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1-D-1-2

Page history last edited by Christine Koerner 4 years, 3 months ago

1.D.1.2 Use data to create picture and bar-type graphs to demonstrate one-to-one correspondence.


In a Nutshell

Statistical literacy is critical to understanding the world around us. Students in first grade learn how data can be categorized and displayed in various forms. Students experience categorizing objects in different ways in order to learn to make sense of real-world data.

Student Actions

Teacher Actions

  • Develop deep and flexible understanding of graphs as students answer questions and gather data about themselves and their surroundings.  Students should use the data they collect to make various representations and model data using one-to-one correspondence.

  • Develop the ability to make conjectures, model, and generalize as students represent/model data using concrete objects, pictures, tally charts, and graphs using one-to-one correspondence. Students will describe and compare categories of data as they share their findings with classmates and teacher.

  • Develop accurate and appropriate procedural fluency when students are by labeling titles and information needed on visual representations so the data gathered can be interpreted correctly.

  • Develop the ability to communicate mathematically as students listen to, comment on, and question the contributions of their classmates.  Demonstrate an understanding of various graphs and representations as they describe  using one-to-one correspondence and compare data using this knowledge. 

  • Implement tasks that promote reasoning and problem solving for data collection that have real world meaning for students (favorite snack, pet, ice cream, season, etc). Students should have opportunities to survey classmates, collect data, draw conclusions, and the create a visual representation that clearly displays information gathered from the data.

  • Pose purposeful questions 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?

  • Elicit and use evidence of student thinking that encourage students to use a variety of strategies when collecting and analyzing data. For example, How does your data and visual compare to other students' visuals?

  • Facilitate meaningful math discourse by helping students organize, record, and communicate their thinking using appropriate vocabulary, such as picture and bar graph and modeling one-to-one correspondence as needed

Key Understandings

Misconceptions

  • Actively participate in data collection activities that consists of formulating questions, gathering data, and deciding how to represent data. 
  • Able to create a picture or bar type graph using one-to-one correspondence as a representation.
  • Read labels and keys on graphs.

  • 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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