o For a student who is struggling with the picture graph, I would re-teach the lesson
to a small group of students who are struggling using the concrete materials.
Before moving to the representational model, I will make sure the child has a
solid foundation with the concrete materials by having the physical graph and
manipulative.
Describe a challenging extension for students for demonstrate mastery quickly or show
evidence of a lot of prior knowledge.
o For students who are showing mastery of the picture graph, I would have slightly
different problems for them to work with the picture graph. These problems will
show a picture graph with data for 2 out of 3 objects (or more objects). The total
number of students will be given as well. The student has to use the picture graph
to figure out how many are already represented in the data in order to find the
third set of data.
Peer Reader: I had my lesson peer reviewed by Adina. Some of her edits involved me explicitly
stating where in the classroom the activities would take place. I added into the lesson when we
would be at the carpet and when the students would be at their seats. She also suggested areas
that I could be more explicit in my instructions. One sections was during the independent work,
what the process was for the students getting their work checked.