Lesson Notes By Weeks and Term v5 - Grade 1

Lesson Video

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Performance objectives

• Collect data using tally marks.
• Represent data using simple pictographs.
• Answer questions based on collected data.
• Sort objects into categories.
• Compare quantities in different categories.

Lesson summary

Data handling is a very important skill in mathematics because it helps us organize information, understand patterns, and make decisions based on what we see. In Grade 1, we are beginning to learn how to collect, sort, and represent data in simple ways. This week we will be looking at collecting data using tally charts and pictographs. Imagine we want to know which fruit is the most popular in our class, or how many children like to play different games. Data handling will allow us to find this out quickly and easily! These skills are crucial for understanding the world around us.

Lesson notes

Tally Marks: Tally marks are a quick and easy way to count things. Each tally mark represents one item. We draw a short vertical line for each item we are counting. For example, if we are counting the number of learners who like apples, and 3 learners like apples, we would draw three tally marks: |||. When we reach five, we draw a diagonal line across the previous four: ||||. This makes it easier to count in groups of five. So, if 7 learners like apples, we would draw: |||| ||.

Pictographs: A pictograph uses pictures to represent data. Each picture represents a certain number of items. For example, one picture of a smiley face might represent one learner, or it could represent two learners depending on the scale. It’s very important to look at the key to know what each picture represents. Pictographs make it easy to compare different amounts visually. For instance, if you are representing favorite sports and there are more soccer balls than rugby balls on a pictograph, you immediately know that more learners like soccer than rugby.

Sorting: Sorting is putting things into groups based on something they have in common. This could be color, shape, size, or any other characteristic. For example, we can sort our toys into groups of cars, dolls, and building blocks.

Example 1: Collecting Data with Tally Marks Let's say we want to find out the favorite colors of learners in our class. We can ask each learner their favorite color and use tally marks to record their answers. | Color | Tally Marks | Total | | ------ | ----------- | ----- | | Red | |||| | 4 | | Blue | |||| | | 6 | | Green | ||| | 3 | | Yellow | || | 2 | Explanation: We went around the class and asked each learner their favorite color. For each learner who said "Red", we made one tally mark under the "Red" column. After collecting all the data, we counted the tally marks and wrote the total in the "Total" column.

Example 2: Representing Data with a Pictograph Let's use the data from Example 1 (favorite colors) and create a pictograph. We will use a sun for yellow, a leaf for green, a drop of water for blue, and a fire for red. Each symbol will represent one student. | Color | Pictograph | | ------ | ---------------------------------------- | | Red | 🔥 🔥 🔥 🔥 | | Blue | 💧 💧 💧 💧 💧 💧 | | Green | 🌿 🌿 🌿 | | Yellow | ☀️ ☀️ | Explanation: For the color Red, which had 4 tally marks, we drew 4 fire symbols. For the color Blue, which had 6 tally marks, we drew 6 water drop symbols, and so on. Looking at the pictograph, we can quickly see that Blue is the most popular color because it has the most water drop symbols.

Example 3: Answering Questions Based on Data Using the pictograph from Example 2, let’s answer some questions: Which color is the most popular?

Answer: Blue Which color is the least popular?

Answer: Yellow How many learners like Red?

Answer: 4 How many more learners like Blue than Green?

Answer: 3 (Because 6-3=3)

Example 4: Sorting Let's say we have a basket of fruits: 3 apples, 2 bananas, and 4 oranges. We can sort them into groups.

Group 1: Apples Group 2: Bananas Group 3: Oranges.

Then we can compare the numbers: We have more oranges than apples. Guided Practice (With Solutions)

Question 1: Learners in Grade 1 were asked which animal they liked best: cow, goat or chicken. The data is given below. Fill in the table using tally marks.

Cow: 3 Learners Goat: 5 Learners Chicken: 4 Learners Solution: | Animal | Tally Marks | Total | | -------- | ----------- | ----- | | Cow | ||| | 3 | | Goat | |||| | 5 | | Chicken | |||| | 4 | Explanation: We created a tally mark for each learner who liked each animal. For the Goat, since 5 learners liked it, we made the fifth tally mark diagonally across the first four.

Question 2: Using the data from Question 1, create a simple pictograph where each animal picture represents 1 learner.

Solution: | Animal | Pictograph | | -------- | ---------------------------------------------- | | Cow | 🐮 🐮 🐮 | | Goat | 🐐 🐐 🐐 🐐 🐐 | | Chicken | 🐔 🐔 🐔 🐔 | Explanation: We drew the corresponding number of animal pictures for each animal, as specified by the data in the tally chart.

Question 3: A learner has a box of toys: 2 cars, 5 balls, and 3 teddy bears. Sort them and say which toy they have the most of.

Solution: Cars: 2 Balls: 5 Teddy Bears: 3 The learner has the most balls.

Explanation: First we sorted the toys into their respective groups (Cars, Balls, Teddy Bears). Then we counted how many toys were in each group. The "balls" group has the highest number, so the learner has the most balls. Independent Practice (Questions Only) Collect data on the favorite snacks of your classmates. Use tally marks to record your data in a table. Create a pictograph to represent the snack data you collected in Question

1. Let each snack picture represent one learner. Using your pictograph, answer the following questions: Which snack is the most popular? Which snack is the least popular? How many learners like [insert a specific snack from data]?