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Collect data and organize into a picture or bar graph.
Clarifications:
Essential Understandings
Concrete:
- Sort data set based on a single attribute (e.g., pencils vs. markers).
- Organize the data into a picture or bar graph using objects that represent one piece of data (may have number symbols).
- Compare data sets to identify more or less (e.g., this bar represents a set with more).
- Identify a picture and bar graph.
- Use a key to identify the visual representations of data on the graph.
- Identify a numerical representation of a data set (e.g., bar graph representing five pencils).
General Information
Number: MAFS.3.MD.2.AP.3a
Category: Access Points
Date Adopted or Revised:
06/14
Cluster:
Represent and interpret data. (Supporting Cluster) :
Continuous measurement quantities such as liquid volume, mass, and so on are an important context for fraction arithmetic (cf. 4.NF.2.4c, 5.NF.2.7c, 5.NF.2.3). In grade 3, students begin to get a feel for continuous measurement quantities and solve whole- number problems involving such quantities.
Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
Examples of Opportunities for In-Depth FocusContinuous measurement quantities such as liquid volume, mass, and so on are an important context for fraction arithmetic (cf. 4.NF.2.4c, 5.NF.2.7c, 5.NF.2.3). In grade 3, students begin to get a feel for continuous measurement quantities and solve whole- number problems involving such quantities.
Related Standards
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