5E Lesson Plan Math
Grade Level: First Grade
Lesson Title: Unit 01: Data Analysis
Subject Area: Math
Lesson Length: 8 days
THE TEACHING PROCESS
Lesson Overview
During this unit, students begin the year by extending their understanding of data analysis
using authentic experiences. Students explore collecting, sorting, and organizing data up to
three categories using previous data analysis skills. They use the categorical data collected
from surveys or collections of objects to create tally charts, T-charts, picture graphs, and
bar-type graphs. After creating each representation, students compare and contrast the
different data representations. Recall, students have prior experiences with picture graphs,
but bar-type graphs are a new representation for Grade 1. Students examine the data to
draw conclusions demonstrating their ability from Kindergarten to compare data categories
up to 20 and to find sums and differences within 10. They also generate and answer
questions regarding the data represented in the graphs’
Unit Objectives:
Students will…
 Students explore collecting, sorting, and organizing data up to three categories
using previous data analysis skills.
 Use the categorical data collected from surveys or collections of objects to create
tally charts, T-charts, picture graphs, and bar-type graphs.
 Compare and contrast the different data representations.
 Draw conclusions to demonstrate their ability from Kindergarten to compare data
categories up to 20 and to find sums and differences within 10.
 Generate and answer questions regarding the data represented in the graphs.
Standards addressed:
TEKS:
1.1 Mathematical process standards. The student uses mathematical processes to acquire
and demonstrate mathematical understanding.
1.1A Apply mathematics to problems arising in everyday life, society, and the workplace.
1.1C Select tools, including real objects, manipulatives, paper and pencil, and technology
as appropriate, and techniques, including mental math, estimation, and number sense as
appropriate, to solve problems.
1.1D Communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate.
1.1E Create and use representations to organize, record, and communicate mathematical
ideas.
1.1F Analyze mathematical relationships to connect and communicate mathematical ideas.
1.1G Display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
1.8 Data analysis. The student applies mathematical process standards to organize data to
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make it useful for interpreting information and solving problems. The student is expected
to:
1.8A Collect, sort, and organize data in up to three categories using models/representations
such as tally marks or T-charts.
1.8B Use data to create picture and bar-type graphs.
1.8C Draw conclusions and generate and answer questions using information from picture
and bar-type graphs.
ELPS:
ELPS.c.1C Uses strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary
ELPS.c.2G Understand the general meaning, main points, and important details of spoken
language ranging from situations in which topics, language, and contexts are familiar to
unfamiliar
ELPS.c.3B Expand and internalize initial English vocabulary by learning and using highfrequency English words necessary for identifying and describing people, places, and
objects, by retelling simple stories and basic information represented or supported by
pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3D Speak using grade-level content area vocabulary in context to internalize new
English words and build academic language proficiency
ELPS.c.3H Narrate, describe, and explain with increasing specificity and detail as more
English is acquired
ELPS.c.5B Write using newly acquired basic vocabulary and content-based grade-level
vocabulary
ELPS.c.5C Spell familiar English words with increasing accuracy, and employ English
spelling patterns and rules with increasing accuracy as more English is acquired
Misconceptions:
 Some students may think they can compare the length of the rows/columns of
pictures in a picture graph rather than comparing the number of pictures in each
row/column, not realizing that the size of the pictures will affect the length of the
row/column.
 Some students may think leaving gaps between cells or using cells of differing
sizes on a bar-type graph does not affect the data, not realizing that the size and
spacing of the cells should be consistent.
 Some students may think data in a horizontal bar-type or picture graph can be
arranged from right to left, not realizing that the cells on a bar graph or pictures in a
picture graph are arranged from left to right.
 Some students may think data can only be used in one type of graph rather than
realizing the same data can be represented using either a bar-type or picture graph
(e.g., if it’s not something easy to draw or find a picture for the data, then the data
might be best displayed using a bar-type graph, rather than a picture graph, etc.).
 Some students may think if the orientation of the graph changes, then the data itself
changes, not realizing that the data being represented remains the same in a vertical
bar-type or picture graph can be arranged from the top to bottom, not realizing that
the cells on a bar graph or pictures in a picture graph are arranged from bottom to
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top.
Vocabulary:
 Bar-type graph – a graphical representation to organize data that uses bars divided
into individual cells to demonstrate one-to-one correspondence and to show the
frequency (number of times) that each category occurs
 Categorical data – data that represents the attributes of a group of people, events, or
objects
 Data – information that is collected about people, events, or objects
 Graph – a visual representation of the relationships between data collected
 Picture graph – a graphical representation to organize data that uses pictures or
symbols evenly spaced or placed in individual cells, where each picture or symbol
represents one unit of data, to show the frequency (number of times) that each
category occurs
 Survey – to ask a group of people a question in order to collect information about
their opinions or answers
Day 1 List of Materials: Johnny Appleseed by Steven Kellogg, 3 apples:1-red, 1- yellow,
1-green (save for Day 2 lesson), chart paper, Resource Sheets 1 and 2 (RS-1, RS-2)
Instructional Sequence
Engage Day 1
Activity:
1. Meet students on the carpet.
2. Embed literature: Read Johnny Appleseed by Steven Kellogg
3. Ask students how many enjoy eating apples. Do all apples look the same? What
are some ways that apples are different? (Look for responses such as different
color, size, taste, etc.)
4. Show students 3 kinds of apples. Identify the apples by name, and quickly survey
the students to find out which kind of the 3 they have eaten.
5. Say: Tomorrow we are going to do an activity to find out which kind of apple our
class likes best.
Explore Day 1
Activity:
1. Display the table (RS-1). Say: Mrs. (teacher the students know) surveyed her class
to find out about their favorite holiday. She used tally marks to record each
student’s choice.
2. Point out important features of the table (title, labels).
3. Ask questions to make sure students understand that the tally marks represent
student choices. (How many students liked July 4th best? How do you know?
Which holiday was least popular? How do you know? How many children chose
Halloween as their favorite holiday?)
4. Say: Mrs. (teacher) showed the data on her table in another way. Display the
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pictograph (RS-2).
5. Ask questions to determine if students understand the visual one-to-one
correspondence between the tally marks on the table and the symbols on the
pictograph. What do you notice about this graph? (The number of symbols for
each holiday matches the number of tally marks for each holiday.)
List of Materials Day 2: 6 apples (1-red, 1-green, 1-yellow) cut into enough small pieces
so each student gets one piece of each kind of apple, separated into baggies, one per
student, chart paper, RS 3-4
Sequence of Instruction
Explore/Explain: Day 2
Activity:
1. Prior to the start of this lesson, make a pictograph on chart paper. Draw three
columns or rows, one for each kind of apple. Make sure your columns/rows are
large enough to accommodate the students’ apple cut-outs. Leave off the title and
labels. The students will assist you in completing the graph during the lesson.
2. Allow students to wash their hands.
3. Explain: Today I’m going to find out which apple each of you thinks is best. When
you ask people their opinion about something and write down their answers, this is
called “gathering data.” Data is information that is collected about people, events,
or objects.
4. Distribute a baggie containing apple pieces to each student.
5. Explain the procedure you would like the students to follow for the taste test.
6. After students sample the apples, display apple table. (RS-3) Have students help
you fill in important elements of the table. Record students’ favorite kind of apple
using tally marks.
7. Ask: Which kind of apple did most children like? How many like red? Yellow?
Green? How do we know if we recorded each student’s choice?
8. Explain we can show our data in another way by using pictures.
9. Draw students’ attention to the pictograph template you made using chart paper.
10. Tell the students they will color an apple cut-out the same color as their favorite
kind of apple.
11. Guide the students to add a title and labels to the graph.
12. Provide each student with an apple cut-out. (RS- 4)
13. Invite the students to paste their apples in the appropriate column/row on the graph.
14. Determine if students have a visual understanding of the one-to-one
correspondence between the data on the table and the pictograph: How many tally
marks do we have for the red apple? Does the number of tally marks match the
number of apples?
15. Say: Our new graph shows data using pictures. What do you think this kind of
graph is called? (Pictograph)
List of Materials Day 3: bulletin board paper, index cards and markers, 4 yellow, 4 green,
and 4 red linking cubes, one set for every 4 students, paper bag, index cards and markers,
Survey Question (RS-5), one question strip per student, RS-6 (for teacher only)
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Sequence of Instruction
Engage Day 3
Activity:
1. Prior to instruction, create a real-object grid mat by drawing a 2 x 20 grid of 6 inch
squares on bulletin board paper.
2. Instruct students to remove 1 of their shoes and display it for the class to see. Guide
students to sort their shoe collection by 2 defining attributes (e.g., sports shoes and
dress shoes, laces and Velcro, light colored and dark colored, etc.).
3. Write each defining attribute on a separate index card.
4. Tell students that the shoes will be used as the data to make a real-object graph.
5. Place the index card labels at the end of the real-object grid mat.
6. Have students generate an appropriate title for the real-object graph, and write the
title on an index card. Place the index card on the real-object grid mat.
7. Instruct students to place their shoe on the real-object grid mat to make a realobject graph.
8. Ask guiding questions: What does each shoe represent? (Each shoe represents one
student in the class.) What attributes did you use to sort the shoes? Which
row/column has the most shoes represented? Explain. How did you know which
group had fewer shoes? Make/write comparison statements about the relationship
between the two rows/columns.
Explore Day 3
Activity:
1. Explain: We are going to gather class information, or data, about your front teeth.
Survey is another word for “gathering data.” Today you are going to survey one
another to see who has lost his or her front teeth.
2. Display 3 different colors of linking cubes.
3. Explain:
 A student has no missing front teeth will receive 1 green linking cube.
 A student missing one or more teeth: 1 red linking cube
 A student who has front teeth growing in that can be partially seen: 1
yellow linking cube
4. Place students in groups of 4. Hand out 4 yellow, 4 green, and 4 red linking cubes
per group.
5. Instruct groups to help each other decide which color would represent each
member’s teeth and then ask each group member to take a cube that represents
them.
6. Instruct a student volunteer to walk around the room with a paper bag and collect
each student’s linking cube.
7. Have 2-3 students sort the linking cubes collected in the paper bag, and determine
the number of cubes for each color. Record the number or color of the cube and
the number of cubes corresponding to that color on an on individual index cards.
8. Ask:
 How can we group the linking cubes so they stay together and be counted
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
quickly? (Group by tens, leaving the ones as single linking cubes; stack the
linking cubes by color; etc.)
How did know the count of each color? ( If there was a stack of 10, I
started with 10 and then counted on the single linking cubes of the same
color; if there was only loose linking cubes, I made a stack of 5 and then
counted on the single linking cubes; if there was only loose linking cubes, I
counted each loose linking cube; etc.)
Explain Day 3
1. Stack the linking cubes to create a column for each color. Ask another 2-3 students
to label each column by what the color represents and the quantity of each column.
2. Display the 3 linking cube bars by standing each bar on the tallest table top, taping
the label for each on the linking cubes to create a column for each color. Ask
another 3 students to label each column by what the color represents and the
quantity of each column. Make sure to leave a space between each column.
3. Using the 3 towers, explain to students that graphs with tall and narrow columns
like this are called bar-type graphs.
4. Show students there is space between each bar. Explain that the amount in each
column can be easily determined by counting the cubes.
5. Ask:
 What does each column represent? (The column with the green linking
cubes means that those students do not have any missing front teeth, etc.)
 How do I know how many students have missing teeth?
 How can you tell if there are 10 linking cubes without counting?
 Which group has the least students?
 Which group has the most students?
 Discuss how the data could be described using comparative statements.
6. Record the students’ comparative statements. Discuss how the statements can be
verified using the graph’s data.
7. Tell students that they are going to take a written survey so they can gather new
data to make a new bar-type graph during the next lesson.
8. Distribute one Survey Question (RS-5) to each student. Instruct students to circle
their survey question answer.
9. Using the submitted survey questions (RS-5), compute and record the survey
results. (RS-If needed, skew the results to provide interesting data for comparative
results, ensuring that the total number matches the number of students in the class.
This data will be used during tomorrow’s instruction.
List of Materials Day 4: one baggie per student and teacher color tiles (10 red, 10 blue,
and 10 green) RS-6 (completed from Day 3), 1” grid paper, one per student and teacher, a
set of markers, color pencils, or crayons (1 red, 1 blue,1 green) per student and teacher
Sequence of Instruction
Engage Day 4
1. Prior to the lesson, prepare a set of color tiles for each student and teacher.
2. Read Crazy Hair Day by Barney Saltzberg
3. Remind students that yesterday they were surveyed about their favorite special
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school day. Can you remember what you choices were? (Silly Sock Day, Crazy
Hat Day, and Favorite Team Tee Day)
4. Display the collected and computed survey results. (RS-6, completed from Day 3)
Explore/Explain Day 4
Activity:
1. Distribute a bag of color tiles, 1” grid paper, and a set of markers, color pencils, or
crayons (1 red, 1 blue, 1 green) to each student.
2. Explain: Today you will make a bar-type graph to show the results of the class
survey taken yesterday.
3. Tell students to arrange their grid paper in portrait style (with the 11” side vertical)
and place 1 color tile on the grid paper.
4. Ask: What did you notice about the relationship between the color tile and the grid
paper? (1 tile fills 1 square)
5. Explain to students that when making a bar-type graph, each colored square
represents one object or vote.
6. Choose a color of tile to represent Silly Sock Day from the class survey.
7. Ask: How many students voted for Silly Sock Day?
8. Instruct students to count out enough color tiles of 1 color from their bag to
represent the number of votes for Silly Sock Day from the class survey.
9. Model how to place the tiles on the bottom baseline, and build a column vertically
to represent the votes for Silly Sock Day.
10. Instruct students to replicate the model on their grid paper.
11. Demonstrate how to remove 1 color tile at a time, coloring the square using the
same color marker, color pencil, or crayon as the color tile on the teacher’s grid
paper.
12. Instruct students to follow your procedure on their grid paper.
13. Select a color of tile to represent Crazy Hat Day from the class survey.
14. Ask: How many students voted for Crazy Hat Day?
15. Instruct students to gather enough color tiles of 1 color from their bag to represent
the number of votes for Crazy Hat Day from the class survey.
16. Have students choose a color of tile to represent the Crazy Hat Day data. Have
them place the appropriate number of tiles on their grid paper. Have them remove
each tile and color the square. Repeat this procedure for Favorite Team Tee Day.
17. Ask: How many students voted for Favorite Team Tee Day?
18. Instruct students to complete last column on their handout to represent the votes for
Favorite Team Tee Day.
19. Discuss the relationship between the size of the tile and the size of each grid on
their handout.
20. Complete your graph. Using your graph to demonstrate, label the graph.
21. Ask: How will you know how many votes each special day received without
counting each time?
22. Say: I can determine how many tiles there are without counting by putting numbers
or a scale on the side. I can run my eyes or my finger along the top of the column to
the number to find out how many tiles there are.
23. Demonstrate how to count the number of grid squares to make a scale.
24. Ask:
 What do the bars mean on the graph? (The number of votes each day
received.)
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
What could this bar-type graph be titled? (Our Favorite Special Day;
Special Days for Our Class; etc.)
25. Model turning the completed graph horizontally, so that students can see the
different orientation. Instruct students to carefully turn their graphs horizontally.
26. Ask:
 Did the information on the graph change when you turned it? (no)
 How is it different? How is it the same? (The column of tiles is sideways
instead of up and down, the number of tiles/votes for each day is the same;
etc.
27. Discuss the completed bar-type graph created. Ask:
 Which special day received the most votes? How do you know?
 Which special day received the least number of votes? How do you know?
 How many people voted?
 Can you create a comparison sentence from the data on this graph?
 Can you describe the comparison in a different way?
 What else do you know from the graph?
28. Have students work in pairs to write a comparative statement about the data.
29. Have students share and justify their comparative statement.
List of Materials Day 5: collection of buttons, The Button Box by Margaret S. Reid, RS
7-9, one each for the teacher
Instructional Sequence
Engage Day 5
Activity:
1. Bring a collection of various kinds of buttons. Have students form a circle on the
carpet. Empty the container in the center of the carpet.
2. Ask: What can you do with these buttons? (Count or sort them, group buttons that
are the same.) What do you notice about these buttons? (color, texture, size, etc)
3. Read The Button Box Margaret S. Reid to introduce concept of sorting and
classifying data.
4. Ask: Did the child sort his buttons in the same way we did? Why is sorting
important? (Sorting to see how things are the same/different.)
5. Tell students you have a button collection at home that you sorted. Display RS-7.
Emphasize how the table is labeled. Discuss how one tally mark represents one
button.
6. Say: I have another way to show how I sorted my buttons. Display RS-8. (picture
graph).
7. Ask: What do you notice about this graph? (The picture graph symbols correspond
to the number of tally marks on the table.)
8. Point out the important parts of graphs (title, labels, and pictures).
9. Ask: Is there another graph we could make using the same data? (Bar-type graph)
10. As a class, make a bar-type graph of the button data. (RS-9)
11. Reinforce the important parts of the graph. (TAILS: title, axis, increments, labels,
and spacing.)
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12. Ask: What buttons do I have the most of? How do you know? Can you create a
comparative statement using the data on the graph? Write comparative statements
on the board.
List of Materials Day 6: chart paper, one baggie of assorted colors of connecting cubes
per student: 3 red, 8 blue, 4 yellow (number of cubes can be differentiated by according to
ability of each student); RS 10-11
Sequence of Instruction
Explore/Explain Day 6
Activity:
 Distribute bagged connecting cubes to each student. Ask: What are some ways the
cubes can be sorted?
 Guide student to sort the connecting cubes by color (3 red, 8 blue, 4 yellow).
Instruct them to make a table (RS-10) using tally marks to represent cubes.
 Instruct students to use their table to make a bar-type graph. (RS-11). Guide
students to add the important features to their graphs and fill them in correctly.
 Ask: What did you do first to complete your graph? How do you label each axis?
Why? What do the numbers on the axis represent?
List of Materials Day 7: Prior to instruction, mix 3 different kinds of past together.
Separate the pasta into 3 containers. Dye one container of pasta red, one blue, and one
green. Divide the pasta into baggies (8 red, 6 blue, 4 green), one baggie per student. Chart
paper, RS 12-15
Instructional Sequence
Engage Day 7
Activity
 Divide students into equal groups of 4-6 students.
 Instruct students to sort their group by 1 variable (eye color, gender, hair color,
etc.) Have each group explain how they sorted themselves.
Explain/Explore Day 7
Activity:
 Provide each student with one baggie of pasta.
 Say: You will collect data about your pasta to make a bar-type graph.
 Ask: What will be the first step we need to take to organize our data? (Sort,
classify, or group things that are the same) What are some ways to sort our pasta?
(Guides students to sort by color.)
 After we sort our pasta what will we need to do to record our data? (Make a table).
 Draw a table on chart paper. Ask the students to help label the table with the
correct information.
 Have students tell how many tally marks should be recorded for each color of
pasta.
 Display grid template (RS-12). Have students identify missing elements, and tell
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
how to complete the graph so that it represents the data on the table.
Ask: Which color had the most amount of pasta? How many red pieces of pasta?
How many more green pieces of pasta than blue?
Elaborate Day 7
Activity:
 Students will work in partners to sort the pasta by another attribute (size, texture,
kind of pasta).
 Students will make a table (RS-13) using tally marks to represent the pasta pieces.
 Students will use their table to complete a bar graph. (RS-14)
 Student will answer questions related to their graph.
Instructional Sequence
Evaluation Day 8
List of Materials Day 8: RS 15-18
Performance Assessment Day 8
Display table RS-15. Orally present the following classroom situation and tasks. Allow
students to use hand drawn pictures, printed pictures, or technology to create the picture
graph.
1) Mrs. Hoefert was conducting a survey of 25 students to determine their favorite
type of pet. She had recorded 20 student choices using the tally chart shown below.
Mrs. Hoefert still needs 5 more students to answer the survey question.
a) Since your class has not been part of the survey, help Mrs. Hoefert complete the
survey by asking 5 of your classmates to answer the survey question. Record their
answers on the tally chart.
b) Use the completed tally chart to create a T-chart (RS-16), picture graph (RS-17),
and a bar-type graph (RS-18) to organize and represent the data.
c) For each representation, include an appropriate title and category labels to
represent the data. Explain how the title and category labels represent the data.
d) Orally describe how all of the representations are alike and how they are
different.
e) Orally describe the data represented two different ways using comparative
language.
f) Explain the process to determine the total number of students who chose cats and
fish combined.
g) Explain the process to determine the difference in the number of students who
chose cats and fish.
h) Generate a question that could be asked about the data represented and explain
the answer to the question.
Standard(s): 1.1A , 1.1C , 1.1D , 1.1E , 1.1F , 1.1G , 1.8A , 1.8B , 1.8C ELPS.c.1C
, ELPS.c.2C ,
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