2.MD.D.10 - About the Math, Learning Targets, and Increasing Rigor

Grade 2 Measurement and Data

2.MD.D.10

About the Math

Full Standard

Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put- together, take-apart, and compare problems for using information presented in a bar graph.

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

2nd Grade Students Learning 2nd Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

 

 Report Card Measurement Topic: Demonstrates understanding of measurement concepts.
1st Grade Students Learning 2nd Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

 

 Report Card Measurement Topic: Demonstrates understanding of measurement concepts.

 

About the Math

Skills and concepts below are learning goals for this standard.

  • Make a picture or bar graph with up to four categories to represent data.
  • Compare data on a bar graph.
  • Solve addition and subtraction problems using data from a picture or bar graph.

Collecting data to answer a question is an important skill. Once the data have been collected, representing it in a picture or bar graph helps us analyze what we have discovered. Using an appropriate graph to display data is an important part of this standard. Once the graph has been constructed, it is important that questions are asked to talk about the information that is displayed in the graph. Questions should be more than "How many?" Questions should focus on drawing conclusions, comparing, and make generalizations about the data that are represented in the graph. Essential vocabulary for this standard includes: unit, scale, picture graph, and bar graph Visit the online dictionary Links to an external site. for vocabulary support.

 

Progression of Standard within Grade 2

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1 Quarter 2 Quarter 3 Quarter 4


  • Make a picture or bar graph with up to four categories to represent data.
  • Compare data on a bar graph.
  • Solve addition and subtraction problems using data from a picture or bar graph.

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Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades
Grade 1 Grade 
  • Organize and interpret data up to 3 categories (1.MD.4) 

This concept is not taught after grade 2. Students are expected to apply the standard proficiently.

 

 

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Instructional Tasks

TASKS

These tasks can be used with small group or whole group instruction.

  • Display a picture graph such as the one below. Pose questions such as how many students answered this question? What was the preferred lunch? What was the least favorite lunch? How many more people preferred hamburgers than yogurt and bagel? 
    image.png
                                         image.png
  • Pose a question such as favorite sport to watch and allow students to choose from basketball, baseball/softball, football, and soccer. They can choose by placing their name on a sticky note and placing it on top of a label on the floor. Discuss how it is hard to see how many voted for each one. Ask students how the data could be organized in a better way. Proceed to have students discuss a better way and guide them to creating a bar graph and placing the sticky notes above the one placed before it in that category. Label your graph and create a title. Pose questions such as what was the lost popular sport? What was the least popular? How many students responded to the question? Pose other questions using your data with words such as more, less, fewer. Ask students if this data could have been displayed using a picture graph.
  • Choose a topic. Provide at least four categories for your classmates to choose from. Ask everyone in the class. Tally the results and record your information on a graph. Choose which type of graph you will use. Why did you choose this type of graph? What scale did you use?
  • Write three questions based on the graph. Have another student answer them. Check for accuracy.
  • Why are bar graphs good for comparisons?
  • Tell your partner the different types of graphs you know how to use. What are the differences and similarities between them? Do they all use numbers?
  • Is it important to label and write a number scale before you start graphing the data? Why or why not?

 

SLIDE-BASED TASKS 

 These links are HCPSS created instructional tasks. These tasks are provided in Google slides.  These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Module 13 • Time and Data

Graphing:

 

 

Additional Tasks

These links provide instructional ideas connected to this standard.  [NOTE: NCTM membership required for access to Illuminations lessons.]

 

Tasks From Print Resources

These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

Print Resources
Book Thumbnail Book Title Grade Pages

 

Teaching Student-Centered Mathematics

 

K-3

 

327 (Leveling the Bars, Activity 11.4)

 

Hands-On Standards

 1-2 134-135 (Bar Graphs)
136-137 (Picture Graphs)

Hands-On Standards

 3-4 160-161 (Pictographs)
162-163 (Bar Graphs)
Groundworks: Reasoning about Probability

2

16-23 (Favorites)
viii-7 (Picto Clues)
Brain-Compatible Activities for Mathematics

1-2

 

 

 140-143 (Let it roll)
144-147 (Counting Candy)
148-152 (A day at the Zoo)
162-165 (Picture Perfect)

 
Brain-Compatible Activities for Mathematics

K-1

 171-174 (Fun with Bar Graphs)

Math In Practice

Teaching Second-Grade Math

2

 Module 13

 

 

 

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Independent Work

Centers

These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

 

 

 

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

 These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

 

 

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Assessment

Full Standard

Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put- together, take-apart, and compare problems for using information presented in a bar graph.

 

Measurement Topic

The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.

 

2nd Grade Students Learning 2nd Grade Standards by Measurement Topic

Demonstrates understanding of measurement concepts

Quarter 4

  • Make a picture and bar graph with up to four categories to represent data.
  • Solve problems involving addition and subtraction problems using data from a bar or picture graph.

 

1st Grade Students Learning 2nd Grade Standards by Measurement Topic

Demonstrates understanding of measurement concepts

Quarter 4

  • Make a picture and bar graph with up to four categories to represent data.
  • Solve problems involving addition and subtraction problems using data from a bar or picture graph.

 

2MD10 Anecdotal Data Collection Tool Links to an external site.

Visit the SBIR (Standards Based Instruction and Reporting) page in Course Essentials for more information and clarification. 

 

Rubric (for thinking and reasoning evidence)

Use this rubric for observation and constructed responses (tasks that require explanation, justification, and/or representation).

Screenshot 2023-06-12 104305.png

Rubric for Tasks (pdf) Links to an external site.

 

ExemplarS for this standard (if available)

These samples are examples of what it might look like for a student who MEETS EXPECTATIONS, is MAKING PROGRESS, and/or is MAKING LIMITED/NO PROGRESS.

 

 

 

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 This course content is offered under a CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.