Student Actions

Teacher Actions

• Develop procedural fluency by accurately reading data within a graph using the key, scale, and labels.

• Demonstrate mathematical reasoning when determining which operation or strategy to use in order to solve the word problem.

• Make conjectures when justifying answers to one and two-step word problems using the data within the graph representation.

• Communicate mathematically with peers using appropriate academic vocabulary.

• Pose purposeful questions to help students recall prior knowledge and justify their thinking. Questions may include asking students how do we solve the problem using the graph. 

• Implement tasks that give students real-world examples of using graphs to help develop their mathematical disposition.

• Elicit student thinking by encouraging a variety of approaches to a solution.

Key Understandings

Misconceptions 

• Reading the scale and key of a graph is imperative to understanding the data.

• Understanding how data is organized based on the titles and labels.

• A graph is an informational tool.

• Solving multi-step graphing word problems is an extension of basic problem-solving and may include answers that are more than numbers.

• When constructing a graph using scaled intervals based on the data provided, e.g. if there are 100 points of data, then a scale of 1 would not be the most effective.

• Scales need to be determined based on the data given and must stay consistent (by 1’s, 2’s, 5’s, 10’s, etc.).

• A frequency table may include tallies and/or numbers of the total data points for each category. Frequency tables help organize the data so it can be interpreted.

• The scale is always one or ignores the key/scales altogether.

• Graphs are only used to show “favorites” or who “won”.

• The answers to multi-step problems should only be numbers (i.e. instead of answering, “Who read the most books in September?” they answer the question “What were the highest amount of books read in September?”).

• “More” means to add. Example: “How many more books did Shelly read than Toby?” They may think to add the number of books Shelly and Toby read altogether.

• Relying on keywords rather than comprehending the data and questions being asked. 

  Knowledge Connections

Prior Knowledge

Leads to 

• Write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. (2.D.1.3) 

• Organize data sets to create tables, bar graphs, timelines, and Venn diagrams. The data may include benchmark fractions or decimals (¼, ⅓, ½, ⅔, ¾, 0.25, 0.50, 0.75). (4.D.1.2)

• Solve one- and two-step problems by analyzing data in whole number, decimal, or fraction form in a frequency table and line plot. (4.D.1.3)

• Create and analyze line and double-bar graphs with increments of whole numbers, fractions, and decimals. (5.D.1.2)

The Oklahoma State Department of Education is releasing sample assessment items to illustrate how state assessments might be designed to measure specific learning standards/objectives. These examples are intended to provide teachers and students with a clearer understanding of how the state assesses Oklahoma's academic standards and their objectives. It is important to note that these sample items are not intended to be used for diagnostic or predictive purposes. Ways to incorporate the items.

• 3.D.1.2 Bar Graph - One Step