Standard #: MA.3.S.7.1 (Archived Standard)


This document was generated on CPALMS - www.cpalms.org



Construct and analyze frequency tables, bar graphs, pictographs, and line plots from data, including data collected through observations, surveys, and experiments.


Remarks


Use of addition, subtraction, multiplication, and division of whole numbers should be included during this process.

 

 

At this grade level, students might analyze graphs with words such as most, least, minimum, and maximum to provide a conceptual foundation for the more formal terms such as mode and range that they will learn in later grades.

The collected data and the intent of the data collection should help to determine the choice of data display.

 



General Information

Subject Area: X-Mathematics (former standards - 2008)
Grade: 3
Body of Knowledge: Statistics
Supporting Idea: Data Analysis - Data Analysis
Date Adopted or Revised: 09/07
Content Complexity Rating: Level 3: Strategic Thinking & Complex Reasoning - More Information
Date of Last Rating: 06/07
Status: State Board Approved - Archived
Assessed: Yes

Test Item Specifications

    Item Type(s): This benchmark may be assessed using: MC item(s)
    At Grade 3, this benchmark will be assessed using MC items.

    Clarification :
    Students may identify the correct display of a given set of data.

    Students will analyze and draw conclusions about data displayed in the form of frequency tables, bar graphs, pictographs, and line plots.

    Students will analyze data to supply missing data in frequency tables, bar graphs, pictographs, and line plots.
    Content Limits :

    Items may require the student to choose the most appropriate datadisplay given a set of data from observations, surveys, and/orexperiments.

    Items may assess identifying parts of a correct graph and recognizingthe appropriate scale.

    The increments used on the scale are limited to units of 1, 2, 5, 10,50, or 100.

    Pictographs can use keys containing a scale of 1, 2, 5, or 10.

    The data presented in graphs should represent no more than five categories.

    The total sample size for bar graphs should be no more than 1,000.

    The total sample size should be no more than 200 for frequencytables, pictographs, and line plots.

    Addition, subtraction, or multiplication of whole numbers may beused within the item.

    Stimulus Attributes :
    Items may be set in a real-world or mathematical context.

    Increment grid lines must be shown on graphs.

    Graphics will be used in all items.


Sample Test Items (1)

Test Item # Question Difficulty Type
Sample Item 1 The students in Mrs. Livingston’s class voted for their favorite kind of footwear. The number of votes are shown on the table below.

table

which bar graph correctly shows the number of votes on the table? 		N/A MC: Multiple Choice


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