1.MD.C.4 - About the Math, Learning Targets, and Increasing Rigor

Full Standard

Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Measurement Topic

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

About the Math

Skills and concepts below are learning goals for this standard.

• Organize data in up to three categories.
• Represent data in up to three categories.
• Answer questions about the total number of data points.
• Answer questions about how many data points are in each category.

Collecting and organizing data is an important part of mathematics and lends itself to problem solving situations. It is important that students collect the data by asking questions of the class or taking surveys. Once the data has been collected, it needs to be organized and then analyzed. Students should use tally marks, bar graphs and pictographs to organize the data. Once the data is organized students need to draw conclusions from what the data is saying. This standard builds from K.MD.A.3 in which students classify objects into given categories; count the number of objects in each category, and sort the categories by count. Essential vocabulary for this standard includes: data, bar graph, and category (online dictionary Links to an external site., HCPSS Vocabulary Cards Download HCPSS Vocabulary Cards

Progression of Standard within Grade 1

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

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.

TASKS

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

• Have three pizza toppings listed on the bottom of the board for students to look at. Ask how many of your favorite pizza topping is just cheese? Give all the students that raise their hand a sticky note. Show them how to come up one by one and stick them in a line above the word cheese. Then ask how many of their favorite topping is pepperoni and give a different colored sticky note to make a line above pepperoni. Finally repeat for sausage and give a third color sticky note to make the last bar. Count the sticky notes for each category all together to figure out how many people picked each and write it above the top of each bar. Which was the most popular? The least? How many more people liked _____ than _____?
• Either revisit or create a graph for the ways we get home. Print pictures of buses, cars or shoes for students to get the one that shows how they get home and create a pictograph to ask questions about. What is the way most of us get home? How many more people walk than ride the bus? etc.
• How could you sort a group of toys (stuffed animals, balls, and trains) and make a graph to show how many toys are in the different groups?
• Think about a question you might ask your classmates to which there are three possible answers. Conduct a survey and then graph the results by using either a pictograph or a bar graph.
• Consider the following data. Should the class use a bar graph or a picture graph to show this data? Why?
  

  Favorite Ice Cream Data

  Favorite Ice Cream Flavor	Number of Students
  Vanilla	12
  Chocolate	9
  Strawberry	3

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.

Additional Tasks 

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

• Favorite Ice Cream Flavor Links to an external site. (Illustrative Math)
• Weather Graph Data Links to an external site.(Illustrative Math)
• Bar Graph investigations Links to an external site. (NCTM Illuminations Lesson)
• Eye to Eye Links to an external site. (NCTM Illuminations Lesson)
• Baby Weight Links to an external site. (NCTM Illuminations Lesson)
• Comparing Columns on a Bar Graph Links to an external site. (NCTM Illuminations Lesson)
• Treasure Hunt Download Treasure Hunt
  (Utah Core Academy Lesson)
• Party Cake Download Party Cake
  (Utah Core Academy Lesson)
• Fish Graphing Download Fish Graphing
  (Utah Core Academy Lesson)
• Count it! Graph it! Links to an external site. (Georgia Department of Education, pg. 19)

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	The First Loops, Activity 11.1, Page 314 Guess My Rule, Activity 11.2, Page 315 Leveling the Bars, Activity 11.4, Page 327 Expanded Lesson Using Data to Answer Our Questions, Page 329-330
	Brain Compatible Activities for Mathematics	K-1	(154-156; 162-166; 167-174)
	Number Sense	1-2	40-43
	Developing Mathematics with Unifix	K-5	Building a Graph (86-87)
	Pattern Block Book	K-2	More Secret Treasures (124-125) Secret Treasures (122-123) Flying a Kite (112-115) More Handfuls (120-121) Quite a Handful (116-119)
	Roads to Reasoning	1	Class Votes (80-81), A Fish Story (78-79) Saturday Chores (82-83)

Centers

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

• Color Graph Download Color Graph
  (HCPSS-adapted resource)
• Pattern Block Graph Download Pattern Block Graph
  (HCPSS-adapted resource)

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.

• Organize and Represent Data Links to an external site.
• Answer Questions about a Bar Graph Links to an external site.
• Displaying Data and Answering Questions Links to an external site.
• Answering Questions about Data Links to an external site.
• Collecting Data and Answering Questions Links to an external site.
• Asking Questions about Data Links to an external site.

Full Standard

Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

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.

First Grade Students Learning First Grade Standards by Measurement Topic

Kindergarten Students Learning 1st Grade Standards by Measurement Topic

1MD4 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).

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.