G1 U1 L12 TE
Applied MP
MPs * Embedded MP
Group Math Task Grade 1 · Unit 1 · Lesson 12
1
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2
3
4
5
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6
7
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MC: 1.MD.4 Student Journal Pages
(none)
Today, I will work in a small group to show my understanding of creating a picture and tally graph.
Materials 1. A picture graph created by surveying the entire class about their favorite type of ice cream (three categories: chocolate, vanilla, strawberry or teacher choice). 2. One student recording sheet for each group. 3. One marker or crayon for each group.
Preparation
The recording sheet is divided into 4 sections. Each section is numbered 1-4.
Example:
Copyright © Swun Math
1
2
3
4
Grade 1 Unit 1 Lesson 12 T TE
8
*
Answer Key: VI
HW
1-4 Answers will vary depending on the chart selected for
1. check graphs; sausage = 7, kabobs = 3, steaks = 10
the GMT exercise.
2. 4 fewer 3. yes 4. responses will vary.
MC & MP Check
Are students able to collaborate in a small group?
Does the students work show an understanding of reading a picture graph?
Are students able interpret information from a picture graph?
Are students able to transfer information from a picture graph into tallies?
Are students able to articulate what they would do differently to solve the problem? (Error Analysis)
Copyright © Swun Math
Grade 1 Unit 1 Lesson 12 T TE
Verbal Instruction *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem.
Teacher: Section 1:
Look at the favorite ice cream picture graph. Record which of the ice cream flavors received the fewest amount of votes.
Section 2:
Look at the favorite ice cream picture graph. Write the amount of many votes that (the flavor that received the fewest) received and represent that amount in tallies.
Section 3:
Look at the favorite ice cream picture graph. Record which of the ice cream flavors received the greatest amount of votes.
Section 4:
Look at the favorite ice cream picture graph. Write the amount of many votes that (the flavor that received the most) received and represent that amount in tallies .
Choose a way to represent your number.
Group Presentation *MP3: Do you agree/disagree with what
said?
*MP6: How do you know your answers are correct/reasonable?
Sample Probing Questions:
Tell me about the information on the picture graph.
What are the differences between a tally graph and a picture graph?
What are the similarities between a tally graph and a picture graph?
How did you know which had the greatest? Fewest?
Reflective Closure
Were we able to work together as a group?
Were most groups able to complete the tasks?
Were we able to verbalize our mathematical content and practice?
Copyright © Swun Math
Grade 1 Unit 1 Lesson 12 T TE
Name: ____________________________ Date: ______________________________ Directions: Organize and represent the data into a tally graph. Then, interpret the data by answering questions.
1.
What barbequed meat do you like best?
Total
Sausages
Kabobs
Steaks
2. How many fewer votes did Kabobs get than Sausages? 3. The total votes for Sausages and Kabobs is 10. Is this correct?
Yes
No
If no, find the answer. 4. Come up with another question about the graph. Find the answer. ? Answer:
Copyright © Swun Math
Grade 1 Unit 1 Lesson 12 T TE
MPs * Embedded MP
Group Math Task Grade 1 · Unit 1 · Lesson 12
1
*
2
3
4
5
*
6
7
*
MC: 1.MD.4 Student Journal Pages
(none)
Today, I will work in a small group to show my understanding of creating a picture and tally graph.
Materials 1. A picture graph created by surveying the entire class about their favorite type of ice cream (three categories: chocolate, vanilla, strawberry or teacher choice). 2. One student recording sheet for each group. 3. One marker or crayon for each group.
Preparation
The recording sheet is divided into 4 sections. Each section is numbered 1-4.
Example:
Copyright © Swun Math
1
2
3
4
Grade 1 Unit 1 Lesson 12 T TE
8
*
Answer Key: VI
HW
1-4 Answers will vary depending on the chart selected for
1. check graphs; sausage = 7, kabobs = 3, steaks = 10
the GMT exercise.
2. 4 fewer 3. yes 4. responses will vary.
MC & MP Check
Are students able to collaborate in a small group?
Does the students work show an understanding of reading a picture graph?
Are students able interpret information from a picture graph?
Are students able to transfer information from a picture graph into tallies?
Are students able to articulate what they would do differently to solve the problem? (Error Analysis)
Copyright © Swun Math
Grade 1 Unit 1 Lesson 12 T TE
Verbal Instruction *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem.
Teacher: Section 1:
Look at the favorite ice cream picture graph. Record which of the ice cream flavors received the fewest amount of votes.
Section 2:
Look at the favorite ice cream picture graph. Write the amount of many votes that (the flavor that received the fewest) received and represent that amount in tallies.
Section 3:
Look at the favorite ice cream picture graph. Record which of the ice cream flavors received the greatest amount of votes.
Section 4:
Look at the favorite ice cream picture graph. Write the amount of many votes that (the flavor that received the most) received and represent that amount in tallies .
Choose a way to represent your number.
Group Presentation *MP3: Do you agree/disagree with what
said?
*MP6: How do you know your answers are correct/reasonable?
Sample Probing Questions:
Tell me about the information on the picture graph.
What are the differences between a tally graph and a picture graph?
What are the similarities between a tally graph and a picture graph?
How did you know which had the greatest? Fewest?
Reflective Closure
Were we able to work together as a group?
Were most groups able to complete the tasks?
Were we able to verbalize our mathematical content and practice?
Copyright © Swun Math
Grade 1 Unit 1 Lesson 12 T TE
Name: ____________________________ Date: ______________________________ Directions: Organize and represent the data into a tally graph. Then, interpret the data by answering questions.
1.
What barbequed meat do you like best?
Total
Sausages
Kabobs
Steaks
2. How many fewer votes did Kabobs get than Sausages? 3. The total votes for Sausages and Kabobs is 10. Is this correct?
Yes
No
If no, find the answer. 4. Come up with another question about the graph. Find the answer. ? Answer:
Copyright © Swun Math
Grade 1 Unit 1 Lesson 12 T TE
