2022 2-D-1-4

Page history last edited by Gena Barnhill 2 years, 10 months ago

2.D.1.4

2.D.1.4 Draw conclusions and make predictions from information in a pictograph and bar graph.

In a Nutshell

In this objective, students will make sense of the data displayed in the given pictographs and bar graphs and pose questions about the data, the total number of items, and compare the number of items in categories in order to make predictions about the data.

Student Actions	Teacher Actions
Develop a deep and flexible conceptual understanding of graphs by describing and comparing categories of data, using titles and labels so the information in a graph can be interpreted correctly. Make conjectures about what information a bar graph shows by evaluating the data on the graph and make predictions if more data were collected and added to the graph. Communicate mathematically about the information gathered and displayed on a graph by using appropriate vocabulary and drawing conclusions based on the data displayed.	Use and connect mathematical representations by creating real-lifeexperiences 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. Facilitate meaningful mathematical discourse of students’ ideas about their conclusions and predictions of the given pictographs and bar graphs. Support productive struggle as students collect data and organize it into pictographs and bar graphs by allowing sufficient wait time so that students can formulate and make predictions, offer responses, and ask questions.
Key Understandings	Misconceptions
Titles and labels are important in understanding data displays. Trends or patterns in the data as it is reflected on a graph are important to draw conclusions and make predictions.	Data can go in any category on a graph. The category with the greatest quantity is the “winner”. Titles and labels are not needed to help understand a graph. All questions can be answered by counting on the graph. – (Students don’t connect questions to a mathematical operation.) Intervals don’t need to be even on a bar graph. The bottom of a bar graph starts at one. Graphs can only be horizontal.
Knowledge Connections
Prior Knowledge	Leads to
Draw conclusions from pictographs and bar graphs. (1.D.1.3)	Solve one- and two- step questions from pictographs and bar graphs with scaled intervals. (3.D.1.2)