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1-D-1-1

Page history last edited by Tashe Harris 6 years, 1 month ago

1.D.1.1  Collect, sort, and organize data in up to three categories using representations (e.g., tally marks, tables, Venn diagrams).


In a Nutshell

This objective covers being able to collect, sort, and organize data with up to three categories; ask and answer questions about the total, how many in each category, and how many more or less in one category than another.  By the end of first grade, students will be able to collect data and make their own representations of their findings. They should also be able to make connections and communicate mathematically about their representation and data.

Student Actions

Teacher Actions

  • Develop a deep and flexible understand of data as they explore using picture and bar graphs, tally marks, tables, pie graphs or Venn diagrams using a variety ways and topics.Some examples of topics can be; How many siblings do we have?, How many letters in our name?, What’s your favorite?….

  • Demonstrate procedural fluency as they efficiently organize and analyze data as they add, subtract, and compare results of their data collections.

  • Develop strategies for problem solving  as they use various representations and justify their findings as they organize data.

  • Develop the ability to communicate mathematically use appropriate categorical and numerical vocabulary as they communicate about data collected and sort into representations. Students should be able to share and justify their findings with classmates using the appropriate vocabulary.

 

  • Build procedural fluency from conceptual understanding as the teacher creates real-world experiences as they implement tasks for data collection that provide a meaningful experiences for students such as favorite snack, pet, etc…  through a variety of representations. Teacher will allow students to use the data collected to create a visual representation.

  • Pose purposeful questions to engage student in a high interest 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? What other questions can you think of? How does this relate to another objective that you are learning about? How can I use this information?

  • Elicit and use evidence of student thinking  during teacher guided discussion. The teacher can use math journals,anchor charts, number talks, response boards to record data and vocabulary related to data collection.

  • Facilitate meaningful math discourse about problems and encourage a variety of approaches to problem solving.  The teacher can use question of the day, then Ask questions such as, "How many people picked _____?" "Which ____ do the least of us like?" "Which ____ do the most of us like?" What can we learn from our data?

  • Support student productive struggle through a variety of data activities that provide opportunities for students to critically examine and discuss data.

Key Understandings

Misconceptions

  • Organize, represent, and interpret data  in up to three categories. While students are making connections, they will ask and answer questions about the data.
  • Data can go in any category on a graph.

  • The category with the greatest quantity is the “winner”.

  • They can ignore titles and labels.


OKMath Framework Introduction

1st Grade Introduction

1st Grade Math Standards

 

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