General Information
Subject Area: Mathematics (B.E.S.T.)
Grade: 2
Strand: Data Analysis and Probability
Standard: Collect, categorize, represent and interpret data using appropriate titles, labels and units.
Date Adopted or Revised: 08/20
Status: State Board Approved
Benchmark Instructional Guide
Connecting Benchmarks/Horizontal Alignment
Terms from the K-12 Glossary
- Categorical data
- Bar graph
Vertical Alignment
Previous Benchmarks
Next Benchmarks
Purpose and Instructional Strategies
The purpose of this benchmark is to gather, sort, represent and make comparisons about data using several methods. In grade 1, representation of data was limited to tally marks and pictographs. At this grade level, students will select the most appropriate representation, use appropriate titles, labels and units.- Instruction includes context for data representations.
- Instruction includes understanding that different types of graphs are useful in representing different contexts.
- Instruction includes the understanding that data can show trends or frequency.
Common Misconceptions or Errors
- Students may formulate questions that involve only mathematical data.
- Students may ignore categories and only list data points.
- For example, students may be collecting data on favorite color (8 red, 5 blue, 7 green) and may only list 8, 5 and 7.
- Students may put the data totals in the incorrect categories.
- Students may misrepresent the count for each data point.
Strategies to Support Tiered Instruction
- Instruction includes opportunities to create a bar graph to represent the data. The teacher guides students in the creation of the bar graph by posing the following questions:
- Question 1: What should the title of the graph be? (Ensure students write an appropriate title on the title line.)
- Question 2: What do the numbers on the side represent? (Ensure students understand that the scale represents the number of students that chose each breakfast food.)
- Question 3: What labels should I put along the bottom of the graph?
- Question 4: What numbers should each bar stop at for each breakfast food identified? (Ensure students draw the bars correctly.)
- Teacher verifies that students answer each question completely and accurately, guiding
students in creating bars of an appropriate height, with appropriate labels for each individual breakfast food category.
- Example:
Instructional Tasks
Instructional Task 1 (MTR.4.1)
Allow students an opportunity to gather data based on several pre-selected categories. Students can then visually represent their data using a method they choose, and discuss the similarities and differences based on the representation chosen. Students can be guided to determine the appropriate label, unit and scale based on the amount of data that needs to be represented.
Instructional Items
Instructional Item 1
A class is collecting data about the type of pets in their house. The following data were collected. Create a bar graph to represent the data.
*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.