Curriculum Tie:


Summary: Students will learn about tallying and collecting data.
Main Curriculum Tie: Mathematics Kindergarten Classify objects and count the number of objects in each category. 3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.^{3} Materials:
For each student:
 Whiteboard
 Whiteboard eraser or
fleece square
 Piece of card stock for
palm pocket
 Number Cards (pdf)
Additional Resources
Books
 Beginning Graphing, by Eleanor Villalpando (available from
Remedia publications, http://www.rempub.com/stores);
Item# REM 152
 Beep, Beep, Varoom, Varoom, by Stewart J. Murphy;
ISBN 0064467287
Attachments
Background For Teachers:
Students should have a basic knowledge of numbers and onetoone
correspondence before they start working on these activities.
Vocabulary words used in this activity:
Tally mark—A line made on a chart
to represent an object in a set.
Tally chart—The chart on which tally marks are recorded.
Set of five tallies—The fifth tally goes across the first
four tally marks
to show a set of five marks.
Set of ten tallies—Two sets of five tallies get circled to
show a set of
ten tally marks.
Data—Information we are using, either from around us or generated
by us.
Attributes—The properties of an object that can be used to
compare it
to other objects.
Intended Learning Outcomes: 1. Demonstrate a positive learning attitude.
2. Develop social skills and ethical responsibility.
3. Demonstrate responsible emotional and cognitive behaviors. Instructional Procedures: Invitation to Learn
Have everyone close their eyes
for a minute. Tell them that we are in
a store and we are walking down the game aisle. Ask them what they see.
Tell them that what you see are manipulatives for math—box after box of
manipulatives that can make math really fun and interesting for students.
The problem? Those games have big prices stuck on them and we can’t
afford to buy them. Tell the class that you are a garage sale and secondhand
store addict. Tell them that usually you can buy a game for $2 or
less at a garage sale or a secondhand store. Tell them that those games
will probably never be played following the rules of the game.
The following game ideas use secondhand items and can be adapted
for games that are available to the teacher.
Push the grasshoppers down and wait for them to pop up. Have a
student come and check whether they landed rightside up, or upside
down. Ask a couple of students to come up and try to catapult the
monkeys into the tree. Ask another student to come and push the button
on the Monster Mixup machine. Have another turn on the Lucky Ducks game and
start pulling ducks from the pond one at a time, etc. . .
Ask the students what the students have been doing. Guide their
conversation so that you establish the fact that all of the students have
been generating data. Then ask what we can do with the data that is being
generated. How can we collect, record, and display that data? Make a list
on the board of the different ways that the students suggest.
Instructional
Procedures
 Have students sit around you on the floor. Place a number
of
cars, trucks, vans, etc. on a whiteboard. Ask the students how
many vehicles are on the board. Starting from the upper lefthand
side of the board, have them count the vehicles with you
as you point to each one. After you have counted all of the
vehicles, continue counting by starting over—pointing at the
same vehicles again. When a student gets excited about the fact
that you are doing it all wrong, stop and review with the
children that when we count objects in a set we only count each
item once. Count the vehicles again. This time stop after each
item has been pointed to and counted.
 Tell the students that we are going
to make a record of what we
have on the board.
 Hold up a big tally sheet for them to see. Show them
that there
is a row on the sheet for each different kind of vehicle that is on
the board.
 Invite a student to go to the board and remove one of the
vehicles. The student needs to show everyone which vehicle
s/he removed and then give the vehicle to you.
 Show the students that you
are making a tally mark on the tally
chart on the row that shows the picture of the vehicle the
student removed from the board. Make sure the students
understand that the tally mark on the sheet represents the
vehicle that was removed from the board. As you get to a row
where a fifth tally needs to be recorded, choose five students to
come up and represent the tally marks with meter sticks. Have
four students lay their meter sticks on the floor side by side so
they look like the four tally marks on the chart. Have the fifth
student lay his/her meter stick across the other four so that it
touches all of the other meter sticks. Let the rest of the students in
the class circle around the tally mark model so that they can see
that the fifth tally goes across the first four.
 Mark the fifth tally across
the other four on the tally chart. Show
the students that it can go straight across like this, (mark four
tallies on the board make the fifth tally go across the other tallies
at the middle point). This way seems to be easier for kindergarten
children to make, or it can go diagonally across the other tallies
from either side like this (mark four tallies on the board and show
that the fifth tally can go diagonally across the four starting from
either side). The fifth tally going across the other four makes it very easy
to recognize sets of five tally marks. When the students
see a set of five tallies, they should call it five. The children also
need to be shown that we leave a little space after a set of five
before starting a new set.
 Since kindergarten children are not very adept at
counting by
fives, it is good to circle the sets of five every time you have two
sets together so it looks like this .
Two sets of five circled together make a set of ten. Every time the children
see the two
sets of five circled, they can call it ten.
 Ask the students to pick up
a whiteboard, a marker, and a fleece
square (eraser), and return to their places. Tell them that we are
going to practice making tallies using a whiteboard. Mark the
tallies that represent the number five. Ask the students to make a
set of five tallies on their whiteboards, then write the number that
the tallies represent. Have them turn their board so that you can
see it. It is easy to give each child a quick thumbs up if they have
done it right, or help if they need it.
 After the children have written
the number a few times, tell them
that you are going to write a number and they have to mark the
tallies that represent the number that you write. Write the number
9. Check the boards to make sure that the children made a set of
five tallies, then a space, and then four more tallies. Have the
children erase their boards, then practice by giving them other
numbers.
 Ask the students to pick a partner. Let them practice doing their
tallies with just the two of them. One student will write a number
on his/her board and the other student has to make the tally marks
that the number represents. After a few minutes, have the students
trade so they both get a chance to write the number and make the
tally marks. Ask the students to put their whiteboards, markers,
and fleece squares back where they belong and move to their tables.
 If
needed, demonstrate how to make a palm pocket. Ask the
students to get their palm pockets, and a set of Number
Cards. Have them lay the numbers out in front of them so that they can
see all of the numbers. Tell the students that you are going to
make some tally marks on the board. They need to count the tally
marks, find the number that the tally marks represent, put the
number in their palm pockets, and then turn the palm pockets so
that you can see the number they selected. Make tallies for all of
the numbers 110. When there is a set of five, make sure the
children count five for the set and then count on from there (5, 6,
7, 8 etc.). Have students put their numbers in order to check and
make sure that they have all of them and then have them put their
number cards and palm pockets away.
Attachments
Extensions:
 Provide ideas for integration with
other curricular areas.
 Have the students tally during centers.
Center 1:
You will need a set of cards with tallies on them representing the
numbers 120. Place the cards face down on the table. Each
student at the table will need a laminated fishshaped storyboard
and a portion cup of goldfish crackers. Have a student turn over
one of the cards. Everyone looks at the card, determines the
number the tallies represent, and counts that many goldfish onto
their fish storyboard. The fish are returned to the cup and another
student chooses a card. The children continue to turn over the
cards and count out the number of fish for the number the tallies
represent. At the end of the rotation, the children get to eat the
fish and the adult helper wipes all the storyboards with a baby
wipe so they are clean for the next group.
Center 2:
Have this table set up with sorting trays that have four different
kinds of coins in the main area. Use plastic pennies, dimes,
nickels and quarters. Have each of the children sort the coins into
the divided areas of their tray. Then each student gets a tally sheet
showing the front and back of each of the coins. Model for the
students just what they need to do to make the tally. Show them
that the pencil can stay in the hand they use to write with and then
they need to use their other hand to move the coins as they tally them. The
coins can be put back in the main area of the sorting
tray as they are tallied. To clean up this table at the end of the
rotation, the children must have all of the coins back in the main
area of their tray and they need to put their tally sheets in their
desks at their starting table.
Center 3:
The students at this table will each have a container with about 15
beans in it. They are to reach into the container, pull out a number
of beans, and put the beans on a foam square. Then they will tally
the number of beans they pulled out of the container, using the
hand they write with to make the tallies on the record sheet and
the other hand to return the beans to the container. After all the
beans are tallied, they count the tally marks, write how many
beans there were, and circle the number. Then pull beans from the container
again and start a new tally. At the end of this rotation,
all the beans need to be back in the containers and their tally sheet
needs to be put in their cubbies.
Center 4:
Have a grocery store set up in this area with a number of foods
that come in different kinds of containers. Have a tally sheet
showing cans, packets, boxes, and bottles. Have two children fill
their carts with 10 items they choose to buy. The other two
children will check them out at the cash register. Have the
students who were shopping place the items from their carts up on
the counter. One of the checkout children pretends to scan the
item and puts the item into a bag. The other student has to put a
tally on the record sheet for each type of item purchased. Then
have the checkout people trade places before the second grocery
cart is emptied. After both carts have been tallied and bagged,
have the students trade places so the other two students can have
a turn shopping.
Center 5:
This center will be set up with a grasshopper for each student and
a tally sheet showing a picture of the grasshopper rightside up on
one line and a picture of the grasshopper upside down on the
other line. Have the students push down on their grasshopper to
get them to hook to the table. After it jumps and lands, have them
determine whether the grasshopper landed rightside up or upside
down. Have the children put a tally mark on the chart on the right
line. Push the grasshopper down and let him take another flying
leap, and repeat the whole process again.
As the children are doing these activities, monitor and record who
is able to put one tally for each object that is counted. Who
understands that the fifth tally goes across the first four to divide the
tallies into sets of five, and who can circle groups of two sets of five
to make a set of ten. You can also note who is having trouble with
these concepts. It is really just onetoone correspondence. One tally
for each object they see that they can mark on their chart.
 With all of the
children busy in centers, it gives you a chance to
provide help to students who need it. It also gives you a chance to
see and pull out those who may need more challenging activities.
Some activities the more advanced students may enjoy are:
 Put name tags
on the students. Give each student a record
sheet showing four rows. Let each child choose a letter
to put on each row. Have them walk around the room and mark a
tally on their chart for each time they see one of their
four letters on a name tag.
 Have children take inventory of your store center.
Give them a
clipboard with a tally sheet showing six different items
and have them mark how many of each of those there are in your
store center.
Family Connections
 The children can tally the silverware
as it is taken from the
silverware basket in the dishwasher and put into the drawer.• The children
can make a tally of the different places the items purchased at the grocery
store need to go to be put away.
 As they help with the laundry, students can
tally the number of
items that need to go to each room.
 Each week, students make a tally of the
things their family does
for entertainment.
Assessment Plan:
 Assessment for this skill is done by the teacher observing
the
students’ behavior and actions during the work time. Note if the
students are making one tally mark for each object that is being
tallied. Is every fifth tally mark being placed sideways across the
first four, making sets of five tallies? Are every two sets of five
tallies being circled to make sets of ten?
 Note observations on record sheets
kept on a clipboard. There are
Class Anecdotal Record sheets and Individual
Anecdotal Record sheets to assist with assessment. The Individual
Anecdotal Record can be kept in the child’s individual file so they can be shared
with parents during conferences. They can also be used to log
individual growth doing this task.
Bibliography: Research Basis
NAEYC, Bredekamp, S. & Copple, C., Eds. (1997). Developmentally
Appropriate Practice
In Early Childhood Programs. Revised Edition.
“To help children learn and develop, teachers use a variety of active,
intellectually engaging strategies. . . teachers also model, demonstrate
and explain, and provide information, coaching, direct instruction, and
other assistance that a child needs to progress (pg 165).” Author: Utah LessonPlans
Created Date : Aug 24 2005 15:13 PM
