Word (.docx)
Acrobat (.pdf)
Clarifications
Clarification 1: Addition and subtraction problems are limited to whole numbers with sums within 100 and related differences.Clarification 2: 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 extend the work of grade 1 to interpretation of various data representations and solving problems involving addition and subtraction.- Instruction includes questions that focus on the context of the situation.
- Instruction includes the idea that a picture can represent a single piece of data or a fixed amount.
- Interpretation of data includes both factual and reasoning-based questions.
Common Misconceptions or Errors
- Students may miscount the number of pictures in a pictograph graph or misread the height of a bar in a bar graph.
- Students may think that one picture of an item in a pictograph represents only one item.
Strategies to Support Tiered Instruction
- Teacher provides a pictograph and reads accompanying questions with students, checking for understanding along the way. The teacher focuses on students accurately counting the items in each category, paying special attention to the scale while ensuring that students are utilizing addition and subtraction strategies to accurately respond to each question. Teacher reviews related vocabulary such as fewer, more, in total, and less. Additionally, the teacher aids in accurately counting the items in each category, especially on graphs or tables that require skip counting by 2s or 5s. Ensure students are utilizing addition and subtraction strategies to accurately respond to each question.
- Example:
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- Part A. How many astronauts does one astronaut represent? (Point to the scale if student is unsure.)
- Part B. In what grades did fewer than 20 students want to be astronauts?
- Part C. In what grades did at least 5 students want to be an astronaut?
- Part D. How many students wanted to be an astronaut in First grade and Fourth grade? (Aid student in skip counting 5, 10, 15, 20, 25, 30, 35, 40.)
- Part E. How many more students wanted to be an astronaut in kindergarten than in first grade? (Review “more” with students in this context and provide the sentence equation frame _____ − _____ = _____ to aid them if needed.)
- Teacher provides a bar graph and accompanying questions, reading each question, and checking for understanding along the way. The teacher focuses on accurately reading the height of each bar in the bar graph, paying special attention to the scale and ensuring students are utilizing addition and subtraction strategies to accurately respond to each question.
- Example:
- Part A. On which night did Timmy read for 35 minutes?
- Part B. How many more minutes did Timmy read on Tuesday and Friday than on Monday?
- Part C. On which nights did Timmy read more than 20 minutes?
- Part D. On which night did Timmy read fewer than 35 minutes, but more than 15 minutes?
- Part E. If Timmy read for 30 minutes on Saturday night, what would the bar look like?
Instructional Tasks
Instructional Task 1 (MTR.7.1)
A grade 2 class is collecting books to donate. They graph the number of books collected in a pictograph below.
- Part A. If the goal was to collect at least 20 books, by how many books did the class exceed their goal?
- Part B. On which days did the class collect at least 6 books?
Instructional Items
Instructional Item 1
A group of students were surveyed about what sport they prefer to play. According to the data on the table below, how many more children prefer to play soccer and tennis compared to the number of children who prefer to play basketball?
*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 Assessment
Lesson Plans
Original Student Tutorials
STEM Lessons - Model Eliciting Activity
In this Model Eliciting Activity, MEA, the students will work in teams to use data to determine which classroom pet teachers should get for their classrooms based on several characteristics.
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, a client is searching for the best cell phone carrier. Students will determine a procedure for ranking the companies based on votes for the favorite company and fees. The data is given in a scaled bar graph and a table. In a “twist,” the client provides more data, presented in a scaled pictograph, for the students to consider.
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, Chocolate Delight, a chocolate bar company, wants to improve its sales to elementary students by creating a healthy chocolate bar. They have tested 5 new recipes and need to determine which candy bar is best for children. The students will determine a procedure for ranking the recipes from best to worst based on the following criteria: healthiness, taste, and nut allergies and make a recommendation of the healthiest recipe to Chocolate Delight.
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 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
In this Model Eliciting Activity, MEA, The Give A Cheer Yearbook Committee needs the students' assistance to determine the best company to purchase the school yearbooks. Students will need to consider the cost, tax, and delivery time in their decision. In a “twist,” students are given additional information about shipping cost and are asked to determine if their procedure for ranking should change.
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
Collaboration is key! In this MEA lesson, students will have the opportunity to work in collaborative groups to decide what items to include inside a guest goodie bag. The students will be able to interpret data from a table chart, create a bar graph, present their decisions orally in teams, and write an extension letter.
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 have been selected by the cafeteria manager to help rank healthy meal options that have been proposed to be added to the school cafeteria. The students will use information about the food and drink included in the meal, total calories, sodium content, calories from saturated fat, and calories from sugar to come up with a procedure for ranking the meal options. Then students will have to use or adapt their original procedures to include two more meal options in the rankings.
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 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
This Model Eliciting Activity (MEA) is written at a 2nd grade level. In this MEA students need to help the owner of Video Game City help his customers decide which gaming system best meets their needs. Students can consider the cost of each gaming system in their rankings. In part 2, students will need to add the cost of each gaming system and accessory.
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. Click here to learn more about MEAs and how they can transform your classroom.
Students will use data in the form of bar graphs and tables to determine a procedure for ranking zoos for a field trip. In the “twist” students will have to consider the cost for students using addition and subtraction of dollar amounts.
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
Original Student Tutorials Science - Grades K-8
Learn to interpret data represented as bar graphs and compare observations made by different groups of students during nature walks with this interactive S.T.E.M. tutorial.
This is part 1 of 2-part series, click HERE to view part 2.
Join a class of students as they record and compare observations made during nature walks in the woods near their school. You will interpret data represented as bar graphs and compare observations made by different groups in this interactive S.T.E.M. tutorial.
This is part 2 of 2-part series, click HERE to view part 1.
Join a class of students as they record and compare observations made during nature walks in the woods near their school. You will interpret data represented as pictographs and compare observations made by different groups in this interactive S.T.E.M. tutorial.
Join a class of students as they record and compare observations made during nature walks in the woods near their school. You will interpret data represented as pictographs and compare observations made by different groups in this interactive S.T.E.M. tutorial.
Learn to record and compare observations a group of students made during nature walks in the woods near their school. You will interpret data represented in tables and compare observations made by different groups in this interactive S.T.E.M. tutorial.
Join a class of students as they record and compare observations made during nature walks in the woods near their school. You will interpret data represented in tables and compare observations made by different groups in this interactive S.T.E.M. tutorial.
Join a class of students as they record and compare observations made during nature walks in the woods near their school. You will interpret data represented with tally marks and compare observations made by different groups in this interactive S.T.E.M. tutorial.
Join a class of students as they record and compare observations made during nature walks in the woods near their school. You will interpret data represented with tally marks and compare observations made by different groups in this interactive S.T.E.M. tutorial.
Compare seasonal precipitation patterns in Miami and Tallahassee, Florida by interpreting data on bar graphs in this interactive tutorial.
This is part 2 of a 2-part series, click HERE to view part 1, Patterns in Temperature.
Compare daily and seasonal temperature patterns in Miami and Tallahassee, Florida in this interactive science tutorial.
This is part 1 of 2-part series, click HERE to view part 2, Patterns in Precipitation.
Student Resources
Original Student Tutorials
Join a class of students as they record and compare observations made during nature walks in the woods near their school. You will interpret data represented with tally marks and compare observations made by different groups in this interactive S.T.E.M. tutorial.
Type: Original Student Tutorial
Join a class of students as they record and compare observations made during nature walks in the woods near their school. You will interpret data represented in tables and compare observations made by different groups in this interactive S.T.E.M. tutorial.
Type: Original Student Tutorial
Join a class of students as they record and compare observations made during nature walks in the woods near their school. You will interpret data represented with tally marks and compare observations made by different groups in this interactive S.T.E.M. tutorial.
Type: Original Student Tutorial
Learn to record and compare observations a group of students made during nature walks in the woods near their school. You will interpret data represented in tables and compare observations made by different groups in this interactive S.T.E.M. tutorial.
Type: Original Student Tutorial
Join a class of students as they record and compare observations made during nature walks in the woods near their school. You will interpret data represented as pictographs and compare observations made by different groups in this interactive S.T.E.M. tutorial.
Type: Original Student Tutorial
Join a class of students as they record and compare observations made during nature walks in the woods near their school. You will interpret data represented as pictographs and compare observations made by different groups in this interactive S.T.E.M. tutorial.
Type: Original Student Tutorial
Join a class of students as they record and compare observations made during nature walks in the woods near their school. You will interpret data represented as bar graphs and compare observations made by different groups in this interactive S.T.E.M. tutorial.
This is part 2 of 2-part series, click HERE to view part 1.
Type: Original Student Tutorial
Learn to interpret data represented as bar graphs and compare observations made by different groups of students during nature walks with this interactive S.T.E.M. tutorial.
This is part 1 of 2-part series, click HERE to view part 2.
Type: Original Student Tutorial
Compare seasonal precipitation patterns in Miami and Tallahassee, Florida by interpreting data on bar graphs in this interactive tutorial.
This is part 2 of a 2-part series, click HERE to view part 1, Patterns in Temperature.
Type: Original Student Tutorial
Compare daily and seasonal temperature patterns in Miami and Tallahassee, Florida in this interactive science tutorial.
This is part 1 of 2-part series, click HERE to view part 2, Patterns in Precipitation.
Type: Original Student Tutorial
