Standard #: MA.1.DP.1.2


This document was generated on CPALMS - www.cpalms.org



Interpret data represented with tally marks or pictographs by calculating the total number of data points and comparing the totals of different categories.


Clarifications


Clarification 1: Instruction focuses on the connection to addition and subtraction when calculating the total and comparing, respectively.

General Information

Subject Area: Mathematics (B.E.S.T.)
Grade: 1
Strand: Data Analysis and Probability
Standard: Collect, represent and interpret data using pictographs and tally marks.
Date Adopted or Revised: 08/20
Status: State Board Approved

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 for students to begin to understand different displays of data and the information that they can represent. In Kindergarten, students collected and sorted objects into categories and compare by counting the objects. Students reported their results either verbally, with a written numeral, or a drawing. Instruction includes providing opportunities for students to use addition and subtraction strategies when interpreting a data representation  (MTR.5.1). 
  • Instruction includes questions that focus on the context of the situation (MTR.7.1). 
  • Instruction includes opportunities for students to choose a representation (pictograph or tally marks) for their data set and have discussions of the efficiency of the representation.

 

Common Misconceptions or Errors

  • Students may misread or misinterpret data by not understanding the context of a question. 
  • Students may try to solve an addition or subtraction problem by making an unnecessary data display. 
    • For example, the following question does not require making a data display; Jacob has 10 toy trucks and Courtney has 8 toy trucks. How many more trucks does Jacob have than Courtney? 
  • Students may make minor errors when answering questions from the data. In these cases, it is helpful to have students write an equation that could be used to solve the problem. 
  • When calculating the total number in the data set students may not recognize that they need to add all categories together.

 

Strategies to Support Tiered Instruction

  • Teacher provides the following pictogram and accompanying questions. Teacher reads each question with students, checking for understanding along the way while focusing on accurately counting the items in each category. Additionally, the teacher provides opportunities for creating addition or subtraction equations to solve each question. Finally, the teacher ensures understanding of the relationship between the total number of items in a data set and addition. 
    • Example: 

    • Part A. How many students chose football as their favorite sport? (For Part A, help students to count and record the number of footballs in the graph.) 
    • Part B. How many students voted for tennis, soccer and football as their favorite sport? (For Part B, help students to count all the pictures in the pictogram, and create the addition equation 4 + 3 + 5 = 12. Teacher provides students with equation frame __ + ___ + ___ = ___ if needed.) 
    • Part C. How many more students prefer baseball over soccer? (For Part C, help students count the number of first graders that chose baseball and soccer, then create the subtraction equation 6 − 3 = 3. Teacher will review key vocabulary with students, including what “more” means in the context of the question.) 
    • Part D. How many fewer students prefer tennis than baseball? (For Part D, help students count the number of first graders that chose tennis and baseball, then create the subtraction equation 6 − 4 = 2. Teacher will review key vocabulary with students, including what “fewer” means in the context of the question.) 
  • Teacher provides the following graph and has students answer the accompanying questions. The teacher reads each question with students, checking for understanding along the way focusing on accurately counting the tally marks in each category. Additionally, the teacher provides opportunities for creating addition or subtraction equations to solve each question. Finally, the teacher ensures understanding of the relationship between the total number of items in a data set and addition. 
    • Example: 

places to play

    • Part A. How many students chose outdoors as their favorite place to play? (For Part A, help students to count and record the number of tally marks in the graph, focusing on what the slanted tally mark means and groups of five.) 
    • Part B. How many more students voted for outdoors than indoors? (For Part B, help students count the group of tally marks in both indoors and outdoors to create the subtraction equation 10 − 8 = 2.) 
    • Part C. How many students voted in all? (For Part C, help students count the total number of students that chose indoors and outdoors to create the addition equation 10 + 8 = 18.) 
  • Teacher will provide opportunities for practicing counting each group of items (by picture or tally mark) and recording that number in digit form to reinforce making connections between counting the objects and recording the numerals. 
  • Teacher will pose addition and subtraction related questions to students about the data. 
    • For example, teacher will provide students with equation frames (such as ___ + ___ = ___ for addition equations or ___ − ___ = ___ for subtraction equations) to help them create equations to match the graphs.

 

Instructional Tasks

Instructional Task 1 (MTR.7.1) 

Czerise surveyed her classmates to find out what kind of pet they owned. Use the list below for the classmates Czerise didn’t get a chance to put on her pictograph to complete her pictograph. Then answer the questions below. 

list of pets

  • Part A. How many students have a dog? 
  • Part B. How many fewer students have a fish than a cat? 
  • Part C. How many pets do Musafa’s classmates have in all?

 

Enrichment Task 1 (MTR.5.1)

Refer to Instructional Item 2 below, complete the same task with 53 tally marks for hot dogs and 65 tally marks for hamburgers.

 

Instructional Items

Instructional Item 1 

Look at the pictograph below. Each picture represents one student’s choice. 

favorite weather

  • Part A. How many students chose a rainy day as their favorite weather? 
  • Part B. How many more students chose a sunny day over a cloudy day? 
  • Part C. How many students prefer days that are not sunny? 
  • Part D. Which is the most popular weather among first graders? 

 

Instructional Item 2 

The lunchroom was serving hot dogs or hamburgers for lunch. The tally marks show the choices the students made. Each tally mark represents one student’s choice. 

  • Part A. How many students want hot dogs for lunch? 
  • Part B. How many students want hamburgers for lunch? 
  • Part C. How many fewer students want hot dogs than hamburgers? 

 

*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.



Related Courses

Course Number1111 Course Title222
5012030: Grade One Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current))
7712020: Access Mathematics Grade 1 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
5012005: Foundational Skills in Mathematics K-2 (Specifically in versions: 2019 - 2022, 2022 - 2024, 2024 and beyond (current))


Related Access Points

Access Point Number Access Point Title
MA.1.DP.1.AP.2 Interpret data represented with tally marks or pictographs to determine how many in each category and compare the values of two categories of data in terms of more or less.


Related Resources

Lesson Plans

Name Description
Hiring Drone Pilots

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This is an open-ended engineering design lesson where students will develop a model to help them solve a problem. There are no “right” answers as the lesson is focused on the process of developing a solution and the skills and reasoning behind the process. Students should be given the freedom to interpret the problem and parameters in unique ways to pursue their own lines of thinking in producing a solution.

How does Generative AI work?

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Lesson 3 - Tally Our Vote

Lesson 3 - Tally Our Vote

Lesson 2 - Tally the Vote

In this lesson, students will discuss how a class of students can vote to make a decision when they don't all agree on a choice. Students will count tallies to determine answers to questions about voting for a class pet. This is lesson 2 in a 3-part series integrating math and civics.

Class Pet Vote

Students will vote on a favorite class pet, record results, and use the most popular choice to decide the favorite as a way of demonstrating group decision making.

Tally Patriotism

Students will collect, record, and compare data about their favorite way to demonstrate patriotism during a patriotic holiday or observance.

Fairycat Bookstore

In this Model Eliciting Activity, MEA, students will work in small groups to determine a procedure for deciding which book series they would like in their classroom library. Students will use information presented in pictographs and tally charts to determine this ranking. Then, in the twist, students will have to consider the cost of the series and what they will learn from each.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Get Up and Move!

In this Model Eliciting Activity, MEA, students will work together to problem solve. The students are presented with a problem in which they have to decide on a procedure for choosing the activity that should be done at a Move-a-Thon fundraiser. Students will organize data in a tally chart as well as a pictograph. In the “twist” students will be given combinations of bills representing the value of each of the activities. Students will work together to reevaluate their original procedure and determine if it should change, along with the rankings.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Adopt-A-Road

In this Model Eliciting Activity, MEA, students will use a realistic scenario in order to analyze the steps for adopting a road in their own community. The students will be required to activate prior knowledge about litter and natural habitats, brainstorm independently, and also collaborate within cooperative groups to create a written procedure to explain their reasoning. Students will take into consideration wildlife, traffic, the amount of litter, and the length of the road (which affects the cost of clean-up).

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Traveling With Clifford

In this MEA lesson plan, students will work on their map skills while they practice collecting data in categories, representing data using pictographs, and interpreting data in pictographs to solve a problem. Students will read and/or listen to the story Clifford Takes a Trip. After discussing the story, they will then plan a trip for Clifford to visit the great state of Florida.

Pictographs with Pizazz

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Flower Power Flower Company MEA & STEAM* Activity

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The Flower Power MEA provides students with an real world problem in which they must work as a team to design a plan to select the best flower arrangement for a special event. The resource was primarily designed as an MEA so the time and teacher instructions are based on the MEA format. The additional activities will take several hours of instruction but include watching and discussing a video about the parts of plants, reading a book, and discussing the art in the book as well as additional art by the book author/illustrator.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Life Jackets

In this Model Eliciting Activity, MEA, the students are to decide what criteria is the most important for a company to consider when choosing life jackets. Students will use tally charts with data about comfort and visibility as well as information provided on 3D figures that can be used to model the life jackets.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Noritos Chip Company

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.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Crumbly Cookie Company

Students will determine the best variety for a new cookie entering the market. Students will have to consider flavor, smell, appearance, and the number of cookies in the package.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Planting Vegetables After a Storm

In this open-ended question, students in teams will make decisions about how to rank vegetables to plant on a farm. The students' decisions will be based on various criteria.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Zaspper Baby Fun Toy Company

In this Model Eliciting Activity, MEA, students will work together to determine a procedure for ranking toys for a company. They will use data presented in a tally chart, count money, and consider information in tables.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Vote for Ice Cream

Students will collect and represent data about their favorite ice cream flavors by creating a class tally chart. The students will then work in pairs to use the same data to create a pictograph. Students will use the data displays to answer questions about the total number of data points and to compare the categories.

Original Student Tutorials

Name Description
Ice Cream Pictographs: Questions

Help Ms. Griffin's class use pictographs to answer questions about the data they collected on their class's favorite ice cream flavors in this interactive student tutorial.

What's the Weather?

Learn how to organize data in three categories as well as represent and interpret the data in this interactive tutorial.

Student Resources

Original Student Tutorials

Name Description
Ice Cream Pictographs: Questions:

Help Ms. Griffin's class use pictographs to answer questions about the data they collected on their class's favorite ice cream flavors in this interactive student tutorial.

What's the Weather?:

Learn how to organize data in three categories as well as represent and interpret the data in this interactive tutorial.



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