LESSON PLAN Subject: math

Trainee: Topic or Theme: tally charts

Class: EY2 Date & Duration: 11 – 3 – 2019 / 45 mins

Trainee Personal Goals

I am working on my delivery of the lesson and using more technology in the class room

Lesson Focus

- Conceptual Understanding: Information can be expressed as organized and structured

data.

Lesson Outcomes

- Students will be able to create tally charts and compare data, Graph real objects and
comparing quantities using number words.

Links to Prior Learning

- Students know what data is, and how it’s interpreted into numbers.
- Students know what tally charts are but are confused when turning numbers to tally.
21st Century Skills
Social skills: students will interact with each other in groups and with the teacher.
Communication: the student will communicate inside the class and some of them will
communicate with students from other classes.
Creativity: students will use counting sticks to create tallies.
Media literacy: I will use PowerPoint to explain what tallies are and how they work.
Key vocabulary

Tally charts – more than – less than – least – most.

Possible problems for learners Solutions to possible problems

Students get confused with using tallies, Show a PowerPoint slide that shows exactly and in
they don’t understand the line across details how tallies work.
represents five tallies.
Resources/equipment needed

A3 sheets – PowerPoint – counting sticks – markers – survey sheets.

 TASKS/ACTIVITIES
Resources
Introduction
& Time
Students will: Teacher will:

Animal survey Listen to the teacher and Use the survey that the students did for
participate, they will help the animals to create a tally chart. She will
5 mins teacher create the class tally chart. ask a teacher’s helper to get up and go
the board and help her count.
Resources
Main activities
& Time
Students will: Teacher will:

PowerPoint Sit on the carpet and listen to the
teacher as she explains the
5- 7 mins PowerPoint. They will ask
questions if they have any and
answer the teacher’s questions.
Differentiation activities (Support group)
Explain how tallies work using the
power point, she will ask questions and
answer students questions if they ask.
1,2,3,4 number 5 shut the door – 6,7,8,9
number 10 draws the line.

- On the green table with the teacher, Aafiyah, Al Reem, Misha, and Elaina.
- Use one survey sheet with data about favourite fruit in it to fill the A3 tally chart.
- They will use counting sticks and only tally numbers up to 10.

Differentiation activities (core group 1)

- On the round table, Aisha Georgia, Madelyn, Hamza, and Roy.

- They will look at the animal collection in the zoo picture, count the different types of
animals.
- After they count the animals and write down the numbers and put them in a tally chart.

Differentiation activities (core group 2)

- On the carpet, Fatimah Emir, Dana, Seayule, Talia, Jack, Zac, and Wdeema in circle.
- They will play the I have game with the learning assistant, each student will get a card
that has “I have , who has ” written on it.
- They will sit in a circle and after the student is done reading his or her card the student
with the answer will go next.
- They will place the cards that they are finished with in the middle.

Differentiation activities (Stretch/ challenge group)

 - Mohammed, Zahra, Mysha, Victoire, and Rayan, will go with the teacher to another EY2
class to interview them about their favourite animal.
- They will record the data on the survey sheet and then put in tallies on their A3 sheet.
- They will present it to the class at the end of the lesson.

Resources
& Time Plenary/Conclusion

Students will Teacher will

5- 7 mins Present their tally chart to the class Listen and observe the students as they
Tally charts and explain what they did. They will present, and then ask questions to make
answer the teacher’s questions sure everyone understands.

Homework None
Assessment
Strategies: Observation sheet.

☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment

assessment

☐ Quiz ☐ Student presentation ☐ Written work ☐ Verbal feedback

and feedback