General Information
Benchmark Instructional Guide
Connecting Benchmarks/Horizontal Alignment
Terms from the K-12 Glossary
- NA
Vertical Alignment
Previous Benchmarks
Next Benchmarks
Purpose and Instructional Strategies
The purpose of this benchmark is to get students thinking about how they can organize information in a way that can be interpreted. In Kindergarten, students collected and sorted objects. Student results are recorded by students either verbally or with written numerals or drawings. The expectation is not for students to create a graph on their own (MTR.5.1).- Instruction includes providing opportunities for students to understand that bundling tally marks into groups of five allows for more efficient counting of larger data sets (MTR.5.1).
- Instruction includes guiding students to skip count by 5s when using tally marks that have been bundled into fives (MTR.3.1).
- Instruction includes real-world context for data representations (MTR.7.1).
- Instruction includes providing opportunities for students to choose a representation (pictograph or tally marks) for their data set and have discussions of the efficiency of the representation.
- Instruction includes the understanding that different types of graphs are useful in representing different contexts.
Common Misconceptions or Errors
- Students may not recognize that when using tally marks they make a slash through four tally marks to represent a bundle of five tally marks.
Strategies to Support Tiered Instruction
- Teacher models how to make groups of five using straws and gives students straws and have students practice placing straws in groups of five, including how to arrange the fifth straw in a group. The teacher has the students practice counting the straws in groups of five and then records the number of straws they counted using both tally marks and numerals. If the student isn’t sure how to draw a bundle of five tally marks correctly, the teacher shows them how to draw the fifth tally mark diagonally across four tally marks. The teacher has the student count each tally mark to verify that there are five tallies. Next the teacher models how to make groups of six and has the student show them where they would place a sixth tally mark as it should be near the bundle of five but not a part of the bundle. Next, the teacher has the students practice placing a sixth straw in their bundle. Once the students have successfully modeled how to create six with straws, the teacher asks the students to draw larger numbers, such as seven or nine with tally marks and record the numeral.
Instructional Tasks
Instructional Task 1 (MTR.3.1)
Josie was sorting figures for her teacher and made a tally chart for the figures she put in the bin. The bell rang before Josie had a chance to sort all the figures and finish her chart. Help Josie finish by adding tally marks for the figures she hasn’t sorted yet.
Instructional Items
Instructional Item 1
The students in Mrs. Frank’s class collected data on the color of shirts they would wear on the school field trip. Students could choose red, blue or green. Organize the data using a pictograph. Teacher Tip: Students may sketch circles to represent shirts.
Instructional Item 2
Julie wants to know the favorite flavor of milk for first grade students. Is it chocolate, vanilla or strawberry milk? Collect data from your classmates on their favorite flavor of milk. Then, represent the results using tally marks.*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.