Collect and represent numerical and categorical data with whole-number values using tables, scaled pictographs, scaled bar graphs or line plots. Use appropriate titles, labels and units.
Within this benchmark, the expectation is to complete a representation or construct a representation from a data set.
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Graph the Election 2 | Students will conduct an election and learn about the structure and functions of the government. With election data, students will represent data and graph the data. Math and Civics are in this integrated lesson plan. |
Your Vote Counts, Math in Civics I | This lesson will introduce and give students practice, voting collecting data, and creating graphs. The lesson will help students to recognize how to organize data and that it is every citizen’s responsibility to vote. Students will see first-hand what happens when everyone does not get to vote. Math and Civics are integrated into this lesson plan. |
U.S. Images Data Sort | Students will determine ways to categorize images of symbols, individuals and documents that represent the United States to create a table of their data. Using the table students will create a scaled pictograph in this integrated lesson plan. |
Elementary School Food Drive- Analyzing Data | Students will then analyze a set of data from a school food drive scenario and complete a bar graph. Students will also use the data to discuss what items are important to be included in a food drive and how food drives are driven by volunteers in this integrated lesson plan.
This lesson is Part 1 of 3 math lesson integrating the importance of volunteering in a food drive. |
Voting and Volunteerism | Students will participate as a voter in their classroom community in an election about which school service project they could do. They will represent and interpret their voting data in various types of graphs, such as scaled bar graphs and scaled pictographs. After interpreting the data, they will recognize that as a responsible citizen, it is their civic duty to participate in the election process to have a voice in the outcome. |
Help, Collect, Plot! | In this lesson plan, students will collect numerical data on a school-based food drive and represent and interpret the the data using line plots. The students will demonstrate volunteerism by donating to the community. |
Going to the Dogs? | In this integrated lesson plan, students will use their knowledge of collecting and interpreting data as they participate in a hypothetical election based on the controversy of whether or not their community should have a leash law. Students will be given background knowledge of the differences between state and local governments, and how laws are enacted, in particular, “leash laws” for dogs. The students will vote, tally the results, and use a frequency table to create a bar graph determining the range, title, and labels. Students will then interpret the election results while answering one- and two-step problems based on their bar graphs while demonstrating their knowledge of different levels of government and the importance of voting in local elections. |
Raising the Bar | Students will create and interpret bar graphs using tally mark data from a table. Students will also discuss and understand the implications of our civic duty to vote, and how this affects data for polls and decision-making, in this integrated lesson plan. |
Rampin' It Up | Students will use their knowledge of properties of materials and measurement of length to determine how the properties of different surfaces affect the distance traveled by a toy car. |
X Marks the Spot! | In this lesson, students will make multiple measurements and record the measurements on a line plot. |
This Is My Country | Students will collect and represent categorical data (countries or states/districts of birth of third graders) on a scaled bar graph using an appropriate title, labels, and units. They will interpret and discuss the data by writing and solving one-step problems. It is suggested the students later use this same data to create a scaled pictograph and then compare the two representations. |
Healthy Habits | In this Model Eliciting Activity, MEA, students will determine what two snacks should be placed in the school vending machines because the district is asking for healthier and tastier snacks. Factors to consider are calories, fat, protein, sugar, student comments, and cost.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
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Dining Dilemma! | In this Model Eliciting Activity, MEA, students will compare different nutritional content of chicken nuggets from many restaurants presented in bar graphs. They will factor in the calories, total fat, and sodium information about the nuggets to create a procedure for ranking the nuggets from healthiest to least healthy.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
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How Far Does It Roll? | In this lesson, students will roll ping pong balls down a ramp and record whole-number measurements for the roll distance. Students will represent this data by creating a line plot. |
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Description |
Growing Bean Plants | This task adds some rigor to the activity, by collecting actual growth data, providing practice for students in measuring and recording length measurements. Centimeters are an appropriate unit for these measurements, as they provide a good level of precision for these measurements, while being easy enough for students to handle. |
The Longest Walk | After students have drawn and measured their ten line segments, it might be more useful for the class to discuss part (b) as a whole group. It is a good idea to have the students use color to help them keep track of the connection between a line that they have drawn and the corresponding data point on the graph. |
Classroom Supplies | The purpose of this task is for students to solve problems involving the four operations and draw a scaled bar graph to represent a data set with several categories. |
Hand Span Measures | The size of the hand makes a difference in some sports that involve throwing or catching and some activities such as playing the piano. Hand span is a measure that has been used for many years. By placing the hand on the edge of a piece of paper and marking the tips of the thumb and little finger, the student can measure a straight line. This is a better method than placing the hand directly on the ruler. Discuss rounding conventions. This could be used as a class activity, or students could gather and plot data on separate line plots from different age groups. |
Name |
Description |
Growing Bean Plants: | This task adds some rigor to the activity, by collecting actual growth data, providing practice for students in measuring and recording length measurements. Centimeters are an appropriate unit for these measurements, as they provide a good level of precision for these measurements, while being easy enough for students to handle. |
The Longest Walk: | After students have drawn and measured their ten line segments, it might be more useful for the class to discuss part (b) as a whole group. It is a good idea to have the students use color to help them keep track of the connection between a line that they have drawn and the corresponding data point on the graph. |
Classroom Supplies: | The purpose of this task is for students to solve problems involving the four operations and draw a scaled bar graph to represent a data set with several categories. |
Hand Span Measures: | The size of the hand makes a difference in some sports that involve throwing or catching and some activities such as playing the piano. Hand span is a measure that has been used for many years. By placing the hand on the edge of a piece of paper and marking the tips of the thumb and little finger, the student can measure a straight line. This is a better method than placing the hand directly on the ruler. Discuss rounding conventions. This could be used as a class activity, or students could gather and plot data on separate line plots from different age groups. |