Stage 1 - data – tally marks
Supporting students of Aboriginal English
- participate in a class survey
- use tally marks
- consider how you can include the following 8 Ways of Learning for Aboriginal students in your teaching strategies: 8 ways of Learning for Aboriginal students
Activities to support the strategy
- Teacher conducts survey (choose topic to suit class interests)
- Explain tally marks (one for each vote; look at what happens at every 5th vote)
- Look at the amount of categories students could choose from, discuss what would happen if too many or too few categories were available
- Explain every student must vote, but only once
- At the end of the survey, count the tally marks (as a class) and make sure it represents the amount of students in the class
- Discuss as a class what they notice about the survey E.g. which is the most popular, least popular, how many votes in a given category etc.
- Get students to select their own topic to survey (give some ideas)
- Give instructions on how to lay out their tally table (give between 3 and 5 possible categories, remind why too many or too few categories are ineffective)
- Allow time for students to survey other members of the class (each student must vote, but only once)
- Students to count tally marks and make sure they match the amount of students in the class
- Students to look at the results of the survey and pose questions that can be answered by looking at their tally table
- Working in pairs, student 1 is to cover their survey categories and quiz student 2 with the questions they have already developed about their tally table
- Students to swap roles
- Class discussion looking at what questions were easy to answer, which were difficult to answer, which couldn't be answered by looking at the graph
- Students to reflect on other uses of a tally table
- Students to reflect on other questions that could have been posed
- Use the tally table to create a column graph and picture graph.
Australian curriculum reference: ACMSP069
Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs
NSW syllabus reference
MA1-17SP Gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results
NSW literacy continuum reference
SPEC7M5: Aspects of speaking, Cluster 7, Marker 5: Stays on task and participates effectively in longer class and group discussions.
Other literacy continuum markers: COMC7M3
Comprehension, Cluster 7, Marker 3: Analyses and evaluates how visual images support print to create meaning in texts.