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2-D-1-1

Page history last edited by Tashe Harris 6 years, 2 months ago

2.D.1.1 Explain that the length of a bar in a bar graph or the number of objects in a picture graph represents the number of data points for a given category.

In a Nutshell

Students enter second grade with a familiarity of bar-type graphs. Students in second grade learn how data can be categorized and displayed in a bar graph. Students experience categorizing objects in a bar graph in order to learn to make sense of real-world data. In third grade, students will summarize a data set with multiple categories using a bar graph with scaled intervals.

Student Actions	Teacher Actions
Communicate mathematically by analyzing and describing what the length of a bar in a bar graph or number of objects in a picture graph represents. Develop accurate and appropriate procedural fluency by correctly interpreting titles and labels on a bar graph or picture graph.	Use and connect mathematical representations by creating real-world experiences for data collection that have meaning for students (favorite snack, pet, etc). Pose purposeful questions to engage students in a discussion about the meaning of data, such as: “Why do people collect data? Are there different ways to display data? What can we learn from our data?” Build procedural fluency from conceptual understanding of bar-type graphs and picture graphs by providing real-world examples for students to examine and interpret.
Key Understandings	Misconceptions
In order to formulate questions and decide how to represent data that have been gathered, decisions must be made. about how things might be categorized Graphs are used to represent data from real-life experiences.	Data can go in any category on a graph. The category with the greatest quantity is the “winner”.