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1-D-1-3

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

1.D.1.3 Draw conclusions from picture and bar-type graphs.

In a Nutshell

In first grade, students will sort a collection of items up to three categories. This standard lends itself to the integration of many first grade concepts. Teacher/students will pose questions about the number of items in each category,such as, the total number of items, then compare the number of items in the categories.

Student Actions	Teacher Actions
Develop the ability to communicate mathematically as they describe, compare, draw conclusions, and recognize categories of data in bar and picture type graphs. Develop a deep and flexible understanding as students make graphs that have appropriate titles and labels and needed information. Students should be able to illustrate data representations so the information can be interpreted correctly. Develop the ability to make conjectures, model, and generalize as students analyzing data in bar-type, picture graphs, and tally charts to answer questions and draw conclusions. Communicate their ideas about the information gathered and displayed.	Implement tasks that promote reasoning and problem solving that have meaning for students (favorite snack, pet, etc), as students are actively engaged in one-to-one correspondence counting data for the graph or representation. For example, provide categories for students to sort identical collections of different geometric shapes. After the shapes have been sorted, pose these questions: How many triangles are in the collection? How many rectangles are there? How many triangles and rectangles are there? Which category has the most items? How many more? Which category has the least? How many less? Ask purposeful questions to engage student in a discussion about the meaning of data. What what the most and least favorite and how do you know? Explain what you know about this graph? How many more ____ than ____ and explain your thinking. What other questions does this data make you think about? Facilitate meaningful meaningful mathematical discussion of students’ ideas to allow them to learn to draw conclusions from the data. Allow sufficient wait time so that students can formulate and offer responses, questions, etc.
Key Understandings	Misconceptions
Recognize that titles and labels are important in understanding data displays. Interpret data and decide how to represent and make connections to the data that have been gathered. Actively participate in data collection activities that lead to analyzing data and interpreting results in a bar-type or picture graph as a representation. Know and choose how to place data into categories.	Each picture or bar represents 1. No recognition of how a bar can represent a quantity. Graphs can only be horizontal. All questions can be answered from counting on the graph. – they don’t connect questions to a mathematical operation.