1. Create and Analyze Tally Charts Unit of Study: Represent Data Global Concept Guide: 1 of 3

2. Content Development  Children should understand that tallying is a quick way to show many, especially when taking a survey.  Students should understand that tally marks are drawn in groups of 5, with 4 vertical lines and 1 diagonal line.  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 Essential Question: How do you count and analyze the tallies on a tally chart?  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 Setting the Stage, Building Conceptual Knowledge, and Building Skills and Strategies (introduce a Survey only, p. 3) from 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.Voyages  Go Math Lesson 10.5, p. 430-432, can be used as partner or independent practice.  By the end of Day 1, students should be able to count and read data from a tally chart.

4. Day 2 Essential Question: How do you create tally charts?  The remainder of the Voyages lesson can be used as an engage and to build conceptual knowledge of tally charts. After the chart is created, the teacher should have students answer questions related to the data.Voyages  This day should be used for students to survey others and then use the data to create their own tally charts. Manipulatives and/or the Zoo Animal Sort can be used to do this. The students should also be asked to analyze this data as well.Zoo Animal Sort  Go Math Lesson 10.6, p. 435, gives students another opportunity to survey and use the data to complete a tally chart. This resource already has questions to analyze the data. By the end of day 2, students should be able to create and analyze their own tally charts.

5. 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 p. 429B—ELL Language support and Tier 2 activities  Go Math p. 433B—Tier 1 and Tier 2 activities  Go Math K-1 Intensive Intervention Skill Pack—skill 20

6. Literature Connection