Math lesson plan · 1st grade (Year 2 in England) · 45 minutes
Organise a list of answers into groups
Statistics and probability
CCSS 1.MD.C.4England: Y2 Statistics
Objective and success criteria
Students will: Organise a list of answers into groups.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Read and make tally marks
Leads to: the next skill in this area.
Materials: Squared paper for charts, Class survey data, Sticky notes for a live chart, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Read and make tally marks). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which tally shows 9? (卌 = a bundle of 5) (卌 卌 / |||| / 卌 |||| / 卌 卌 ||||) → 卌 ||||Prompt: Count the bundles in fives first.
- To show 17 with tally marks, how many full bundles of 5 do you draw? → 3Prompt: Every fifth mark goes across the other four to make a bundle.
- Grace counted birds in the garden: 卌 |||| (卌 = a bundle of 5). How many birds? → 9Prompt: Count the bundles: 5, 10, 15, …
Hook · 5 min
- Take a quick class survey (favorite fruit, travel to school) and ask what the results tell us.
- Share the objective: Organise a list of answers into groups. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: A class voted. The answers were: cloudy, rainy, sunny, cloudy, rainy, cloudy, rainy, cloudy, cloudy. How many votes did rainy get?
- Step 1: sunny: |; rainy: |||; cloudy: 卌
- Step 2: 3
- Answer: 3
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- A class voted. The answers were: walk, car, car, bus, car, bus, walk, car, walk, walk, car. How many votes did bus get? → 2Prompt: Make a tally mark for each answer in the right row.
- Answers: banana, banana, grapes, banana, apple, apple, banana, grapes, apple. Which answer was the most popular? (apple / banana / grapes) → bananaPrompt: Sort the answers into groups.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Answers: walk, car, walk, walk, walk, walk, car, bus, bus, car. Which answer was the most popular? (walk / bus / car) → walkPrompt: Sort the answers into groups.
- A class voted. The answers were: fish, fish, cat, fish, fish, dog, cat, cat, fish, cat. How many votes did fish get? → 5Prompt: Make a tally mark for each answer in the right row.
Watch out for
- Forgetting to put data in order before finding the median.
- Reading a bar's height wrongly when the scale goes up in 2s or 5s.
Support and stretch
Support
- Review first: Read and make tally marks.
- Use concrete materials: squared paper for charts.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-1.
Free lesson plan from eurekami.com/lesson-plan-builder