Standards - Mathematics

MA19.K.15

Classify objects into given categories of 10 or fewer; count the number of objects in each category and sort the categories by count.

Unpacked Content

Knowledge

Students know:
  • how to count.
  • Sort objects.
  • Category descriptors (e.g. triangles, rectangles, round, curved sides, color, etc).

Skills

Students are able to:
  • sort objects.
  • Effectively use strategies to count groups of objects.
  • Read and understand graphs.

Understanding

Students understand that:
  • objects can be grouped into categories based on like characteristics.
  • They can gain information from graphs.

Vocabulary

  • Classify
  • Venn diagrams
  • Pictographs
  • Yes/no charts
  • Bar graphs
  • Symbolic representations
  • Pictorial representations

MA19.K.15a

Categorize data on Venn diagrams, pictographs, and “yes-no” charts using real objects symbolic representations or pictorial representations.

MA19.1.16b

Summarize data on Venn diagrams, pictographs, and yes-no“ charts using real objects symbolic representations or pictorial representations.“

MA19.1.16d

Determine “how many more” or “how many less” are in one category than in another using data organized into two or three categories.

MA19.2.15

Measure lengths of several objects to the nearest whole unit.

Unpacked Content

Knowledge

Students know:
  • to use graphs to make observations about the data.

Skills

Students are able to:
  • use standard units and the related tools to measure length to the nearest whole unit.
  • organize and represent length measurement data on a line plot.
  • analyze data.

Understanding

Students understand that:
  • questions concerning mathematical contexts can be answered by collecting and organizing data and displaying the data in line plots.

Vocabulary

  • Line plots
  • Repeated measurement
  • Whole unit

MA19.2.15a

Create a line plot where the horizontal scale is marked off in whole-number units to show the lengths of several measured objects.

MA19.2.16

Create a picture graph and bar graph to represent data with up to four categories.

Unpacked Content

Knowledge

Students know:
  • strategies for collecting, organizing, and recording data.
  • strategies for counting and comparing quantities.
  • strategies for solving addition and subtraction problems.

Skills

Students are able to:
  • choose and apply appropriate strategies for organizing and recording data.
  • read and interpret graphical representations (pictographs and bar graphs) of data.
  • communicate and defend solutions and solution paths.

Understanding

Students understand that:
  • questions concerning mathematical contexts can be answered by collecting and organizing data on pictographs and bar graphs.

Vocabulary

  • Pictographs
  • Venn diagrams
  • Yes/no charts
  • Bar graphs

MA19.2.16a

Using information presented in a bar graph, solve simple put-together take-apart and compare“ problems.“

MA19.3.16

For a given or collected set of data, create a scaled (one-to-many) picture graph and scaled bar graph to represent a data set with several categories.

Unpacked Content

Knowledge

Students know:
  • Strategies for collecting, organizing, and recording data in picture graphs and bar graphs.
  • Describe and interpret data on picture and bar graphs.
  • Strategies for solving addition and subtraction one-And two-step problems.

Skills

Students are able to:
  • Collect and categorize data to display graphically.
  • Draw a scaled picture graph (with scales other than 1) to represent a data set with several categories.
  • Draw a scaled bar graph (with scales other than 1) to represent a data set with several categories.
  • Determine simple probability from a context that includes a picture.
    Example: A bar graph displays data to represent students' favorite colors with data showing 4 students choose red, 11 students choose blue, 2 students choose green, and 4 students choose purple. If Jamal is a student in the class, what do you think his favorite color might be? Why?
  • Solve one-And two-step "how many more" and "how many less" problems using information presented in scaled graphs.

Understanding

Students understand that:
  • Questions concerning mathematical contexts can be answered by collecting and organizing data scaled pictographs and bar graphs.
  • Understand that logical reasoning and connections between representations provide justifications for solutions.

Vocabulary

  • Data set
  • Scale
  • Picture graph
  • Scaled bar graph
  • Category
  • Probability

MA19.3.16b

Solve one- and two-step how many more“ and “how many less” problems using information presented in scaled graphs.“

MA19.3.17

Measure lengths using rulers marked with halves and fourths of an inch to generate data and create a line plot marked off in appropriate units to display the data.

Unpacked Content

Knowledge

Students know:
  • Nearest half and nearest quarter inch on a ruler.
  • A ruler is a type of number line and shows fraction of 1/2 and 1/4.

Skills

Students are able to:
  • Measure objects to the nearest half and fourth of an inch.
  • Create a line plot to display the data of the objects measured.

Understanding

Students understand that:
  • A line plot is a graph that displays a distribution of data values, including whole numbers, halves and quarters, such that each data value is marked above a horizontal line with an X or dot.
  • A ruler is a type of number line partitioned equally and shows halves and fourths.

Vocabulary

  • Halves
  • Fourths
  • Data
  • Line plot
  • Unit
  • Quarter inch
  • Horizontal
  • Partition

MA19.4.20

Interpret data in graphs (picture, bar, and line plots) to solve problems using numbers and operations.

Unpacked Content

Knowledge

Students know:
  • how toMeasure objects to the nearest half, quarter, and eighth of an inch.
  • Partition a number line to show halves, fourths, and eighths.
  • Interpret data displayed in graphs to solve problems related to the data set.

Skills

Students are able to:
  • Interpret data in graphs (picture, bar, and line plots) to solve problems using numbers and operations.
  • Create a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8).
  • Interpret data in line plots to solve problems involving addition and subtraction of fractions.

Note: Students need to mark the line plot in eighths to use equivalence with common denominators of eighths before adding or subtracting with data set.

Understanding

Students understand that:
  • data can be collected, organized and analyzed in data displays to generate and answer questions related to the context of the data.

Vocabulary

  • Interpret
  • Data
  • Picture graph
  • Bar graph
  • Line plot
  • Data set
  • Scale
  • Frequency
  • Key
  • Partition

MA19.4.20a

Create a line plot to display a data set of measurements in fractions of a unit ($\frac{1}{2}, \frac{1}{4}, \frac{1}{8}$).

MA19.5.16

Make a line plot to display a data set of measurements in fractions of a unit ($\frac{1}{2}$, $\frac{1}{4}$, $\frac{1}{8}$).

Unpacked Content

Knowledge

Students know:
  • Strategies to equipartition a length model.
  • Measurement in units of halves, fourths, and eighths using a tool for standard units of measure.
  • Strategies to solve problems using the four operations with fractions.

Skills

Students are able to:
  • Create a line plot with appropriate intervals.
  • Represent data on a line plot.
  • Apply strategies for solving problems involving all four operations with the fractional data.

Understanding

Students understand that:
  • mathematical data can be collected, analyzed, and organized in a data display to solve problems involving the data.

Vocabulary

  • Line plot
  • Data
  • Data set
  • Frequency
  • Fraction
  • Operations
  • Number line
  • Fraction intervals

MA19.5.16a

Add, subtract, multiply, and divide fractions to solve problems involving information presented in line plots.

Note: Division is limited to unit fractions by whole numbers and whole numbers by unit fractions.

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