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Clarifications
Clarification 1: Data displays can be represented both horizontally and vertically. Scales on graphs are limited to ones, fives or tens.Benchmark Instructional Guide
Connecting Benchmarks/Horizontal Alignment
Terms from the K-12 Glossary
- Categorical data
- Bar graph
Vertical Alignment
Previous Benchmarks
Next Benchmarks
Purpose and Instructional Strategies
The purpose of this benchmark is to gather, sort, represent and make comparisons about data using several methods. In grade 1, representation of data was limited to tally marks and pictographs. At this grade level, students will select the most appropriate representation, use appropriate titles, labels and units.- Instruction includes context for data representations.
- Instruction includes understanding that different types of graphs are useful in representing different contexts.
- Instruction includes the understanding that data can show trends or frequency.
Common Misconceptions or Errors
- Students may formulate questions that involve only mathematical data.
- Students may ignore categories and only list data points.
- For example, students may be collecting data on favorite color (8 red, 5 blue, 7 green) and may only list 8, 5 and 7.
- Students may put the data totals in the incorrect categories.
- Students may misrepresent the count for each data point.
Strategies to Support Tiered Instruction
- Instruction includes opportunities to create a bar graph to represent the data. The teacher guides students in the creation of the bar graph by posing the following questions:
- Question 1: What should the title of the graph be? (Ensure students write an appropriate title on the title line.)
- Question 2: What do the numbers on the side represent? (Ensure students understand that the scale represents the number of students that chose each breakfast food.)
- Question 3: What labels should I put along the bottom of the graph?
- Question 4: What numbers should each bar stop at for each breakfast food identified? (Ensure students draw the bars correctly.)
- Teacher verifies that students answer each question completely and accurately, guiding
students in creating bars of an appropriate height, with appropriate labels for each individual breakfast food category.
- Example:
Instructional Tasks
Instructional Task 1 (MTR.4.1)
Allow students an opportunity to gather data based on several pre-selected categories. Students can then visually represent their data using a method they choose, and discuss the similarities and differences based on the representation chosen. Students can be guided to determine the appropriate label, unit and scale based on the amount of data that needs to be represented.
Instructional Items
Instructional Item 1
A class is collecting data about the type of pets in their house. The following data were collected. Create a bar graph to represent the data.
*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.
Related Courses
Related Access Points
Related Resources
Formative Assessments
Lesson Plans
Problem-Solving Task
Virtual Manipulative
STEM Lessons - Model Eliciting Activity
In this Model Eliciting Activity, MEA, students will devise a plan for ranking, and justify it, in order to choose the best class pet. Students will use problem-solving skills, interpret data presented in tables, add two-digit numbers, compare two and three-digit numbers, and create bar graphs.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
Students will research the effects of sugary drinks on their health. They will interpret data on a variety of beverages presented in the form of bar graphs and decide which beverages should be included in school vending machines to ensure students have healthy drink options.
In this Model Eliciting Activity, MEA, students will make decisions that focus on what and how human activities may impact ocean life and what actions students may take in protecting our ocean. The Supplemental Reading passage serves as a springboard to elicit students understanding of real issues around them.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
In this Model Eliciting Activity, MEA, students will devise a procedure, and justify it, in order to determine the best features of a water park. Students will use problem-solving skills and data sets presented in a bar graph and table. In a “twist,” students will be given new information and asked to determine whether their procedure still works. Students will create a bar graph representing the new data.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
MFAS Formative Assessments
Student Resources
Parent Resources
Problem-Solving Task
The purpose of this task is for students to practice collecting and interpreting data.
Type: Problem-Solving Task
